References
Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2013). Entrepreneurship (Laureate Custom Education). New York: McGraw-Hill Irwin.
THE CASE METHOD
What Are Cases?
Cases, such as the ones used in this course, are written descriptions of actual events, circumstances, or situations, which confront decision-makers in organizations. The cases have been developed from information gathered from both government agencies and private industry. The facts presented in these cases are based on real-life situations. They are as complete as is reasonable with no essential fact deliberately omitted. The case method stimulates interest through realism and is designed to make the learning process one of active participation rather than passive observation.
Objectives of the Case Method
In effect, the essence of the case method is that “wisdom cannot be told.” The learning process if it is to be effective does not depend on the process of “telling”. Rather, it calls for something dynamic to occur for the learner.
The case method does not require students to find well-known answers to problems, nor does it require students to develop “yes” or “no” answers to situations. Instead, it encourages participants to think independently; to recognize unfamiliar problems and points of view; and to value resolving individual and personal differences and conflicts in the interest of the overall goals of a group or organization.
Other General Objectives of the Case Method
1. To increase each individual's capacity to work effectively with superiors, colleagues on the same level, and subordinates.
2. To develop effective skills of cooperation.
3. To develop a point of view, outlook, or frame of mind that helps one become a more understanding, useful, and responsible member of an organization.
4. To develop awareness that, in a particular problem situation, the general principles, rules, and axioms of management cannot always be followed. Emphasis, instead, is placed on developing the capacity to discern and evaluate relevant facts and relationships in a complex problem situation.
5. To learn that there may be several effective strategies for the same situation; there's more than one answer.
The participant becomes a sharper observer, asks searching questions, probes for the real issues, evaluates the effects which various courses of action would set in motion, overcomes communication barriers, and comes to grips with the problem by making and altering his/her own decisions as the case progresses. Making decisions, analyzing, comparing, and making recommendations are critical tasks.
Finally, the case method approach helps a person see the value in becoming more articulate and fluent: It also emphasizes the value in standing one's ground in defending one's views in analysis of management situations.
Preparing a Case
The first step in preparing a case is to master the facts. As in real life, irrelevant descriptive material is often pre ...
Describe how the shifts societal forces have impacted marketing ov.docxtheodorelove43763
Describe how the shifts societal forces have impacted marketing over the years.
Make your initial post and comment on of student post.
Stunden1
I am a plus size woman. I have noticed now that more stores are offering plus sizes. Being a size 2 is not the norm any more. More plus sizw women are more into fashions and they are buying more fashionable clothes. Society has become more exceptive of the larger women, becaue they are becoming comfortable with wearing the latest styles. Old Navy, Nordtroms, and a lot more other stores are carrying the plus sizes now. Even Victoria Secrets is stepping up to the plate, for plus size women. The market is changing for us for the better. A shift has arrived in the way people look at plus size women.
Student 2
Shifts in societal forces have impacted marketing in different ways over the years. The different impacts are determined by the societal forces that are prevalent in the contemporary marketplace. Such societal forces include cultural diversity, culture identity, demographic changes, people’s consumerism, as well as rising awareness about environmentally friendly products. Shifts in societal forces lead to pressure on political aspects, which in turn lead to legal regulations being changed to govern the market (Kotler & Keller, 2011). As a result of the increasing complexity in societal forces within today’s globalized marketplace, marketers experience more strict regulations that mainly impact the quantity and quality of information that they offer to the marketplace and the customers thereof (Kotler & Keller, 2011). Additionally, the increasing globalization of the marketplace has led to a diversified culture identity, which has led to a situation where consumers have a variety of cultural values and attitudes. As consumers across the globe gain more knowledge on other cultures, their tastes and preferences in the products offered become more complex. As a result, marketers have to shift their marketing strategies and ensure that their products attain the increasing diversity in consumer needs. The marketing operations adopted by firms must thus, change to adopt the shifts in societal forces
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking .
This document provides an overview of case analysis and how to prepare for case discussions in strategic management courses. It explains that the goal of case analysis is to practice strategic thinking and gain real-world management experience, rather than simply finding the "right answer." The document outlines a nine-step process for carefully preparing a case, which includes identifying issues, analyzing data, applying concepts, developing recommendations, and supporting opinions with evidence. It emphasizes that the objective is to enhance analytical skills rather than find out what the company actually did.
Business Policy and StrategyOliver’s Market Case Analysis .docxhumphrieskalyn
Business Policy and Strategy
Oliver’s Market Case Analysis &
Discussion Questions
In preparing Oliver's Market case analysis, here are some discussion questions to consider.
· What are the key elements of the strategy at Oliver's Market?
· What competitive pressures must Oliver's Market be prepared to deal with?
· What are the key success factors for competing in the supermarket industry in Sonoma County?
· What is your assessment of Oliver's financial performance and financial condition? Is the company in good financial shape? Why or why not?
· How does their financial performance compare to Whole Foods. Are they strong enough to compete?
· Should they consider expansion, given your analysis?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task ...
This document provides guidance on analyzing business cases. It discusses:
1. The objectives of case analysis are to increase understanding of management, build analytical skills, practice identifying issues and solutions, and gain exposure to different industries.
2. To prepare for a case, students should quickly overview it, thoroughly read and review exhibits, identify strategic issues, conduct financial analysis, apply strategic concepts, develop recommendations supported by evidence.
3. Key to case analysis is active engagement in diagnosing issues and problems, proposing solutions, and explaining assessments to build business judgment skills rather than searching for a single "right answer."
Part 1.· How can information technology support a company’s busi.docxherbertwilson5999
Part 1.
· How can information technology support a company’s business processes and decision making and give it a competitive advantage? Give examples to illustrate your answer.
· How does the use of the Internet, intranets, and extranets by companies today support their business processes and activities?
· How can a manager demonstrate that he or she is a responsible end user of information systems? Give several examples.
Part 2.
Disaster Recovery "How important are your data to you?" "What would happen if . . . ?" While business managers focus on solving business problems and determin- ing what their information systems should do, di- saster recovery consultants ask what would happen if things go wrong. With careful advanced planning, disaster recovery specialists help their clients prevent calamity. While this topic covers a wide variety of software issues, installation configuration issues, and security threats, examining common end-user mistakes may also prove enlightening. Common end-user mistakes include:
a. Failure to save work in progress frequently.
b. Failure to make a backup copy. c. Storing original and backup copies in the same location.
For each of the common end-user mistakes listed above, answer the following questions.
a. How might this mistake result in data loss?
b. What procedures could you follow to minimize this risk?
SOLAR FEEDER ASSIGNMENT QUESTIONS
· What problems do you see at SDI? What issues does management need to address? What do you see as the central problem/issue?
· Is SDI close to achieving a breakeven volume of sales?
· What is SDI’s present strategy? Is the strategy working? Are fundamental changes needed?
· What strategic plan would you suggest SDI pursue to make a success out of its Solar Feeder product? Your recommended plan should include a strategic vision for SDI, a set of strategic and financial objectives, a detailed strategy, and a set of action recommendations to implement and execute the strategy.
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Ca.
This document provides guidance on analyzing business cases. It explains that case analysis is an exercise in learning by doing that helps students practice strategic management skills. To prepare for case discussion, students should thoroughly read the case, identify strategic issues, analyze key financial metrics, apply strategic concepts, evaluate conflicting information, support their analysis with evidence, and develop actionable recommendations. The goal is for students to think critically and make reasoned judgments, not simply find definitive answers. Overall, case analysis aims to enhance students' analytical abilities and business decision-making skills.
WHOLE FOODS CASE QUESTIONS1. What are the chief elements.docxalanfhall8953
WHOLE FOODS CASE QUESTIONS
1. What are the chief elements of the strategy that Whole Foods Market is pursuing?
2. Is Whole Foods’ strategy well matched to recent developments and conditions in the natural and organic foods segment of the food retailing industry?
3. Do you think John Mackey has a good strategic vision for Whole Foods? Why or why not? What do you like/dislike about the company’s “Whole Foods, Whole People, Whole Planet” motto? Do the motto and the principles underlying the motto really matter at this company or are they just nice words and window dressing? Explain.
4. Do WFM’s core values as presented in the case really matter? Have they contributed to the company’s success? Why or why not?
5. How well is Whole Foods Market performing from a financial perspective?
6. How well is Whole Foods Market performing from a strategic perspective? Is the strategy working? Does the company have a winning strategy?
7. What recommendations would you make to John Mackey regarding the actions that management needs to take to sustain the company’s growth and financial performance?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a va.
Describe how the shifts societal forces have impacted marketing ov.docxtheodorelove43763
Describe how the shifts societal forces have impacted marketing over the years.
Make your initial post and comment on of student post.
Stunden1
I am a plus size woman. I have noticed now that more stores are offering plus sizes. Being a size 2 is not the norm any more. More plus sizw women are more into fashions and they are buying more fashionable clothes. Society has become more exceptive of the larger women, becaue they are becoming comfortable with wearing the latest styles. Old Navy, Nordtroms, and a lot more other stores are carrying the plus sizes now. Even Victoria Secrets is stepping up to the plate, for plus size women. The market is changing for us for the better. A shift has arrived in the way people look at plus size women.
Student 2
Shifts in societal forces have impacted marketing in different ways over the years. The different impacts are determined by the societal forces that are prevalent in the contemporary marketplace. Such societal forces include cultural diversity, culture identity, demographic changes, people’s consumerism, as well as rising awareness about environmentally friendly products. Shifts in societal forces lead to pressure on political aspects, which in turn lead to legal regulations being changed to govern the market (Kotler & Keller, 2011). As a result of the increasing complexity in societal forces within today’s globalized marketplace, marketers experience more strict regulations that mainly impact the quantity and quality of information that they offer to the marketplace and the customers thereof (Kotler & Keller, 2011). Additionally, the increasing globalization of the marketplace has led to a diversified culture identity, which has led to a situation where consumers have a variety of cultural values and attitudes. As consumers across the globe gain more knowledge on other cultures, their tastes and preferences in the products offered become more complex. As a result, marketers have to shift their marketing strategies and ensure that their products attain the increasing diversity in consumer needs. The marketing operations adopted by firms must thus, change to adopt the shifts in societal forces
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking .
This document provides an overview of case analysis and how to prepare for case discussions in strategic management courses. It explains that the goal of case analysis is to practice strategic thinking and gain real-world management experience, rather than simply finding the "right answer." The document outlines a nine-step process for carefully preparing a case, which includes identifying issues, analyzing data, applying concepts, developing recommendations, and supporting opinions with evidence. It emphasizes that the objective is to enhance analytical skills rather than find out what the company actually did.
Business Policy and StrategyOliver’s Market Case Analysis .docxhumphrieskalyn
Business Policy and Strategy
Oliver’s Market Case Analysis &
Discussion Questions
In preparing Oliver's Market case analysis, here are some discussion questions to consider.
· What are the key elements of the strategy at Oliver's Market?
· What competitive pressures must Oliver's Market be prepared to deal with?
· What are the key success factors for competing in the supermarket industry in Sonoma County?
· What is your assessment of Oliver's financial performance and financial condition? Is the company in good financial shape? Why or why not?
· How does their financial performance compare to Whole Foods. Are they strong enough to compete?
· Should they consider expansion, given your analysis?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task ...
This document provides guidance on analyzing business cases. It discusses:
1. The objectives of case analysis are to increase understanding of management, build analytical skills, practice identifying issues and solutions, and gain exposure to different industries.
2. To prepare for a case, students should quickly overview it, thoroughly read and review exhibits, identify strategic issues, conduct financial analysis, apply strategic concepts, develop recommendations supported by evidence.
3. Key to case analysis is active engagement in diagnosing issues and problems, proposing solutions, and explaining assessments to build business judgment skills rather than searching for a single "right answer."
Part 1.· How can information technology support a company’s busi.docxherbertwilson5999
Part 1.
· How can information technology support a company’s business processes and decision making and give it a competitive advantage? Give examples to illustrate your answer.
· How does the use of the Internet, intranets, and extranets by companies today support their business processes and activities?
· How can a manager demonstrate that he or she is a responsible end user of information systems? Give several examples.
Part 2.
Disaster Recovery "How important are your data to you?" "What would happen if . . . ?" While business managers focus on solving business problems and determin- ing what their information systems should do, di- saster recovery consultants ask what would happen if things go wrong. With careful advanced planning, disaster recovery specialists help their clients prevent calamity. While this topic covers a wide variety of software issues, installation configuration issues, and security threats, examining common end-user mistakes may also prove enlightening. Common end-user mistakes include:
a. Failure to save work in progress frequently.
b. Failure to make a backup copy. c. Storing original and backup copies in the same location.
For each of the common end-user mistakes listed above, answer the following questions.
a. How might this mistake result in data loss?
b. What procedures could you follow to minimize this risk?
SOLAR FEEDER ASSIGNMENT QUESTIONS
· What problems do you see at SDI? What issues does management need to address? What do you see as the central problem/issue?
· Is SDI close to achieving a breakeven volume of sales?
· What is SDI’s present strategy? Is the strategy working? Are fundamental changes needed?
· What strategic plan would you suggest SDI pursue to make a success out of its Solar Feeder product? Your recommended plan should include a strategic vision for SDI, a set of strategic and financial objectives, a detailed strategy, and a set of action recommendations to implement and execute the strategy.
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Ca.
This document provides guidance on analyzing business cases. It explains that case analysis is an exercise in learning by doing that helps students practice strategic management skills. To prepare for case discussion, students should thoroughly read the case, identify strategic issues, analyze key financial metrics, apply strategic concepts, evaluate conflicting information, support their analysis with evidence, and develop actionable recommendations. The goal is for students to think critically and make reasoned judgments, not simply find definitive answers. Overall, case analysis aims to enhance students' analytical abilities and business decision-making skills.
WHOLE FOODS CASE QUESTIONS1. What are the chief elements.docxalanfhall8953
WHOLE FOODS CASE QUESTIONS
1. What are the chief elements of the strategy that Whole Foods Market is pursuing?
2. Is Whole Foods’ strategy well matched to recent developments and conditions in the natural and organic foods segment of the food retailing industry?
3. Do you think John Mackey has a good strategic vision for Whole Foods? Why or why not? What do you like/dislike about the company’s “Whole Foods, Whole People, Whole Planet” motto? Do the motto and the principles underlying the motto really matter at this company or are they just nice words and window dressing? Explain.
4. Do WFM’s core values as presented in the case really matter? Have they contributed to the company’s success? Why or why not?
5. How well is Whole Foods Market performing from a financial perspective?
6. How well is Whole Foods Market performing from a strategic perspective? Is the strategy working? Does the company have a winning strategy?
7. What recommendations would you make to John Mackey regarding the actions that management needs to take to sustain the company’s growth and financial performance?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a va.
Success does not come easy for some but for most the secret
ingredient for success is the sense of urgency to achieve the said
success. The hunger element for the success plays a huge role is
pushing the individual to their limits and sometimes even beyond.
Get the hunger here.
A Guide to Case AnalysisI keep six honest serving men(.docxransayo
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task of analyzing company after company and situation after situation has the twin benefi t of boosting
your analytical skills and exposing you to the ways companies and mana gers actually do things. Most college
students have limited managerial backgrounds and only frag mented knowledge about companies and real-life
strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a
variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as
opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic
management; and (4) asking you to come up with pragmatic managerial action plans to deal with the issues
at hand.
Objectives of C.
This document is a module on decisive person from the Homeroom Guidance Self-Learning series published by the Department of Education of the Philippines. It contains guidance for students on developing decision-making skills, with sections that discuss collecting information, weighing pros and cons, learning from past decisions, and being prepared for potential outcomes. The module provides examples and activities for students to evaluate decisions across different scenarios and consider who influences their choices. The goal is for students to understand the importance of sound decision-making and how it can contribute to their success, achievement, and career choices.
Transforming Singapore’s Public Libraries .docxturveycharlyn
Transforming Singapore’s Public Libraries sought to change libraries from being just places to borrow books by making them community centers that provided learning and recreational activities. This was a significant strategic change, aiming to make libraries more relevant. Key elements included enhancing services, programs, and facilities while maintaining the core function of lending books. The change process succeeded by following an intentional order of changes and focusing on important components like stakeholder needs, resources, and coordination between elements.
Assignment Budget Planning and ControlBefore approaching this a.docxrock73
Assignment: Budget Planning and Control
Before approaching this assignment, be sure that you have watched the following video.
· Budgetary Planning featuring Babycakes *FULL VIDEO*. (2016). YouTube.
Babycakes, a specialty bakery, is the company that will be considered for all parts of your budget planning and control report. For this assignment, you will develop a three to four (3 – 4) page paper in which you address the following.
1. Briefly discuss the ways a realistic budget will benefit the owner of Babycakes versus having no budget at all. Be sure to use Babycakes as the company and any specific product details in your explanation.
2. Prepare a sales budget for the LA Babycakes store for the 4th quarter of 2016. Present the number of units, sales price, and total sales for each month; include October, November, and December, and a total for the quarter. Use one-half of the Valentine’s Day sales as the basis for a usual day in the new quarter. Use 30 days for each month. Calculate the total sales for each month for October, November, and December.
3. Create three (3) new products, one (1) for each of the three (3) holiday seasons in the 4th quarter. Estimate the sales units, sales price, and total sales for each month. Describe the assumptions used to make these estimates. Include an overview of the budget in the report, presenting the actual budget as an appendix with all data and calculations. Add these amounts to your sales budget.
4. The owner of Babycakes is interested in preparing a flexible budget rather than the static budget she currently uses. She does not understand why, when sales increase, her static budget often shows an unfavorable variance. Explain how a flexible budget will overcome this problem. Use the details of your newly prepared budget for the 4th quarter of 2016 to address her concern.
5. Imagine that Babycakes is facing a financial challenge that is causing the actual amount of money that it spends to become significantly more than its budgeted amount. Include a discussion of your own unique cause of the overspending. Explain the corrective actions needed to address these challenges.
6. Integrate relevant information from at least three (3) quality academic resources in this assignment. Note: Please do not use your textbook as an academic resource. Also, Wikipedia and other Websites that are unreliable do not qualify as academic resources.
Your assignment must follow these formatting requirements.
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
· An abstract is not required.
The specific course learning outcomes associated with this ...
Significance of research in social business sciencesSamriddho Ghosh
This document provides an overview of a group project on research in social business. It includes an introduction, table of contents, and sections on defining research and social business, the objectives and significance of research in business, requirements and limitations of research, and a conclusion. The group expresses gratitude to their teachers for guidance and support on the project.
Case Study A Small Business MindsetAndys PartiesAndy R.docxwendolynhalbert
Case Study: A Small Business Mindset
Andy's Parties
Andy Ross completed his bachelor’s and master’s degrees at prestigious schools which led him to high profile positions in well-known firms, but after a few years his discontent grew. Although the pay was good and the benefits among the best offered, Andy felt something was missing. Newly married and in a nice home that put them at the edge of their financial capabilities, Andy’s desire to own his own business was all consuming. It was difficult to describe to his wife exactly why this was so important, yet it compelled him to search for a business concept that he and his wife could start and operate together. Then, when invited to a friend’s birthday party for their young child, it came to him; A themed birthday party business. Here is how they planned to advertise their business:
We do it all...from set-up to clean-up! Andy's Parties offers full-service, themed children's parties and enrichment classes. Our great theme parties include everything for a great party:
· Great Games and Activities
· Themed Craft Project
· Themed Party Favors
· Themed Paper Products
· Piñatas and Invitations Included With Most Theme Parties
· All food, drinks, and supplies
· Set-up, clean-up, and more - all led by our fun and energetic staff!
Andy’s Parties offers approximately 30 theme parties, the most popular of which include Girlie Spa, Rockin’ Dance, Princess, Pirate/Treasure Hunt, Murder Mystery and Safari. Andy’s Parties’ packages are all inclusive and we subcontract non-core services such as bounce house rentals, professional entertainers (magicians, balloon-twisters, etc), and high-end adult catering.
Reasons to have an Andy's Party:
· We do everything so you don't have to!
· Our prices are very competitive with other party services and venues.
· We have a party at your home - that alleviates any concerns about the chaos and safety hazards posed by larger venues with many strangers.
· We have great experience with kids’ party services and also larger event planning.
· We love our jobs and will ensure a fun party for your children and their friends!
Andy and his wife launched their business in 2004 by leasing a small space in a local retail center where they could offer daytime classes, host themed birthday parties for parents that didn’t want them in their home, and as a base for operations. They hired high school students to run the parties and provided them with extensive training. Over the past several years the business has flourished with over 1,000 parties a year with average revenues of $400 per party.
AP P E N D I X 1
630
AP P E N D I X 1
Hands-On Guide: How to Analyze a Case Study
Management Information Systems, Ninth Edition provides a
number of case studies for you to analyze. Included in these
cases are questions to help you understand and analyze the
case. You may, how ...
This document provides guidance on analyzing case studies for strategic management courses. It explains that the goal of case analysis is to practice strategic analysis and decision making, not to find a single "right" answer. The document outlines a process for preparing a case study, including identifying strategic issues, applying analytical concepts, evaluating alternatives, and developing recommendations supported by evidence and analysis. The objectives of case analysis are to build analytical skills, practice strategic problem solving, and gain experience applying concepts from the course.
TO Political Science StudentsFROM Professor Wallacesachazerbelq9l
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
Writing A Case Study Essay. FREE 10 Sample Case Study Templates in PDF PSD ...Wendy Emerson
Case study essay writing samples. 49 Free Case Study Templates ( + Case Study Format Examples + ). Sample Case Study Paper - How to Write a Case Study using Examples .... Case study essay writing topics. Case study example essay 2009. Writing A Case Analysis Paper - Writing a case study response. How Do I Write A Case Study Analysis Paper - Study Poster. Writing-a-case-study. Harvard Case Study Format for Write-Up. Narrative essay: Case study writing help. How to Write a Case Study Essay - Blog about Writing Case Study and .... Case study essay writing tips. Case study example essay 2010.
TO Political Science StudentsFROM Professor Wallace.docxadkinspaige22
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions .
TO Political Science StudentsFROM Professor Wallace.docxgertrudebellgrove
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
This document provides guidance to students on how to effectively study and analyze case studies using the case method approach. It recommends that students:
1) Quickly read the case initially to understand the overall scope and key information, then re-read more carefully while taking notes.
2) Put themselves in the position of the decision-maker by considering questions like who the key players are, the nature of the business/product, and goals and performance of the firm.
3) Carefully define the problem by considering if the stated issue is a symptom of a deeper problem.
4) Focus analysis on the most important financial and business issues rather than unimportant calculations.
5) Take a stand by developing
This document provides an overview of research, including definitions, objectives, types, and methods. It defines research as a systematic, organized process used to increase understanding through investigation. The objectives of research are described as exploration, description, diagnosis, and hypothesis testing. Business research applies the scientific method to solve business problems. The types of business research are applied, which solves specific problems, and basic, which contributes to general knowledge. The scientific research method aims for replicability, precision, falsifiability, and parsimony. Research is important for business decision making, product testing, measuring advertising, and studying competition. It helps management make effective decisions.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Assignment Questions1. Has Father Daniel Mary established .docxrock73
Assignment Questions
1. Has Father Daniel Mary established a future direction for the Carmelite Monks of Wyoming? What is his
vision for the monastery? What is his vision for Mystic Monk Coffee? What is the mission of the Carmelite
Monks of Wyoming?
2. Does it appear that Father Daniel Mary has set defi nite objectives and performance targets for achieving his
vision?
3. What is Father Prior’s strategy for achieving his vision? What competitive advantage might Mystic Monk
Coffee’s strategy produce?
4. Is Mystic Monk Coffee’s strategy a money-maker? What is MMC’s business model? What is your assessment
of Mystic Monk Coffee’s customer value proposition? its profi t formula?
5. Does the strategy qualify as a winning strategy? Why or why not?
6. What recommendations would you make to Father Daniel Mary in terms of crafting and executing strategy
for the monastery’s coffee operations? Are changed needed in its long-term direction? its objectives? its
strategy? its approach to strategy execution? Explain.
C
A
S
E
1
Mystic Monk Coffee
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the student’s role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures and sound advice about managing does little for anyone’s management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management,
it is that a storehouse of ready-made textbook answers does not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-made actions. Cases p ...
The document discusses the case method of learning. It provides details on what case study analysis involves, the objectives and types of case studies, and the steps to prepare and analyze a case study. The key points are:
1) A case study examines real-life situations and problems faced by managers and provides incomplete information to analyze.
2) The objectives are to help students apply theories, solve problems, and develop business judgment skills.
3) There are different types of case studies like illustrative, exploratory, and critical instance cases.
4) Analyzing a case study involves 6 steps - comprehending the situation, defining the problem, identifying causes, generating solutions, making a decision, and planning the action
Confirming Pages Guide to Case Analysis I keep six .docxdonnajames55
Confirming Pages
Guide to Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
Rudyard Kipling
tho29503_case analysis_CA1-CA12.indd CA1tho29503_case analysis_CA1-CA12.indd CA1 29/11/12 11:00 AM29/11/12 11:00 AM
Confirming Pages
CA2 STRATEGY: Core Concepts and Analytical Approaches
exposure to a variety of industries, organizations, and
strategic problems; (2) forcing you to assume a mana-
gerial role (as opposed to that of just an onlooker);
(3) providing a test of how to apply the tools and tech-
niques of strategic management; and (4) asking you to
come up with pragmatic managerial action plans to
deal with the issues at hand.
Objectives of Case Analysis
Using cases to learn about the practice of strategic
management is a powerful way for you to accomplish
five things: 2
1. Increase your understanding of what managers
should and should not do in guiding a business to
success.
2. Build your skills in sizing up company resource
strengths and weaknesses and in conducting stra-
tegic analysis in a variety of industries and com-
petitive situations.
3. Get valuable practice in identifying strategic issues
that need to be addressed, evaluating strategic alter-
natives, and formulating workable plans of action.
4. Enhance your sense of business judgment, as
opposed to uncritically accepting the authorita-
tive crutch of the professor or “back-of-the-book”
answers.
5. Gaining in-depth exposure to different industries
and companies, thereby acquiring something close
to actual business experience.
If you understand that these are the objectives of
case analysis, you are less likely to be consumed with
curiosity about “the answer to the case.” Students who
have grown comfortable with and accustomed to text-
book statements of fact and definitive lecture notes
are often frustrated when discussions about a case
do not produce concrete answers. Usually, case dis-
cussions produce good arguments for more than one
course of action. Differences of opinion nearly always
exist. Thus, should a class discussion conclude with-
out a strong, unambiguous consensus on what to do,
don’t grumble too much when you are not told what
the answer is or what the company actually did. Just
remember that in the business world answers don’t
come in conclusive black-and-white terms. There
are nearly always several feasible courses of action
and approaches, each of which may work out satis-
factorily. Moreover, in the business world, when one
elects a particular course of action, there is no peek-
ing at the back of a book to see if you have chosen the
best thing to do and no one to turn to for a provably
I n most courses in strategic management, students use cases about actual companies to practice stra-tegic analysis and to gain some experience.
A brief description of your employment historyYour career .docxsodhi3
A brief description of your employment history
Your career goals (both short and long term)
Tell me about a leader you look up to. This can be someone you know or don't know, famous or familiar to you, and can even be a TV/Movie character and does not need to real. Describe what this person does makes them your role model.
(My name is Danny Z. i'm a full time student )
.
A budget is a plan expressed in dollar amounts that acts as a ro.docxsodhi3
A budget is a plan expressed in dollar amounts that acts as a road map to carry out an organization’s objectives, strategies and assumptions. There are different types of budgets that healthcare organization use to manage its financial and managerial goals and obligations.
Discuss the difference between an operating budget and a capital budget. What are the steps in creating each budget?
At least 150 words; APA Format
.
More Related Content
Similar to ReferencesHisrich, R.D., Peters, M.P., & Shepherd, D.A. (2013). .docx
Success does not come easy for some but for most the secret
ingredient for success is the sense of urgency to achieve the said
success. The hunger element for the success plays a huge role is
pushing the individual to their limits and sometimes even beyond.
Get the hunger here.
A Guide to Case AnalysisI keep six honest serving men(.docxransayo
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task of analyzing company after company and situation after situation has the twin benefi t of boosting
your analytical skills and exposing you to the ways companies and mana gers actually do things. Most college
students have limited managerial backgrounds and only frag mented knowledge about companies and real-life
strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a
variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as
opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic
management; and (4) asking you to come up with pragmatic managerial action plans to deal with the issues
at hand.
Objectives of C.
This document is a module on decisive person from the Homeroom Guidance Self-Learning series published by the Department of Education of the Philippines. It contains guidance for students on developing decision-making skills, with sections that discuss collecting information, weighing pros and cons, learning from past decisions, and being prepared for potential outcomes. The module provides examples and activities for students to evaluate decisions across different scenarios and consider who influences their choices. The goal is for students to understand the importance of sound decision-making and how it can contribute to their success, achievement, and career choices.
Transforming Singapore’s Public Libraries .docxturveycharlyn
Transforming Singapore’s Public Libraries sought to change libraries from being just places to borrow books by making them community centers that provided learning and recreational activities. This was a significant strategic change, aiming to make libraries more relevant. Key elements included enhancing services, programs, and facilities while maintaining the core function of lending books. The change process succeeded by following an intentional order of changes and focusing on important components like stakeholder needs, resources, and coordination between elements.
Assignment Budget Planning and ControlBefore approaching this a.docxrock73
Assignment: Budget Planning and Control
Before approaching this assignment, be sure that you have watched the following video.
· Budgetary Planning featuring Babycakes *FULL VIDEO*. (2016). YouTube.
Babycakes, a specialty bakery, is the company that will be considered for all parts of your budget planning and control report. For this assignment, you will develop a three to four (3 – 4) page paper in which you address the following.
1. Briefly discuss the ways a realistic budget will benefit the owner of Babycakes versus having no budget at all. Be sure to use Babycakes as the company and any specific product details in your explanation.
2. Prepare a sales budget for the LA Babycakes store for the 4th quarter of 2016. Present the number of units, sales price, and total sales for each month; include October, November, and December, and a total for the quarter. Use one-half of the Valentine’s Day sales as the basis for a usual day in the new quarter. Use 30 days for each month. Calculate the total sales for each month for October, November, and December.
3. Create three (3) new products, one (1) for each of the three (3) holiday seasons in the 4th quarter. Estimate the sales units, sales price, and total sales for each month. Describe the assumptions used to make these estimates. Include an overview of the budget in the report, presenting the actual budget as an appendix with all data and calculations. Add these amounts to your sales budget.
4. The owner of Babycakes is interested in preparing a flexible budget rather than the static budget she currently uses. She does not understand why, when sales increase, her static budget often shows an unfavorable variance. Explain how a flexible budget will overcome this problem. Use the details of your newly prepared budget for the 4th quarter of 2016 to address her concern.
5. Imagine that Babycakes is facing a financial challenge that is causing the actual amount of money that it spends to become significantly more than its budgeted amount. Include a discussion of your own unique cause of the overspending. Explain the corrective actions needed to address these challenges.
6. Integrate relevant information from at least three (3) quality academic resources in this assignment. Note: Please do not use your textbook as an academic resource. Also, Wikipedia and other Websites that are unreliable do not qualify as academic resources.
Your assignment must follow these formatting requirements.
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
· An abstract is not required.
The specific course learning outcomes associated with this ...
Significance of research in social business sciencesSamriddho Ghosh
This document provides an overview of a group project on research in social business. It includes an introduction, table of contents, and sections on defining research and social business, the objectives and significance of research in business, requirements and limitations of research, and a conclusion. The group expresses gratitude to their teachers for guidance and support on the project.
Case Study A Small Business MindsetAndys PartiesAndy R.docxwendolynhalbert
Case Study: A Small Business Mindset
Andy's Parties
Andy Ross completed his bachelor’s and master’s degrees at prestigious schools which led him to high profile positions in well-known firms, but after a few years his discontent grew. Although the pay was good and the benefits among the best offered, Andy felt something was missing. Newly married and in a nice home that put them at the edge of their financial capabilities, Andy’s desire to own his own business was all consuming. It was difficult to describe to his wife exactly why this was so important, yet it compelled him to search for a business concept that he and his wife could start and operate together. Then, when invited to a friend’s birthday party for their young child, it came to him; A themed birthday party business. Here is how they planned to advertise their business:
We do it all...from set-up to clean-up! Andy's Parties offers full-service, themed children's parties and enrichment classes. Our great theme parties include everything for a great party:
· Great Games and Activities
· Themed Craft Project
· Themed Party Favors
· Themed Paper Products
· Piñatas and Invitations Included With Most Theme Parties
· All food, drinks, and supplies
· Set-up, clean-up, and more - all led by our fun and energetic staff!
Andy’s Parties offers approximately 30 theme parties, the most popular of which include Girlie Spa, Rockin’ Dance, Princess, Pirate/Treasure Hunt, Murder Mystery and Safari. Andy’s Parties’ packages are all inclusive and we subcontract non-core services such as bounce house rentals, professional entertainers (magicians, balloon-twisters, etc), and high-end adult catering.
Reasons to have an Andy's Party:
· We do everything so you don't have to!
· Our prices are very competitive with other party services and venues.
· We have a party at your home - that alleviates any concerns about the chaos and safety hazards posed by larger venues with many strangers.
· We have great experience with kids’ party services and also larger event planning.
· We love our jobs and will ensure a fun party for your children and their friends!
Andy and his wife launched their business in 2004 by leasing a small space in a local retail center where they could offer daytime classes, host themed birthday parties for parents that didn’t want them in their home, and as a base for operations. They hired high school students to run the parties and provided them with extensive training. Over the past several years the business has flourished with over 1,000 parties a year with average revenues of $400 per party.
AP P E N D I X 1
630
AP P E N D I X 1
Hands-On Guide: How to Analyze a Case Study
Management Information Systems, Ninth Edition provides a
number of case studies for you to analyze. Included in these
cases are questions to help you understand and analyze the
case. You may, how ...
This document provides guidance on analyzing case studies for strategic management courses. It explains that the goal of case analysis is to practice strategic analysis and decision making, not to find a single "right" answer. The document outlines a process for preparing a case study, including identifying strategic issues, applying analytical concepts, evaluating alternatives, and developing recommendations supported by evidence and analysis. The objectives of case analysis are to build analytical skills, practice strategic problem solving, and gain experience applying concepts from the course.
TO Political Science StudentsFROM Professor Wallacesachazerbelq9l
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
Writing A Case Study Essay. FREE 10 Sample Case Study Templates in PDF PSD ...Wendy Emerson
Case study essay writing samples. 49 Free Case Study Templates ( + Case Study Format Examples + ). Sample Case Study Paper - How to Write a Case Study using Examples .... Case study essay writing topics. Case study example essay 2009. Writing A Case Analysis Paper - Writing a case study response. How Do I Write A Case Study Analysis Paper - Study Poster. Writing-a-case-study. Harvard Case Study Format for Write-Up. Narrative essay: Case study writing help. How to Write a Case Study Essay - Blog about Writing Case Study and .... Case study essay writing tips. Case study example essay 2010.
TO Political Science StudentsFROM Professor Wallace.docxadkinspaige22
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions .
TO Political Science StudentsFROM Professor Wallace.docxgertrudebellgrove
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
This document provides guidance to students on how to effectively study and analyze case studies using the case method approach. It recommends that students:
1) Quickly read the case initially to understand the overall scope and key information, then re-read more carefully while taking notes.
2) Put themselves in the position of the decision-maker by considering questions like who the key players are, the nature of the business/product, and goals and performance of the firm.
3) Carefully define the problem by considering if the stated issue is a symptom of a deeper problem.
4) Focus analysis on the most important financial and business issues rather than unimportant calculations.
5) Take a stand by developing
This document provides an overview of research, including definitions, objectives, types, and methods. It defines research as a systematic, organized process used to increase understanding through investigation. The objectives of research are described as exploration, description, diagnosis, and hypothesis testing. Business research applies the scientific method to solve business problems. The types of business research are applied, which solves specific problems, and basic, which contributes to general knowledge. The scientific research method aims for replicability, precision, falsifiability, and parsimony. Research is important for business decision making, product testing, measuring advertising, and studying competition. It helps management make effective decisions.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Assignment Questions1. Has Father Daniel Mary established .docxrock73
Assignment Questions
1. Has Father Daniel Mary established a future direction for the Carmelite Monks of Wyoming? What is his
vision for the monastery? What is his vision for Mystic Monk Coffee? What is the mission of the Carmelite
Monks of Wyoming?
2. Does it appear that Father Daniel Mary has set defi nite objectives and performance targets for achieving his
vision?
3. What is Father Prior’s strategy for achieving his vision? What competitive advantage might Mystic Monk
Coffee’s strategy produce?
4. Is Mystic Monk Coffee’s strategy a money-maker? What is MMC’s business model? What is your assessment
of Mystic Monk Coffee’s customer value proposition? its profi t formula?
5. Does the strategy qualify as a winning strategy? Why or why not?
6. What recommendations would you make to Father Daniel Mary in terms of crafting and executing strategy
for the monastery’s coffee operations? Are changed needed in its long-term direction? its objectives? its
strategy? its approach to strategy execution? Explain.
C
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1
Mystic Monk Coffee
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the student’s role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures and sound advice about managing does little for anyone’s management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management,
it is that a storehouse of ready-made textbook answers does not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-made actions. Cases p ...
The document discusses the case method of learning. It provides details on what case study analysis involves, the objectives and types of case studies, and the steps to prepare and analyze a case study. The key points are:
1) A case study examines real-life situations and problems faced by managers and provides incomplete information to analyze.
2) The objectives are to help students apply theories, solve problems, and develop business judgment skills.
3) There are different types of case studies like illustrative, exploratory, and critical instance cases.
4) Analyzing a case study involves 6 steps - comprehending the situation, defining the problem, identifying causes, generating solutions, making a decision, and planning the action
Confirming Pages Guide to Case Analysis I keep six .docxdonnajames55
Confirming Pages
Guide to Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
Rudyard Kipling
tho29503_case analysis_CA1-CA12.indd CA1tho29503_case analysis_CA1-CA12.indd CA1 29/11/12 11:00 AM29/11/12 11:00 AM
Confirming Pages
CA2 STRATEGY: Core Concepts and Analytical Approaches
exposure to a variety of industries, organizations, and
strategic problems; (2) forcing you to assume a mana-
gerial role (as opposed to that of just an onlooker);
(3) providing a test of how to apply the tools and tech-
niques of strategic management; and (4) asking you to
come up with pragmatic managerial action plans to
deal with the issues at hand.
Objectives of Case Analysis
Using cases to learn about the practice of strategic
management is a powerful way for you to accomplish
five things: 2
1. Increase your understanding of what managers
should and should not do in guiding a business to
success.
2. Build your skills in sizing up company resource
strengths and weaknesses and in conducting stra-
tegic analysis in a variety of industries and com-
petitive situations.
3. Get valuable practice in identifying strategic issues
that need to be addressed, evaluating strategic alter-
natives, and formulating workable plans of action.
4. Enhance your sense of business judgment, as
opposed to uncritically accepting the authorita-
tive crutch of the professor or “back-of-the-book”
answers.
5. Gaining in-depth exposure to different industries
and companies, thereby acquiring something close
to actual business experience.
If you understand that these are the objectives of
case analysis, you are less likely to be consumed with
curiosity about “the answer to the case.” Students who
have grown comfortable with and accustomed to text-
book statements of fact and definitive lecture notes
are often frustrated when discussions about a case
do not produce concrete answers. Usually, case dis-
cussions produce good arguments for more than one
course of action. Differences of opinion nearly always
exist. Thus, should a class discussion conclude with-
out a strong, unambiguous consensus on what to do,
don’t grumble too much when you are not told what
the answer is or what the company actually did. Just
remember that in the business world answers don’t
come in conclusive black-and-white terms. There
are nearly always several feasible courses of action
and approaches, each of which may work out satis-
factorily. Moreover, in the business world, when one
elects a particular course of action, there is no peek-
ing at the back of a book to see if you have chosen the
best thing to do and no one to turn to for a provably
I n most courses in strategic management, students use cases about actual companies to practice stra-tegic analysis and to gain some experience.
A brief description of your employment historyYour career .docxsodhi3
A brief description of your employment history
Your career goals (both short and long term)
Tell me about a leader you look up to. This can be someone you know or don't know, famous or familiar to you, and can even be a TV/Movie character and does not need to real. Describe what this person does makes them your role model.
(My name is Danny Z. i'm a full time student )
.
A budget is a plan expressed in dollar amounts that acts as a ro.docxsodhi3
A budget is a plan expressed in dollar amounts that acts as a road map to carry out an organization’s objectives, strategies and assumptions. There are different types of budgets that healthcare organization use to manage its financial and managerial goals and obligations.
Discuss the difference between an operating budget and a capital budget. What are the steps in creating each budget?
At least 150 words; APA Format
.
A 72-year-old male with a past medical history for hypertension, con.docxsodhi3
A 72-year-old male with a past medical history for hypertension, congestive heart failure, chronic back pain, and diabetes is admitted to the hospital for hypotension suspected from a possible accidental overdose. What are the criteria for discharge? Explain the importance of utilizating hospital recommendations and teachings. List some meaningful community resources in the response.
.
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Code of Ethics: This is a synopsis of some of the most important ethical
considerations you need to be aware of as a professional in the real estate
industry.
Terminology:
Agency: The fiduciary relationship created between a principal and an agent whereby the agent
can act on behalf of the principle for certain transactions. Agency is usually created when the
principal signs a listing agreement to list their property for sale or a management contract to rent
a property for instance.
Agent: The broker or sales associate acting on behalf of the principal (see Agency)
Client: The person with whom the broker or sales associate has a legal contract to represent.
Customer: Is not contractually bound to the industry professional
Principal: Person who hires an agent to act on his or behalf.
Code of Ethics:
#1: The agent has a responsibility to promote the interests of their client(s) and treat all involved
in any real estate transaction in an honest and fair manner. They must disclose if they are a
dual agent (representing both buyer and seller in a transaction) or a designated agent
(represent either the buyer or seller depending on state law), or they are a limited representative
(will provide only certain duties in the transaction per state law).
#2: Agents must openly acknowledge to clients any personal interest they might have in any
transaction prior to showing a property; they must acknowledge any personal relationships
involved. Ex: Agent says, “I want to disclose to you before we look at it, that this property
belongs to is my brother and my sister in-law is his agent.”
#3: The Agent will not allow anyone that is not pre-authorized by the owner, to access the
property of the client.
#4: Never overstate benefits or attributes of a property or opportun.
a brief explanation of the effect of Apartheid in South Africa. Prov.docxsodhi3
a brief explanation of the effect of Apartheid in South Africa. Provide two specific examples that demonstrate how people adapted. Finally explain the impact and implications of the changes we have seen in recent years. Cite specific cases. Your original post must be no less than 600 words.
.
A 32-year-old female presents to the ED with a chief complaint of fe.docxsodhi3
A 32-year-old female presents to the ED with a chief complaint of fever, chills, nausea, vomiting, and vaginal discharge. She states these symptoms started about 3 days ago, but she thought she had the flu. She has begun to have LLQ pain and notes bilateral lower back pain. She denies dysuria, foul-smelling urine, or frequency. States she is married and has sexual intercourse with her husband. PMH negative.
Labs: CBC-WBC 18, Hgb 16, Hct 44, Plat 325, Neuts & Lymphs, sed rate 46 mm/hr, C-reactive protein 67 mg/L CMP wnl
Vital signs T 103.2 F Pulse 120 Resp 22 and PaO2
99% on room air. Cardio-respiratory exam WNL with the exception of tachycardia but no murmurs, rubs, clicks, or gallops. Abdominal exam + for LLQ pain on deep palpation but no rebound or rigidity. Pelvic exam demonstrates copious foul-smelling green drainage with reddened cervix and + bilateral adenexal tenderness. + chandelier sign. Wet prep in ER + clue cells and gram stain in ER + gram negative diplococci.
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following as it relates to the case you were assigned (omit section that does not pertain to your case, faculty will give full points for that section).
The sections that you are to omit are for the above case study are: 1. Explain why prostatitis and infection happen. Also explain the causes of systemic reaction, 2. Explain why a patient would need a splenectomy after a diagnosis of ITP, and 3. Explain anemia and the different kinds of anemia (i.e., micro and macrocytic).
In your Case Study Analysis related to the scenario provided, explain the following:
The factors that affect fertility (STDs).
Why inflammatory markers rise in STD/PID.
Why prostatitis and infection happens. Also explain the causes of systemic reaction.
Why a patient would need a splenectomy after a diagnosis of ITP.
Anemia and the different kinds of anemia (i.e., micro and macrocytic).
PLEASE ANSWER IN DETAIL ALL OF THE ABOVE
.
A 4 years old is brought to the clinic by his parents with abdominal.docxsodhi3
A 4 years old is brought to the clinic by his parents with abdominal pain and a poor appetite. His mother states, “He cries when I put him on the toilet.”
1. What other assessment information would you obtain?
2. What interventions may be necessary for this child?
3. What education may be necessary for this child and family?
Your responses must be at least 150 words total.
.
A 19-year-old male complains of burning sometimes, when I pee.”.docxsodhi3
A 19-year-old male complains of “burning sometimes, when I pee.” He is sexually active and denies using any contraceptive method. He denies other symptoms, significant history, or allergies.
From the information provided, list your differential diagnoses in the order of “most likely” to “possible but unlikely.”
.
A 34-year-old trauma victim, the Victor, is unconscious and on a.docxsodhi3
A 34-year-old trauma victim, the Victor, is unconscious and on a ventilator. He was admitted yesterday, and his condition remains critical. His religious affiliation is unknown; however, he has a tattoo of a crucifix.
What can the nurse do to assess and integrate spirituality into Victor’s care? If the family is in another state what can the nurse do to integrate the family into the care?
Your initial post must include a minimum of 300 words and include proper grammar, punctuation, and reference(s).
.
A 27-year-old Vietnamese woman in the delivery room with very st.docxsodhi3
A 27-year-old Vietnamese woman in the delivery room with very strong and closely spaced contractions. The baby was positioned a little high and there was some discussion of a possible c- section. Despite her difficulties, she cooperates with the doctor's instructions and labors in silence. The only signs of pain or discomfort were her look of concentration and her white knuckles.
· Should she be offered pain medication when she is not showing a high level of pain? Why or why not?
350 words
APA
.
A 25 year old male presents with chronic sinusitis and allergic .docxsodhi3
A 25 year old male presents with chronic sinusitis and allergic rhinitis.
Define adaptive vs. acquired immunity.
Discuss the genetic predisposition of allergens.
Describe the antigen-antibody response.
What is the pathology of sinusitis?
Expectations
Initial Post of Case Study:
Due: Saturday, 11:59 pm PT
Length: A minimum of 250 words, not including references
Citations: At least one high-level scholarly reference in APA from within the last 5 years
Peer Responses:
Due: Monday, 11:59 pm PT
Number: A Minimum of 2 to Peer Posts, at least one on a different day than the main post
Length: A minimum of 150 words per post, not including references
Citations: At least one high-level scholarly reference in APA per post from within the last 5 years
Discussion: Respond to Posts in Your Own Thread
.
A 500-700 word APA formatted PaperInclude 2 sources on your re.docxsodhi3
A 500-700 word APA formatted Paper
Include 2 sources on your reference page in addition to your textbook "
We the People
."
Select one issue area: CIVIL RIGHTS
Research which interest groups represent your issue area
Examine the membership and benefits of groups
Provide data on how much groups contribute to politicians
Discuss legislation the groups helped influence
Include reference page
Submit
your summary in APA format clicking on the assignment in Canvas and uploading your document. Be sure whichever assignment version you choose has an introduction, clear focus, conclusion, and references. Include a reference page for the video clip if that’s what you decide to prepare.
.
A 65-year-old obese African American male patient presents to his HC.docxsodhi3
A 65-year-old obese African American male patient presents to his HCP with crampy left lower quadrant pain, constipation, and fevers to 101˚ F. He has had multiple episodes like this one over the past 15 years and they always responded to bowel rest and oral antibiotics. He has refused to have the recommended colonoscopy even with his history of chronic inflammatory bowel disease (diverticulitis), sedentary lifestyle, and diet lacking in fiber. His paternal grandfather died of colon cancer back in the 1950s as well. He finally underwent colonoscopy after his acute diverticulitis resolved. Colonoscopy revealed multiple polyps that were retrieved, and the pathology was positive for adenocarcinoma of the colon.
Develop a 1- to 2-page case study analysis in which you:
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems.
.
A 5-year-old male is brought to the primary care clinic by his m.docxsodhi3
A 5-year-old male is brought to the primary care clinic by his mother with a chief complaint of bilateral ear pain with acute onset that began “yesterday.” The mother states that the child has been crying frequently due to the pain. Ibuprofen has provided minimal relief. This morning, the child refused breakfast and appeared to be “getting worse.”
Vital signs at the clinic reveal HR 110 bpm, 28 respiratory rate, and tympanic temperature of 103.2 degrees F. Weight is 40.5 lbs. The mother reports no known allergies. The child has not been on antibiotics for the last year. The child does not have history of OM. The child is otherwise healthy without any other known health problems.
Physical examination reveals: Vital signsl HR 110 bpm, 28 respiratory rate, and tympanic temperature of 103.2 degrees F. Weight is 40.5 lbs. Bilateral TMs are bulging with severe erythematous. Pneumatic otoscopy reveals absent mobility. Ear canals are nomal.
After your questioning and examination, you diagnose this child with bilateral Acute Otitis Media.
.
92 S C I E N T I F I C A M E R I C A N R e p r i n t e d f r.docxsodhi3
92 S C I E N T I F I C A M E R I C A N R e p r i n t e d f r o m t h e O c t o b e r 1 9 9 4 i s s u e
ome creators announce their inventions with grand
éclat. God proclaimed, “Fiat lux,” and then flooded
his new universe with brightness. Others bring forth
great discoveries in a modest guise, as did Charles
Darwin in defining his new mechanism of evolu-
tionary causality in 1859: “I have called this principle, by which
each slight variation, if useful, is preserved, by the term Natur-
al Selection.”
Natural selection is an immensely powerful yet beautifully
simple theory that has held up remarkably well, under intense
and unrelenting scrutiny and testing, for 135 years. In essence,
natural selection locates the mechanism of evolutionary change
in a “struggle” among organisms for reproductive success, lead-
ing to improved fit of populations to changing environments.
(Struggle is often a metaphorical description and need not be
viewed as overt combat, guns blazing. Tactics for reproductive
success include a variety of nonmartial activities such as earlier
and more frequent mating or better cooperation with partners
in raising offspring.) Natural selection is therefore a principle of
local adaptation, not of general advance or progress.
Yet powerful though the principle may be, natural selection
is not the only cause of evolutionary change (and may, in many
cases, be overshadowed by other forces). This point needs em-
phasis because the standard misapplication of evolutionary the-
ory assumes that biological explanation may be equated with
devising accounts, often speculative and conjectural in practice,
about the adaptive value of any given feature in its original en-
vironment (human aggression as good for hunting, music and
religion as good for tribal cohesion, for example). Darwin him-
self strongly emphasized the multifactorial nature of evolu-
tionary change and warned against too exclusive a reliance on
natural selection, by placing the following statement in a max-
imally conspicuous place at the very end of his introduction: “I
am convinced that Natural Selection has been the most impor-
tant, but not the exclusive, means of modification.”
Reality versus Conceit
N A T U R A L S E L E C T I O N is not fully sufficient to explain evo-
lutionary change for two major reasons. First, many other caus-
es are powerful, particularly at levels of biological organization
both above and below the traditional Darwinian focus on or-
ganisms and their struggles for reproductive success. At the low-
est level of substitution in individual base pairs of DNA, change
is often effectively neutral and therefore random. At higher lev-
els, involving entire species or faunas, punctuated equilibrium
can produce evolutionary trends by selection of species based
on their rates of origin and extirpation, whereas mass extinc-
tions wipe out substantial parts of biotas for reasons unrelat-
ed to adaptive struggles of constituent species in “normal”
t.
a 100 words to respond to each question. Please be sure to add a que.docxsodhi3
a 100 words to respond to each question. Please be sure to add a question and answer a fellow student's question.
Q1. Mead argues that most human understanding of the "self" of animals is fallacious. What is his argument, please explain.
Q2. What does Lacan mean by the subject's assumption of the imago in the short excerpt from the Mirror Stage?
.
A 12,000 word final dissertation for Masters in Education project. .docxsodhi3
A 12,000 word final dissertation for Master's in Education project. A UK L7 writing.
Submitting the dissertation
The dissertation will be submitted online via
blackboard.
Presentation Style
Your research project needs to be clearly presented:
·
The front page should include your
name, project title (around 15 words), your supervisor’s name, the date it
was completed;
·
Work should be presented single
sided, in Arial, minimum font size 11 and be one and a half spaced;
·
A contents page detailing the section
and any tables/charts should be included;
·
Any quotes of less than 12 words
should be identified by quotation marks and kept as part of the paragraph text;
·
Quotes of 12 words and above should
be separated out from the text, indented on the left and right and be displayed
in italics (no quotation marks required);
·
All tables and charts should be
numbered appropriately and have a title;
·
Each section of your project should
be started on a new page;
·
All pages should be numbered;
·
Each section should be numbered (e.g.
1. Introduction) and any charts/graphs within the section should be numbered
accordingly. For example if you are writing about something in section 4.1 (the
first sub-section) then the first chart or graph would be 4.11. So charts and
graphs (if included) are numbered according to the section/sub-section.
Word limit
The project should be written up in
no more than 12,000
words
. This includes everything except the reference list, any appendices
and acknowledgements.
A
final checklist:
1.
Does
your abstract say succinctly what the project set out to do and what has been
found?
2.
Does
your contents page signpost chapter subheadings as well as chapter headings?
3.
Has
your introduction made clear the sub questions/objectives you are addressing in
this enquiry
4.
Is
a framework presented in your lit review chapter and a methodological approach
presented in your methodology chapter, and is it clear how this framework and
methodology inform your data collection, presentation of findings and
discussion and reflections? Have you discussed your positionality?
5.
Does
your discussion chapter relate closely to the data in your results chapter and
tie back to the literature in your literature review?
6.
Have
you answered your research questions?
7.
Have
you carefully considered any ethical implications of your research?
8.
Have
you included a signed, anonymised ethics form in the appendix?
9.
Does
your conclusion summarise what has been found out about the questions you set
yourself in your introduction?
10.
Have you kept to the 12,000 word
limit?
11.
Have you met
all
the assessment criteria?
M
odule
Bibliogr
a
p
h
y
Compulsory
reading:
B
r
y
m
an
,
A
.
(
20
1
6
)
.
S
o
ci
a
l
r
e
s
ea
r
ch
m
e
t
h
o
d
s
(
5
t
h
e
d
.
)
.O
x
f
o
rd
:
O
x
f
o
r
d
U
n
i
v
e
r
sity
P
r
e
ss.
Further optional reading
:
A
l
de
r
s
o
n
,
P
.
&
M
o
rr
o
w
,
V
.
(2
011
)
.
T
h
.
9/18/19
1
ISMM1-UC 752:
SYSTEMS ANALYSIS
Fall 2019 – Lecture 3
Instructor: Dr. Antonios Saravanos
Incremental Model
• Development and delivery of
functionality occurs in increments
• Works well when requirements are
known beforehand
• Projects are broken down into sub-
projects
Source: Project Management for IT-Related Projects (p.
18)
2
9/18/19
2
Incremental Cycle
Incremental Model
9/18/19
3
Iterative Model
• Ideal for situations where not all requirements are
known up front
• Need for development to begin as soon as possible
Source: Project Management for IT-Related Projects (p. 19)
5
Iterative Cycle
9/18/19
4
Iterative Model
Incremental vs. Iterative
• Incremental fundamentally means
add onto. Incremental development
helps you improve your process.
• Iterative fundamentally means re-
do. Iterative development helps you
improve your product.
9/18/19
5
• Is iterative and incremental the
same thing?
Incremental vs. Iterative
Source: http://www.applitude.se/images/inc_vs_ite.png
10
9/18/19
6
Iterative and Incremental Combined
A Simple Software Development Method
• Initial Planning
• Design
• Implementation
• Testing
Source: Making Things Happen: Mastering Project Management (p. 30)
12
n
9/18/19
7
Alistair Cockburn
• What’s Alistair’s take on Iterative vs. Incremental?
Incremental vs. Iterative
• in incremental development, you do each of those
activities multiple times … that is, you go around the
requirements – design – programming – testing –
integration – delivery cycle multiple times. You
“iterate” through that cycle multiple times. (“iterate” –
get it? sigh…)
• in iterative development, you also do each of those
activities multiple times … you go around the
requirements – design – programming – testing –
integration – delivery cycle multiple times. You
“iterate” through that cycle multiple times. By Gummy!
Both of those are “iterative” development! WOW!
9/18/19
8
Incremental vs. Iterative (cont’d)
• Of course, the $200,000 question is,
do you repeat the cycle “on the same
part of the system you just got done
with” or “on a new part of the
system”? How you answer that
question yields very different results
on what happens next on your
project.
Roles
• Product Owner (Business)
– Represents the customer
– Controls the product backlog
– Signs off on deliverables
• The Scrum Master
– Ensures scrum values are understood and kept
– Tracks progress and finds ways to overcome obstacles
• The Development Team
– The people actually responsible for delivering the system
– Self-organizing unit
– Members of the team are generalists not specialists
• Cross functional (Each member of the team knows all aspects of the
product that is being developed)
16
9/18/19
9
The Agile System Development Methodology
17
Manifesto for Agile Software Development
18
9/18/19
10
Manifesto for Agile Software Development
Source: http://www.applitude.se/images/inc_vs_i.
96 Young Scholars in WritingFeminist Figures or Damsel.docxsodhi3
96 | Young Scholars in Writing
Feminist Figures or Damsels in Distress?
The Media’s Gendered Misrepresentation
of Disney Princesses
Isabelle Gill | University of Central Florida
A gender bias seems to exist when discussing Disney princesses in entertainment media that could have
significant consequences for girls who admire these heroines. Prior research and my own extensions have
shown that modern princesses display almost equal amounts of masculine and feminine qualities; how-
ever, my research on film reviews shows an inaccurate representation of these qualities. These media
perpetuate sexist ideals for women in society by including traditionally feminine vocabulary, degrading
physical descriptions, and inaccuracies about the films, as well as syntax and critiques that trivialize the
heroines’ accomplishments and suggest the characters are not empowered enough. The reviews also
encourage unhealthy competition between the princesses and devote significantly more words to these
negative trends than to positive discussions. These patterns result in the depiction of the princesses as
more stereotypically feminine and weak than is indicated by the films themselves, which hinders the cre-
ation of role models for girls.
Despite significant strides women have made
toward combatting sexism in American
society, news and entertainment media rep-
resentations of women continue to be one of
the many obstacles left before reaching
equality. Numerous studies have identified
gender bias in the ways media represent
women (Fink and Kensicki; Niven and
Zilber; Shacar; Wood). Media tend to favor
representations of women who are “tradi-
tionally feminine” as well as not “too able,
too powerful, or too confident,” over more
complex representations (Wood 33). For
example, research by Janet Fink and Linda
Jean Kensicki shows that when media aimed
at both men and women discuss female ath-
letes, their focus is on sex appeal, fashion,
and family rather than athletic accomplish-
ment. Female scientists as well as female
members of Congress also fall victim to this
trend. Interviews with male scientists often
portray them as primarily professionals
while interviews with female scientists tend
to reference their professionalism while high-
lighting domesticity and family life (Shacar).
Similarly, media descriptions of the female
members of Congress focus on domestic
issues even though the congresswomen por-
tray themselves as having diverse interests
(Niven and Zilber). In sum, biased, gendered
representations of women are common in
various forms of media.
Media misrepresentation of women in
these ways can lead to significant social
consequences, such as reinforcing anti-
quated gender roles and diminishing the
perception of women’s impact on society
(England, Descartes, and Collier-Meek;
Fink and Kensicki; Graves; Niven and
Zilber; Shacar; Wood). Since media are
Gill | 97
Gill | 97
likely one of the most p.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
1. References
Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2013).
Entrepreneurship (Laureate Custom Education). New York:
McGraw-Hill Irwin.
THE CASE METHOD
What Are Cases?
Cases, such as the ones used in this course, are written
descriptions of actual events, circumstances, or situations,
which confront decision-makers in organizations. The cases
have been developed from information gathered from both
government agencies and private industry. The facts presented
in these cases are based on real-life situations. They are as
complete as is reasonable with no essential fact deliberately
omitted. The case method stimulates interest through realism
and is designed to make the learning process one of active
participation rather than passive observation.
Objectives of the Case Method
In effect, the essence of the case method is that “wisdom cannot
be told.” The learning process if it is to be effective does not
depend on the process of “telling”. Rather, it calls for
something dynamic to occur for the learner.
The case method does not require students to find well-known
answers to problems, nor does it require students to develop
“yes” or “no” answers to situations. Instead, it encourages
participants to think independently; to recognize unfamiliar
problems and points of view; and to value resolving individual
and personal differences and conflicts in the interest of the
overall goals of a group or organization.
2. Other General Objectives of the Case Method
1. To increase each individual's capacity to work effectively
with superiors, colleagues on the same level, and subordinates.
2. To develop effective skills of cooperation.
3. To develop a point of view, outlook, or frame of mind that
helps one become a more understanding, useful, and responsible
member of an organization.
4. To develop awareness that, in a particular problem situation,
the general principles, rules, and axioms of management cannot
always be followed. Emphasis, instead, is placed on developing
the capacity to discern and evaluate relevant facts and
relationships in a complex problem situation.
5. To learn that there may be several effective strategies for the
same situation; there's more than one answer.
The participant becomes a sharper observer, asks searching
questions, probes for the real issues, evaluates the effects which
various courses of action would set in motion, overcomes
communication barriers, and comes to grips with the problem by
making and altering his/her own decisions as the case
progresses. Making decisions, analyzing, comparing, and
making recommendations are critical tasks.
Finally, the case method approach helps a person see the value
in becoming more articulate and fluent: It also emphasizes the
value in standing one's ground in defending one's views in
analysis of management situations.
Preparing a Case
3. The first step in preparing a case is to master the facts. As in
real life, irrelevant descriptive material is often present and one
must sift through the data to determine the useful information.
The case method offers another similarity with reality:
sometimes crucial information is missing. In this instance,
personal experience and knowledge may need to be used or
additional information upon which to base the analysis may
need to be found. One then makes and explains assumptions
and perhaps defends these assumptions in front of others.
Outline of an Approach to the Case Method
1. Define the central issue (s).
2. Select pertinent areas for consideration.
3. Analyze the considerations and determine their relative
importance.
4. Investigate other possibilities.
5. Critique what was done, draw final conclusions, and make
recommendations.
Participating in a Case Discussion
The key to learning through participation in a case discussion is
to have reviewed and analyzed the case before the discussion
session. Assuming that all the participants are prepared, the
give-and-take discussion generated by the case method requires
the participant to be alert to the real, often hidden, issues in a
case.
To be successful, the case method requires the utmost in
personal and group participation. Students usually have
different backgrounds and bring different points of view to bear
4. on the problem or situation. By expressing different viewpoints
or by disagreeing with other students, the entire group can learn
and benefit from the discussion. Participants are encouraged to
speak freely with the understanding that individual opinions
must be respected. So students feel free to express their
opinions, the issues discussed in this course are “privileged.”
The Answer to the Case
It is unlikely that a student will be in a situation identical to the
one posed in a case. For this reason, there is no singular way to
approach the answer and the “answer” to a case problem is
usually only of academic interest.
Cases that illustrate concepts and principles that may help
students with problems encountered in the future have been
chosen. In this sense, the issues and ideas discussed by the
group are the only true answers. This is of far more value than
learning what happened to the person or organization after the
fact, or having the faculty member venture an opinion as to
what should have been done. Therefore, answers to the
problems in the cases are not provided. However, the faculty
member may occasionally find it helpful to summarize briefly
and review the main issues or conclusions reached at the end of
a case discussion.
Hisrich, R.D., Pete's. _ Entrepreneurship (Laureate Custom
Ed - ~ -_- ~ -- _ -~w-Hill In in.
Custom Create Edition
5. LAUREATE
EDUCATION INC
516
l
I Entrepreneursh ip _t ______ --·- ---- ·- ---------· ----------------
---- ------ ------ ---- -- --- ----------- --------------
CASE 7 GOURMET TO GO
CASE 7
GOURMET TO GO
INTRODUCTION
Today, many households have two incomes. At the end o:
the day the questions arise, "Who will cook?" or ''What do
I cook?" Time is limited. After a long day at work, fev
people want to face the lines at the grocery store. Often tre
choice is to eat out. But the expense of dining out or the
boredom of fast food soon becomes unappealing. Pizzz
or fast-food delivery solves the problem of going out b
does not always satisfy the need for nutritious, high-
quality meals. Some people prefer a home-cooked meal
especially without the hassle of grocery shopping, men-::
planning, and time-consuming preparation.
Jan Jones is one of those people. She is a hardwork-
ing professional who would like to come home to
home-cooked meal. She would not mind fixing it herself
but, once at home, making an extra trip to the store is a
major hassle. Jones thought it would be great to have the
meal planned and all the ingredients at her fingertips.
6. '"'"'""'""h;p, E;gh<h Ed;tioo I 517 -- ·- --- -- -·-----·-·-------·--·-
--·- ----- ---------·--- -~---- - ~---- ---- ---+·----· ..
496 PART 6 CASES
She thought of other people in her situation and realized
there might be a market need for this kind of service.
After thinking about the types of meals that could be
marketed, Jones discussed the plan with her colleagues
at work. The enthusiastic response led her to believe she
had a good idea. After months of marketing research,
menu planning, and financial projections, Jones was
ready to launch her new business . The following is the
business plan for Gourmet to Go.
EXECUTIVE SUMMARY
Gourmet to Go is a new concept in grocery marketing.
The product is a combination of menu planning and gro-
cery delivery; a complete package of groceries and recipes
for a week's meals is delivered to a customer's door. The
target market consists of young urban professionals living
in two-income households in which individuals have
limited leisure time, high disposable income, and a will-
ingness to pay for services.
The objective is to develop a customer base of 400
households by the end of the third year after start-up.
This level of operation will produce a new income of
about $120,000 per year and provide a solid base for
market penetration in the future.
The objective will be achieved by creating an
awareness of the product through an intense promo-
tional campaign at start -up and by providing customers
with first-class service and premium-quality goods.
7. The capital required to achieve objectives is $258,000.
Jones will invest $183,000 and will manage and own the
business. The remainder of the capital will be financed
through bank loans.
PRODUCT
The product consists of meal-planning and grocery shop-
ping services. It offers a limited selection of preplanned
five-dinner packages delivered directly to the customer.
The criteria for the meal packages will be balanced
nutrition, easy preparation, and premium quality. To en-
sure the nutritional requirements , Gourmet to Go will
hire a nutritionist as a consultant. Nutritional informa-
tion will be included with each order. The most efficient
method for preparing the overall meal will be presented.
Meals will be limited to recipes requiring no more than
20 minutes to prepare. Premium-quality ingredients will
be a selling feature. The customer should feel that he or
she is getting better-quality ingredients than could be
obtained from the grocery store.
MANUFACTURING AND PACKAGING
Since the customer will not be shopping on the prem-
ises, Gourmet to Go will require only a warehouse-type
space for the groceries. The store location or decor will
be unimportant in attracting business. There will be fewer
inventory expenses since the customer will not be choos-
ing among various brands. Only premium brands will be
offered.
It will be important to establish a reliable connection
with a distributor for high-quality produce and to main-
tain freshness for delivery to the customer.
8. As orders are processed, the dinners will be assembled.
Meats will be wrapped and ready for the home freezer. All
ingredients will be labeled according to the dinner to
which they belong. The groceries will be sorted and
bagged according to storage requirements: freezer, refrig-
erator, and shelf. Everything possible will be done to min-
imize the customer's task. Included in the packaging will
be the nutritional information and preparation instructions.
Customers will be given the option of selecting their
own meals from the monthly menu list or opting for a
weekly selection from the company.
FUTURE GROWTH
Various options will be explored in order to expand the
business. Some customers may prefer a three- or four-
meal plan if they eat out more often or travel frequently.
Another possibility might be the "last-minute gourmet";
that is, they can call any evening for one meal only.
Increasing the customer base will increase future
sales. Expansion of Gourmet to Go can include branches
in other locations or even future franchising in other
cities. With expansion and success, Gourmet to Go
might be a prime target for a larger food company to
buy out.
INDUSTRY
The Gourmet to Go concept is a new idea with its own
market niche. The closest competitors would be grocery
stores and restaurants with delivery services.
Of the 660 grocery stores in the Thlsa!Tulsa County
region, only two offer delivery service. They are higher-
priced stores and will deliver for $4, regardless of order
size. However, they offer no assistance in meal planning.
9. A number of pizza chains will deliver pizza as well as
fried chicken. There is also a new service that will pick
up and deliver orders from various restaurants . However,
518 I '""'P""'""h;p ~--~----~·--- --·------- ---- ·- -·-·- -·--·-----·--
----
Gourmet to Go would not be in direct competition with
these services because the meals available from them are
either of a fast-food type or far more expensive than a
Gourmet to Go meal.
SALES PREDICTION
The market segment will be households with an in-
come of at least $65,000 per year. In Tulsa/Tulsa
County, this will cover an area including over 16,600
households that meet the target requirements of income
EXHIBIT 1 Start-Up Expenses
Ad campaign
Ad agency*
Brochurest
Radio spots•
Newspaper ads§
Total
Pre-start-up salaries**
10. Nutritionist consulting
Misce llaneous consulting (legal, etc.)
Pre-start-up rent and deposits
Pre-start-up utilities and miscellaneous supplies
*40 hrs. @ $75/hr.
CASE 7 GOURMET TO GO 4:
with an age range of 24 to 50 years. By the end of.-..
third year, a customer base of 400 households will
developed (2.3 percent of the target market). A: •
growth rate of 2. 73 percent a year, the target m
of households should increase over three years
18,000.
FINANCIAL
Various financial statements are included in Exhibb
through 8.
$3,000
7,000
8,000
7,000
$25,000
16,000
11. 6,000
1,500
4,000
2,000
$54,500
120,000 brochures; printing, development, etc. @ $0.35/ea.
*4-week intense campaign: 20 spots/week (30 seconds);
$100/spot.
150 ads at an average of $1 00/ad.
**Jan Jones @ 3 months; clerks, [email protected] 2 weeks.
EXHIBIT 2 Capital Equipment List
Computers:
Apple, Macintosh Office System
3 Mac systems
Laser printer HP2300 series
Networking
Software
Total
Delivery vans, Chevrolet Astro
12. Food lockers and freezers
Phone system (AT&n
Furniture and fixtures
$3,000
1,000
2,000
3,000
$ 9,000
66,000
15,000
1,500
3,500
$95,000
I
'"'~'~'"C"""~, E;ghth ";"'"- ~ j - 5 JL
498 PART 6 CASES
EXHIBIT 3 Pro Forma Income Statement
14. Utilities 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000
1,000 1,000 1,000
Insurance 600 600 600 600 600 600 600 600 600 600 600 600
General office 150 150 150 150 150 150 150 150 150 150 150
150
Licenses 200 0 0 0 0 0 0 0 0 0 0 0
lnterest6 310 310 310 310 310 310 530 530 530 530 530 530
Depreciation 7 ____ldl1 ____1,_ll1 ____1,_ll1 1,271 1,271
___1lli ___!dZ_! 1,271 1,271 1,271 1,271 1,271
Total operating
expenses 13,378 13,243 13,373 13,698 14,023 14,218 16,968
17,098 17,228 17,358 17,488 17,618
Profit (loss)
before taxes (12,478) (11,893) (11,123) (9,198) (7,273) (6,118}
(7,968) (7, 198} (6,428} (5,658} (4,888) (4, 118)
Less: Taxes 0 0 0 0 0 0 0 0 0 0 0 0 ----- ----- ----- ---- ----- ---- -
---- ---- ---- ---- ---- ----
Net profit (loss) (12,478) (11,893) (11, 123) (9, 198) (7,273) (6,
118) (7,968) (7,198} (6.428) (5,658) (4,888} (4,118)
<1lAverage unit sale for groceries is about $43 ,00, plus $10 .00
per week for delivery (Exhibit 1), making the monthly unit sales
per household (2 people) about
S2 12,00.
12lCost of goods sold-80% of retail grocery price, or $32.00 per
15. household per week ($170.00/month household) . (80% an
average margin on groceries .)
<3lSalaries and wages-Ms . Jones's salary will be $5
,000/month. Order clerks will be paid $1 ,300/month, and
delivery clerks will be paid $1 ,100/month. One
additional order clerk and delivery clerk each will be added
once sales reach I 00 households, and again at 200 households.
Salaries will escalate at 6%/year.
<•> Advertising and promotion-The grocery industry standard is
I% of sales. However, Gourmet to Go, being a new business,
will require more than that level;
5% of sales is used in this plan. (Special pre-start-up
advertising is covered with other start-up expenses.)
5lRent- 2,000/ft2 @ $10.00/ft? ; $1,667/month; escalate at
6%/year.
6l!:nterest-Loans on computer ($10,000) and delivery vehicles
($22,000 ea.) at 12.0%/year. (Delivery vehicles will be added
with delivery clerks.) (Debt service-
based on three-year amortization of loans with payments of y, at
the end of each of three years.)
'7lDepreciation-All equipment will be depreciated per ACRS
schedules: vehicles and computers-3 years; furniture and
fixmres-10 years.
I
-·" 52Li Entrepreneurship I -------~·------ ------ ------ ------------
--
CASE 7 GOURMET TOG
17. General office 450 450 450 450 450 450 450
lnterest6 1,280 1,940 1,720 1,720 1,410 1,190 970
Depreciation 7 6,910 6,910 ~ 6,910 7,493 7,493 7,493 7,.!E:
Total operating
expenses 58,680 67,947 69,662 71,627 75,520 76,275 77,030
78,o:=
Profit (loss)
before taxes (11,430) (13,947) (2,267) 9,373 12,230 18,225
24,220 29.9==
Less: Taxes 0 - -- --- --- --- --- ---
Net profit (loss) (11,430) (13,947) (2,267) 9,373 12,230 18,225
24,220
L____
<1lAverage unit sale for groceries is about $43 ,00, plus $10.00
per week for delivery (Exhibit I), making the monthly unit sales
per household (2 people)
$212,00.
<2lCost of goods sold-80% of retail grocery price, or $32.00 per
household per week ($138.00/month household). (80% an
average margin on groceries-
Progressive Grocer; April 1984; p. 94.)
<3lSalaries and wages-Ms. Jones's salary will be $5 ,000/month
. Order clerks will be paid $1,300/month, and delivery clerks
will be paid $1,100/month. O.Z
additional order clerk and delivery clerk each will be added
once sales reach 100 households , and again at 200 households.
18. Salaries will escalate at 6%/y=.
<4l Advertising and promotion-The grocery industry standard is
I % of sales. However, Gourmet to Go, being a new business ,
will require more than that I=
5% of sales is used in this plan. (Special pre-start-up
advertising is covered with other start-up expenses.)
<5lRent-2,000/ft.2 @ $8.00/ft.Z; 1,333 $! /month; escalate at
6%/year.
<6Jinterest-Loans on computer ($10,000) and delivery vehicles
($12,000 ea.) at 12.5% year. (Delivery vehicles will be added
with delivery clerks.) (Debt
service-based on three-year amortization of loans with payments
of II at the end of each of three years.)
<7lDepreciation-All equipment will be depreciated per ACRS
schedules: vehicles and computers-3 years; furniture and
fixtures-10 years .
EXHIBIT 5 Pro Forma Cash Flow Statement
Year 1
Mo.1 Mo.2 Mo.3 Mo.4 Mo.S Mo.6 Mo. 7 Mo.S Mo.9 Mo.10
Mo.11 Mo.12 Total
Cash receipts
Sales 2,600 3,900 6,500 13,000 19,500 23,400 26,000 28,600
31,200 33,800 36,400 39,000 263,900
20. I
General office 150 150 150 150 150 150 150 150 150 150 150
150 1,800
Licenses 200 0 0 0 0 0 0 0 0 0 0 0 200
m
;a
310 310 310 310 310 310 530 530 530 530 530 530 5,040
ii) Interest -o
ii)
Debt service ::J
' 11> .
(principal) 10,333 10,333
I C:
! (;;
Total cash disbursements 13,807 14,522 16,352 20,927 25,502
28,247 32,697 ~ 36,357 38,187 40,017 52,180 353,322 1-5-lg
Net cash flow (11,207) (10,622) (9,852) (7,927) (6,002} (4,847)
(6,697) (5,927) (5, 157) (4,387) (3,617) (13, 180) (89,422) l ::r
I g.
, m
I a.
I a-:
lg
r-
~~~2J Entrepreneurship
I
21. CASE 7 GOURMET TO GO
EXHIBIT 6 Pro Forma Cash Flow Statement
Year 2 Year 3
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
Cash receipts
Sales 136,500 156,000 194,698 234,000 253,500 273,000
292,500 312,000
Other
Total cash receipts 136,500 156,000 194,698 234,000 253,500
273,000 292,500 312,000
Cash disbursements
Cost of goods sold 89,250 102,000 127,302 153,000 165,750
178,500 191,250 204,000
Salaries and wages 31,164 38,796 38,796 38,796 41,124 41,124
41,124 41,124
Operating supplies 900 900 900 900 900 900 900 900
Repairs and maintenance 750 750 750 750 750 750 750 750
Advertising and promotion 6,825 7,800 9,735 11,700 12,675
13,650 14,625 15,600
Bad debts 300 300 300 300 300 300 300 300
22. Rent 5,301 5,301 5,301 5,301 5,619 5,619 5,619 5,619
Utilities 3,000 3,000 3,000 3,000 3,000 3,000 3,000 3,000
Insurance 1,800 1,800 1,800 1,800 1,800 1,800 1,800 1,800
General office 450 450 450 450 450 450 450 450
Licenses 0 0 0 0 0 0 0 0
Interest 1,280 1,940 1,720 1,720 1,410 1,190 970 970
Debt service (principal) 7,333 10,333 7,333 7,333 10,333
Total cash disbursements 141,020 170,370 190,054 228,050
241,111 254,616 260,788 284,846
Net cash flow (4,520) (14,370) 4,643 5,950 12,389 18,384
31,712 27,154
EXHIBIT 7 Pro Forma Balance Sheets
End of: Year 1 Year 2 Year 3 Year 1 Year 2 Year 3
Assets Liabilities
Current assets Accounts payable 12,750 21,217 31,875
Cash 3,000 5,000 7,000 Notes payable 0 0 0
Accounts receivable 19,500 32,450 48,750 Total current
liabilities 12,750 21,217 31,875
Inventory 12,750 21,217 31,875 Long-term liabilities
Supplies 300 _1Q.Q 300 Bank loans payable 42,667 47,000
23. 22,000
Prepaid expenses 1,667 1,767 1,873 Personal loans payable 0 0
0
Total current assets 37,217 60,734 89,798 Total long-term
liabilities 42,667 47,000 22,000
Fixed assets Total liabilities 55,417 68,217 53,875
Furniture and fixtures 18,000 16,000 14,000 Owner's equity
Vehicles 33,000 32,780 8,140 Paid-in capital 133,889 62,897
28,068
Equipment 6,750 3,330 0 Retained earnings (94,339) (18,271)
29,995
Tota l fixed assets 57,750 52,110 22,140 Total owner's equity
39,550 44,627 58,063
Total assets 94,967 112,844 111,938 Total liabilities and equity
94,967 112,844 111,938
502 PART 6 CASES
Sources of Funds
Jan Jones (personal funds)
Bank loans for computer and vehicles
Total sources
24. Uses of Funds
Computer, peripherals, and software
Food lockers and freezers
Delivery vehicles*
Phone system
Miscellaneous furniture and fixtures
Start-up expenses
Working capita lt
Total uses*
*See detail, following.
$182,913
75,000
$257,913
$9,000
15,000
66,000
1,500
3,500
25. 54,600
108,313
$257,913
tTo cover negative cash flow over first I V2 years of operation.
(See pro forma
cash flow statements.)
*Total for initial 3-year period. Computer and one delivery van
will be
acquired prior to start-up, one delivery van will be added 6
months after start-
up, and another will be added 15 months after start-up.
Financing will be
handled simultaneously with procurement
MARKETING
Distribution
The product will be delivered directly to the customer.
Sales Strategy
Advertising will include newspaper ads , radio spots, an
Internet Web page, and direct-mail brochures. All four
will be used during normal operations, but an intense
campaign will precede start-up. A series of "teaser"
newspaper ads will be run prior to start-up, announcing
a revolution in grocery shopping. At start-up, the news-
paper ads will have evolved into actually introducing the
product, and radio spots will begin as well. A heavy ad-
vertising schedule will be used during the first four
weeks of business. After start-up, a direct mailing will
detail the description of the service and a menu plan.
Newspaper ads aimed at the target markets will be
26. placed in entertainment and business sections. Radio
spots will be geared to stations most appealing to the tar-
get market. Since the product is new, it may be possible to
do interviews with newspapers and obtain free publicity.
'"'"'""'""";p, E;gh'h Ed;,;'" I 523
·- -- .. -- ----- -·· -· -·-·- ·- ·----- - - . - -------- - - . ---~-------~
Sales promotions will offer large discounts to first-
time customers . These promotions will continue for the
first six months of operations.
The service will be priced at $10 per week for deliv-
ery and planning, with the groceries priced at full retail
level. According to the phone survey, most people who
were interested in the service would be willing to pay the
weekly service charge.
MANAGEMENT
The management will consist of the owner/manager.
Other employees will be delivery clerks and order
clerks. It is anticipated that after the business grows, an
operations manager might be added to supervise the
employees .