- Kevin Ceretti, owner of Kookie Kutter Bakery, was facing financial difficulties due to rising costs and had to make decisions to ensure the bakery's long-term success.
- He enlisted a marketing firm to help with decisions around new products, labeling, marketing, and distribution to potentially grow the business.
- Ceretti conducted a taste test of potential new pumpkin and coconut cookie flavors and tested more prominent local labeling to attract consumers.
The Québec Connection - A special report on marketing to French Quebeckers co...HEADSPACE
On the surface Québec consumers seem to be becoming more like consumers in the rest of Canada. But deep differences do remain. Understanding the divergences and commonalities and being smart and strategic about exploiting them can be a major competitive edge.
KENTUCKY FRIED CHICKEN CASE STUDY OF KFC JospehStull43
KENTUCKY FRIED CHICKEN
CASE STUDY OF KFC:
ESTABLISHMENT OF A SUCCESSFUL GLOBAL BUSINESS MODEL
By the mid 1950s, fast food franchising was still in its infancy when Harland Sanders
began his cross-country travels to market “Colonel Sanders’ Recipe Kentucky Fried Chicken.”
He had developed a secret chicken recipe with eleven herbs and spices. By 1963, the number
of KFC franchises has crossed 300. Colonel Sanders, at 74 years of age, was tired of running the
daily operations and sold the business in 1964 to two Louisville businessmen—Jack Massey and
John Young Brown, Jr.—for $2 million. Brown, who later became the governor of Kentucky,
was named president, and Massey was named chairman. Colonel Sanders stayed in a public
relations capacity.
In 1966, Massey and Brown made KFC public, and the company was enlisted on the New
York Stock Exchange. During the late 1960s, Massey and Brown turned their attention to
international markets and signed a joint venture with Mitsuoishi Shoji Kaisha Ltd. In Japan.
Subsidiaries were also established in Great Britain, Hong Kong, South Africa, Australia, New
Zealand, and Mexico in the late 1970s. Brown’s desire to seek a political career led him to seek
a buyer for KFC. Soon after, KFC merged with Heublein, Inc., a producer of alcoholic beverages
with little restaurant experience and conflicts quickly arose between the Heublein management
and Colonel Sanders, who was quite concerned about the quality control issues in restaurant
cleanliness. In 1977, Heublein sent in a new management team to redirect KFC’s strategy. New
unit construction was discontinued until existing restaurants could be upgraded and operating
problems eliminated. The overhaul emphasized cleanliness, service, profitability, and product
consistency. By 1982, KFC was again aggressively building new restaurant units.
In October 1986, KFC was sold to PepsiCo. PepsiCo had acquired Frito-Lay in 1965, Pizza
Hut in 1977 with its 300 units, and Taco Bell in 1978. PepsiCo created one of the largest
consumer companies in the United States. Marketing fast food complemented PepsiCo’s
consumer product orientation and followed much the same pattern as marketing soft drinks
and snack foods. Pepsi soft drinks and fast food products could be marketed together in the
same restaurants and through coordinated national advertising.
The Kentucky Fried Chicken acquisition gave PepsiCo the leading market share in three
of the four largest and fastest growing segments in the U.S., quick-service industry. By the end
of 1995, Pizza Hut held 28% of the $18.5 billion, U.S. pizza segment. Taco Bell held 75% of &5.7
billion Mexican food segment, and KFC held 49% of the $7.7 billion U.S. chicken fast food
segment.
Japan, Australia, and the United Kingdom accounted for the greatest share of the KFC’s
international expansion during the 1970s and 1980s. During the 1990s, ot ...
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
The Québec Connection - A special report on marketing to French Quebeckers co...HEADSPACE
On the surface Québec consumers seem to be becoming more like consumers in the rest of Canada. But deep differences do remain. Understanding the divergences and commonalities and being smart and strategic about exploiting them can be a major competitive edge.
KENTUCKY FRIED CHICKEN CASE STUDY OF KFC JospehStull43
KENTUCKY FRIED CHICKEN
CASE STUDY OF KFC:
ESTABLISHMENT OF A SUCCESSFUL GLOBAL BUSINESS MODEL
By the mid 1950s, fast food franchising was still in its infancy when Harland Sanders
began his cross-country travels to market “Colonel Sanders’ Recipe Kentucky Fried Chicken.”
He had developed a secret chicken recipe with eleven herbs and spices. By 1963, the number
of KFC franchises has crossed 300. Colonel Sanders, at 74 years of age, was tired of running the
daily operations and sold the business in 1964 to two Louisville businessmen—Jack Massey and
John Young Brown, Jr.—for $2 million. Brown, who later became the governor of Kentucky,
was named president, and Massey was named chairman. Colonel Sanders stayed in a public
relations capacity.
In 1966, Massey and Brown made KFC public, and the company was enlisted on the New
York Stock Exchange. During the late 1960s, Massey and Brown turned their attention to
international markets and signed a joint venture with Mitsuoishi Shoji Kaisha Ltd. In Japan.
Subsidiaries were also established in Great Britain, Hong Kong, South Africa, Australia, New
Zealand, and Mexico in the late 1970s. Brown’s desire to seek a political career led him to seek
a buyer for KFC. Soon after, KFC merged with Heublein, Inc., a producer of alcoholic beverages
with little restaurant experience and conflicts quickly arose between the Heublein management
and Colonel Sanders, who was quite concerned about the quality control issues in restaurant
cleanliness. In 1977, Heublein sent in a new management team to redirect KFC’s strategy. New
unit construction was discontinued until existing restaurants could be upgraded and operating
problems eliminated. The overhaul emphasized cleanliness, service, profitability, and product
consistency. By 1982, KFC was again aggressively building new restaurant units.
In October 1986, KFC was sold to PepsiCo. PepsiCo had acquired Frito-Lay in 1965, Pizza
Hut in 1977 with its 300 units, and Taco Bell in 1978. PepsiCo created one of the largest
consumer companies in the United States. Marketing fast food complemented PepsiCo’s
consumer product orientation and followed much the same pattern as marketing soft drinks
and snack foods. Pepsi soft drinks and fast food products could be marketed together in the
same restaurants and through coordinated national advertising.
The Kentucky Fried Chicken acquisition gave PepsiCo the leading market share in three
of the four largest and fastest growing segments in the U.S., quick-service industry. By the end
of 1995, Pizza Hut held 28% of the $18.5 billion, U.S. pizza segment. Taco Bell held 75% of &5.7
billion Mexican food segment, and KFC held 49% of the $7.7 billion U.S. chicken fast food
segment.
Japan, Australia, and the United Kingdom accounted for the greatest share of the KFC’s
international expansion during the 1970s and 1980s. During the 1990s, ot ...
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Solid waste management & Types of Basic civil Engineering notes by DJ Sir.pptxDenish Jangid
Solid waste management & Types of Basic civil Engineering notes by DJ Sir
Types of SWM
Liquid wastes
Gaseous wastes
Solid wastes.
CLASSIFICATION OF SOLID WASTE:
Based on their sources of origin
Based on physical nature
SYSTEMS FOR SOLID WASTE MANAGEMENT:
METHODS FOR DISPOSAL OF THE SOLID WASTE:
OPEN DUMPS:
LANDFILLS:
Sanitary landfills
COMPOSTING
Different stages of composting
VERMICOMPOSTING:
Vermicomposting process:
Encapsulation:
Incineration
MANAGEMENT OF SOLID WASTE:
Refuse
Reuse
Recycle
Reduce
FACTORS AFFECTING SOLID WASTE MANAGEMENT:
Power-sharing Class 10 is a vital aspect of democratic governance. It refers to the distribution of power among different organs of government, levels of government, and social groups. This ensures that no single entity can control all aspects of governance, promoting stability and unity in a diverse society.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. W17720
KOOKIE KUTTER BAKERY: CRUNCH TIME
Ailsa McBride wrote this case solely to provide material for
class discussion. The author does not intend to illustrate either
effective
or ineffective handling of a managerial situation. The author
may have disguised certain names and other identifying
information to
protect confidentiality.
3. Ceretti had graduated from New Brunswick Community College
Cooking School in 1979. In March 1992,
he gave up a career in food service and decided to buy a locally
owned bakery in Sackville (see Exhibit 1).
Since then, Ceretti had moved into the wholesale distribution
channel, invented four new lines of cookies,
and made the Kookie Kutter Bakery brand known in Atlantic
Canada for its best-selling item—the ginger
snap cookie. The bakery was approaching its 25th year of
operation, and had gross sales of approximately
CA$800,000,1 an increase from its initial sales of $150,000 in
1992.
The bakery was located in the small rural town of Sackville.
The town was home to Mount Allison
University, and had a population of approximately 5,500
residents (with an additional 2,000 students during
the school year), most of whom spoke English as their mother
tongue. Sackville was a quaint and rural town
nestled between two of the biggest cities in the Maritimes—
Moncton was only a half-hour drive and
Halifax, a two-hour drive away.
Kookie Kutter Bakery was 2,300 square feet, and it prided itself
on being a local manufacturer. The bakery
adhered to the hazard analysis and critical control points
(HACCP) quality control guidelines (a rigorous
1 All currency amounts are in Canadian dollars unless otherwise
specified.
For the exclusive use of V. HANDA, 2018.
This document is authorized for use only by VARUN HANDA
in Marketing Management Summer IIG 18 taught by Stephanie
Thacker, University of the Cumberlands from Jun 2018 to Dec
4. 2018.
http:www.iveycases.com
mailto:[email protected]
Page 2 9B17A063
food safety program) as required by its customer, Costco
Wholesale Corporation (Costco). Ceretti received
advice from a nutritional panel in Fredericton, which provided
him with information on product labelling,
nutritional value, and “best before” dates. He regularly sent his
cookies to be analyzed for quality control
by Canada’s Smartest Kitchen (a globally recognized food
5. development centre) in nearby Prince Edward
Island. He had never received reports of incidents of illness
from his cookies.
Over the years, Kookie Kutter Bakery’s products had been
moving up the shelves in supermarkets, but had been
recently bumped back down to the bottom shelves at certain
retail locations. Ceretti hoped that in the future he
would be able to introduce the four cookie lines to all of the
locations that stocked his products and once again
move up the shelves, so that his products would be at
customers’ eye level—where purchase decisions were
made more easily and spontaneously. He dreamed of being able
to open a new production location, introduce
some new flavours in the future, and improve the marketing of
his products. Ceretti wondered what he needed
to do to make these much-needed changes happen, given his
challenging financial situation.
SALES
Distribution Channels
As of 2016, Kookie Kutter Bakery distributed and sold its
products to Sobeys Inc. (Sobeys), owned by
Empire Company Ltd.;2 Atlantic Superstore;3 Costco;4 and
some Your Independent Grocer5 stores
throughout the Maritime Provinces (New Brunswick, Nova
Scotia, and Prince Edward Island) and
Newfoundland. Sobeys was the main distributor in Atlantic
Canada for all four of Kookie Kutter Bakery’s
cookie lines (ginger snap, vanilla flax, honey & cinnamon, and
chocolate chip), while Costco and Atlantic
Superstore carried only the ginger snaps. Sales were best at the
Your Independent Grocer in Sackville.
6. Outside of the Maritimes, Ceretti had reached Ontario through
some Costco and Sobeys stores, but only
with the ginger snap cookie. However, Sobeys had recently
agreed to carry all four flavours, which would
be implemented soon. Similarly, Farm Boy 2012 Inc. (Farm
Boy), a supermarket chain in the Ottawa region,
had expressed interest in selling the Kookie Kutter Bakery
brand.6 Lastly, Kookie Kutter Bakery had also
reached the U.S. New England area (comprising the six states of
Maine, Vermont, New Hampshire,
Massachusetts, Rhode Island, and Connecticut) through several
Your Independent Grocer stores, but again
only with the ginger snap cookie, its best-selling stock-keeping
unit.
Marketing
Unfortunately, Ceretti was restricted in terms of the amount of
in-store marketing that could be done for
his products. He was not allowed to have point-of-sale displays
in the stores he was distributing to, but was
looking to have that changed as soon as possible. The only
marketing used was the packaging of the product
2 Empire Company Ltd.’s sales as of 2016 were $25 billion.
Source: Empire Company Ltd., Annual Report 2016, 2, June 28,
2016, accessed January 17, 2017, www.empireco.ca/wp-
content/uploads/2017/03/Empire-AR-2016_ENG-FINAL-
SEDAR.pdf.
3 Owned by Loblaw Company, which had revenue of $46 billion
as of 2016. Source: Loblaw Companies Limited, 2016 Annual
Report – Financial Review, 1, February 22, 2017, accessed
March 12, 2017,
http://s1.q4cdn.com/326961052/files/doc_financials/2016/annua
l/2016_AR_ENG.pdf.
4 Costco Wholesale Corporation’s sales as of 2016 were $116
7. billion. Source: Costco Wholesale Corporation, Annual Report
2016, 1, December 15, 2016, accessed February 12, 2017,
file:///C:/Users/Ailsa/Downloads/2016 per cent20Annual per
cent20Report per cent20PDF per cent20- per cent20FINAL.pdf.
5 Your Independent Grocer (also owned by Loblaw Company,
had revenue of $46 billion as of 2015. Source: Loblaw
Companies Limited, 2016 Annual Report – Financial Review, 1,
February 22, 2017, accessed March 12, 2017,
http://s1.q4cdn.com/326961052/files/doc_financials/2016/annua
l/2016_AR_ENG.pdf.
6 Farm Boy was a private company so sales information was not
available. Source: Farm Boy, “About Us,” accessed January
26, 2017, https://www.farmboy.ca/about-us/.
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This document is authorized for use only by VARUN HANDA
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Thacker, University of the Cumberlands from Jun 2018 to Dec
2018.
https://www.farmboy.ca/about-us
http://s1.q4cdn.com/326961052/files/doc_financials/2016/annua
l/2016_AR_ENG.pdf
file:///C:/Users/Ailsa/Downloads/2016
http://s1.q4cdn.com/326961052/files/doc_financials/2016/annua
l/2016_AR_ENG.pdf
www.empireco.ca/wp-content/uploads/2017/03/Empire-AR-
2016_ENG-FINAL-SEDAR.pdf
8. Page 3 9B17A063
itself, and occasional in-store sampling. The Your Independent
Grocer in Sackville had a stand that
promoted Kookie Kutter Bakery’s products, but the information
was barely noticeable to customers (see
Exhibit 2). The location of the production facility (Sackville)
was written only on the bottom of the package;
therefore, the products were not explicitly labelled as “locally
produced.”
Competition
There was plenty of competition within the cookie market.
Among the big brands were companies such as
Nabisco Foods Group, Stauffer Biscuit Company, Great Value
Company (Wal-Mart Stores Inc.’s brand),
Anna’s Swedish Thins by Lotus Bakeries, Archway Cookies,
Murray Cookies, MI-DEL, and Trader Joe’s.
However, these brands were store-bought cookies and “did not
necessarily offer the same healthy and
school-friendly benefits that Kookie Kutter ginger snaps did,”
9. explained Ceretti. The chocolate chip cookie
market had even more major brand competitors, including Dare
Foods Limited, Pepperidge Farm, Archway
Cookies, Nabisco Foods Group, and more. Again, although it
could be argued that Kookie Kutter Bakery
cookies were a healthier choice, this quality might not have
been a concern for those who were buying
chocolate chip cookies in the first place.
Other competition included Mrs. Dunster’s Inc.7 and Purity
Factories Ltd.8 Mrs. Dunster’s Inc. was located
in Sussex, New Brunswick, and it too offered ginger snap and
chocolate chip cookies, but its cookies were
not vegan, and the company focused on doughnuts as its main
product. Purity Factories Ltd. was located in
St. John’s, Newfoundland, and offered a wide variety of
products, including cookies (ginger snap, coconut,
and chocolate chip), crackers, jams, and confectionary. Mrs.
Dunster’s Inc. distributed within a similar
geographic range as that of Kookie Kutter Bakery (Atlantic
Canada and New England), whereas Purity
Factories Ltd. distributed its products across Canada. Both
brands had a presence in a more supermarket
chains than Kookie Kutter Bakery did.
KOOKIE KUTTER BAKERY’S OFFERINGS
Product
As of 2016, Kookie Kutter Bakery’s product line consisted of
four flavours; however, Ceretti was also
looking to add some new products. Two new flavours of cookies
he considered adding were pumpkin and
coconut snaps, which he would develop from scratch, and two
new product options he considered were
oatcakes and shortbread cookies, recipes for which were being
10. passed down to him from nearby Nova
Scotian companies.
Unique Selling Features
Ceretti prided himself on having unique cookies, and for good
reason. None of the cookies contained egg,
dairy, or nuts (therefore were school-friendly), nor did they
contain any trans fats or preservatives. The
cookies also had a long shelf life, and the ginger snap, vanilla
flax, and chocolate chip cookies were vegan
products. With this wide range of features, Kookie Kutter
Bakery products appealed to consumers of all
ages, and were a healthy alternative to the many other cookies
available.
7 Mrs. Dunster’s, “Mrs. Dunster’s Kitchen,” accessed January
17, 2017, www.mrsdunsters.com/mrs-dunsters-kitchen/.
8 Purity Factories, “Purity,” 2016, accessed January 17, 2017,
http://purity.nf.ca/.
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in Marketing Management Summer IIG 18 taught by Stephanie
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2018.
http:http://purity.nf.ca
www.mrsdunsters.com/mrs-dunsters-kitchen
11. Page 4 9B17A063
COST STRUCTURE
The retail price of Kookie Kutter Bakery cookies varied
depending on the retailer. At Costco, the cookies
were priced at $3.99, with an estimated 13 per cent markup to
the retailer. In Sackville at the Your
Independent Grocer, the cookies retailed at $3.79. However, a
recent problem for Ceretti was that other
grocery stores, specifically in Ontario, had been raising the
prices of his cookies to $4.99 and keeping the
additional dollar of profit for themselves.
The breakdown of Ceretti’s costs was estimated to be 20 per
cent food costs and 30 per cent labour costs,
but labour costs would increase to 50 or 60 per cent depending
on the day and the number of batches
required in his labour-intensive plant. To be cost-effective, the
bakery needed to make nine batches of
cookies a day. Ceretti paid his employees an hourly minimum
wage, which had steadily increased over the
12. years, from $7.50 in 1992 to $10.65 in 2016, with the selling
price to his customers having barely changed
over that period, except for adjustments to inflation. In short,
this situation was problematic, as Ceretti’s
selling prices had not increased to cover the rising labour costs.
OPPORTUNITIES
Despite these hurdles, there were several opportunities for
Ceretti to consider. The first was that new markets
were available. Ceretti considered extending his four products
into Ontario and potentially also into Quebec
(which was geographically much closer), but he would need to
examine the current competition in these
markets before pursuing this. Within the past year, he had also
hired both a sales manager and a marketing
manager to assist him in reaching out to consumers and in
advertising the products. The only problem with
this assistance was the burdensome extra charges, owing to both
commissions and base rate fees.
Ceretti had also created a template for point-of-sales displays
(see Exhibit 3). Very few stores had allowed
him to put up these signs, and when they did, it was for only a
limited time. The signs were costly to produce
and, because they were made of cardboard, required frequent
replacement in the winter seasons. He had
also developed a bulk box design to sell three packs of cookies
as a snack option.
Another opportunity was in-store sampling, which had been a
great promotional tool in the past. At Costco
in Ontario, for example, Ceretti had paid for an in-store sample
at the 10 stores he distributed to, and his
sales rose from 100 packages to 600 packages on the day of the
sampling. Although in-store samplings
13. were a great option, they were also costly—at approximately
$3,500 per demonstration.
Ceretti was also looking into developing new flavours of
cookies, including pumpkin and coconut, both of
which were being tested by the small marketing firm he had
hired to help him. He also had the option to
introduce shortbread cookies and oatcakes, which were
established recipes being passed down from other
companies. The last option for Ceretti to consider was creating
a product designed specifically for children,
which would involve colourful packaging, dyeing the cookies
(yellow, red, and blue), or using sprinkles to
attract the attention of young children. This option would
appeal to vegan parents who wanted a school-
friendly and healthy snack for their children.
MARKET TEST
Since there were several new flavours to consider, Ceretti
decided to do a taste test of the two new flavours
he was looking to develop, pumpkin and coconut. He was also
interested to see whether having a more
prominent local label would attract consumers’ attention, given
the current lack of in-store promotion for
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in Marketing Management Summer IIG 18 taught by Stephanie
Thacker, University of the Cumberlands from Jun 2018 to Dec
2018.
14. Page 5 9B17A063
Kookie Kutter Bakery products. The marketing firm found the
following initial information when preparing
for the exploratory research.
Local Products
Unfortunately, many studies on local products had reported
disagreement about what the term “local” meant
for consumers.9 However, it had been found that consumers
were more likely to purchase local produce
because they believed it was fresher, tastier, and more
15. environmentally friendly due to the reduction in the
carbon footprint of transportation.10 A 2015 study using
strawberries to examine whether a local label
influenced perceptions of taste found that people who knew the
strawberries were local rated them higher
in terms of freshness, flavour, colour, size, and uniformity,
indicating the impact that a local label could
have on perception.11 A study of processed food products
(blackberry jam) found that having the label
indicate the broad geographical area in which the product was
made (e.g., Canada) was more beneficial
than indicating where, specifically, within the country it was
made; however, a label that showed a specific
geographic location (e.g., Sackville) was more attractive than a
label naming just a province (e.g., New
Brunswick).12 As a last source of information, the marketing
company found a study recommending that
companies clearly mark place names, provide images, and
emphasize the quality of the food because many
consumers (in the United Kingdom, where the study was
conducted) found that local foods were more
expensive and difficult to find in supermarkets.13
Two Experiments
With this knowledge in hand, Ceretti had the small marketing
firm conduct exploratory research at the local
university. The marketing firm decided to examine the effect of
a local label on consumer preferences for
Kookie Kutter Bakery’s ginger snap cookies, and to perform a
taste test of the coconut and pumpkin
cookies. To do so, a table was set up in the student centre of the
local university, and two separate
experiments were carried out.
The first experiment tested the effects of a local label on
16. flavour perception. It was believed that having a local
label on a cookie would invoke a more positive perception of
the flavour than a cookie without the local label.
To test this hypothesis, two identical ginger snap cookies were
placed on the table, one with a “Local” label
on the front of it, and one with a “Non-Local” label on the front
of it. Passing students (23 in total)14 were
then asked to try each cookie and rate it on several seven-point
scales including “Unsavoury ↔ Delicious”
9 Damian C. Adams and Alison E. Adams, “De-Placing Local at
the Farmers’ Market: Consumer Conceptions of Local Foods,”
Journal of Rural Social Sciences 26, no. 2 (2011): 74–100,
accessed February 16, 2017,
http://journalofruralsocialsciences.org/pages/Articles/JRSS%20
2011%2026/2/JRSS%202011%2026%202%2074-100.pdf.
10 John L. Stanton, John B. Wiley, and Ferdinand F. Wirth,
“Who Are the Locavores?,” Journal of Consumer Marketing 29,
no.
4 (2012): 248–261, accessed February 16, 2017,
http://search.proquest.com.libproxy.mta.ca/docview/102270298
6?OpenUrlRefId=info:xri/sid:wcdiscovery&accountid=12599.
11 Chenyi He, Zhifeng Gao, Charles A. Sims, and Xin Zhao,
“Does Local Label Bias Consumer Taste Bud and Preference:
Strawberry Sensory Experiment,” IDEAS Working Paper Series
from RePEc (2015), accessed February 16, 2017,
http://ideas.repec.org/p/ags/saea15/196874.html.
12 Wuyang Hu, Marvin T. Batte, Timothy Woods, and Stan
Ernst, “Consumer Preferences for Local Production and Other
Value-added Label Claims for a Processed Food Product,”
European Review of Agricultural Economics 39, no. 3 (July
2012):
489–510, accessed February 16, 2017, https://academic-oup-
com.libproxy.mta.ca/erae/article-
abstract/39/3/489/452655/Consumer-preferences-for-local-
production-and?redirectedFrom=fulltext.
17. 13 Ursula Penney and Caroline Prior, “Exploring the Urban
Consumer’s Perception of Local Food,” International Journal of
Retail & Distribution Management 42, no. 7 (2014): 580–594,
accessed February 16, 2017,
http://search.proquest.com.libproxy.mta.ca/docview/165116370
7/fulltextPDF/6CB0B56B513844E0PQ/1?accountid=12599.
14 This number was by no means significant, but represented
the first step in ongoing research.
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2018.
http://search.proquest.com.libproxy.mta.ca/docview/165116370
7/fulltextPDF/6CB0B56B513844E0PQ/1?accountid=12599
https://academic-oup-com.libproxy.mta.ca/erae/article
http://ideas.repec.org/p/ags/saea15/196874.html
http://search.proquest.com.libproxy.mta.ca/docview/102270298
6?OpenUrlRefId=info:xri/sid:wcdiscovery&accountid=12599
http://journalofruralsocialsciences.org/pages/Articles/JRSS%20
2011%2026/2/JRSS%202011%2026%202%2074-100.pdf
http:supermarkets.13
http:Brunswick).12
http:perception.11
http:transportation.10
18. Page 6 9B17A063
and “Flavourless ↔ Strong Flavour.” At the end of the two
rating sheets, the students were asked to pick
which cookie they preferred: the Local or the Non-Local.
The second experiment set up two ginger snap cookies, a
coconut cookie, and a pumpkin cookie in a line
on a table. Students (47 in total) were asked to complete the
same rating scales as the first study, and then
rank the four cookies in order of preference (1 for their
favourite and 4 for their least favourite).
Results
Participants in the studies consisted of mostly undergraduate
students between the ages of 17 and 22; in the
first experiment 43 per cent were female and 57 per cent were
male, and in the second experiment 55 per
cent were female and 45 per cent were male. The results from
the exploratory experiments indicated that
19. most participants preferred the “Local” cookie (78 per cent) to
the “Non-Local” cookie (22 per cent), despite
them being the same cookie (see Exhibit 4). The most preferred
cookie was the ginger snap (ranked number
1 by 42 per cent of participants), while the least preferred
cookie was the pumpkin (ranked number 4 by 59
per cent of participants). Coconut was well-liked by most
people, as 27 per cent of participants ranked it as
their favourite, and it was ranked as the least favourite by only
20 per cent of participants, most of whom
(five individuals) commented they did not like coconut to begin
with.
The students were more perceptive than expected, and several
participants from both experiments asked
whether the two ginger snap cookies were the same, particularly
in the first experiment (five students wrote
that they believed they were the same cookie while others
speculated so verbally). This outcome indicated
the labels might not have tricked the participants. Furthermore,
compared with the first experiment,
participants in the second experiment perceived more
differences between the ginger snap cookies, which
could have indicated that participants in the second experiment
were distracted by the additional two
flavours and did not focus on the similarity in taste.
Alternatively, the taste of the coconut and the pumpkin
cookies may have interfered with the taste of the second ginger
snap, leading to greater differences in
perception in the second experiment (see Exhibit 7). From the
results of these experiments, it was concluded
that the participants may have held a positive bias toward the
local label, and that the pumpkin cookie was
not a success in the test run.
LOOKING FORWARD
20. Ceretti weighed his options. He was eager to develop new
flavours and examine new ways of marketing
his cookies. He was considering emphasizing the “made locally”
appeal. After the preliminary market
research undertaken locally in 2017, he needed to decide
whether to invest in a full-scale marketing research
study at a cost of approximately $20,000, despite the financial
challenges he was facing. Could he afford
it? Could it potentially reap benefits?
Ceretti consulted with various companies that had experienced
difficulties similar to his own, including a
cash crunch. One of these companies was Golden Grown,
located in Western Manitoba. Following some
failed attempts at opening stores of his own across the province,
instead of pursuing a less risky franchise
or using an exclusive distribution system, the owner and
founder of Golden Grown was forced to declare
bankruptcy—a mountain of debt had taken over what had been a
beloved business whose products were
greatly appreciated by its customers.
In 2012, Golden Grown’s new owner decided to turn the
business into an agro-tourism venture. During the
summer months, visitors were permitted to visit the sunflower
fields, watch a video on the history of the
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2018.
21. Page 7 9B17A063
plant and farm, acquire some knowledge about sunflowers, and
witness the actual production of the plant.
Customers were enthusiastic about the opportunity to walk into
the field during the summer months with
their families, enjoy the fresh air, and understand how
sunflower oil was produced—all for a minimal entry
fee of $12.00, which easily covered an afternoon of relaxation
and enjoyment. Lines formed at the entrance
every day of the week; flocks of school students arrived by bus.
Soon enough, this effort at agro-tourism
constituted a large portion of the company’s income and raised
the brand awareness, first throughout the
region and then throughout the province.
Ceretti thought he could emulate the same level of success by
remodelling his small plant. What would be
the result, for instance, if he were to paint the exterior building
in attractive colours and decorate it with
images reminiscent of local (and internationally renowned)
painter Alex Colville? Would it help to achieve
success if he were to reorganize the inside of his plant to
accommodate exclusive tours for tourists—along
with cookie tasting—especially in summertime? The plant
would be thoroughly cleaned, and idle spots
22. could be left to accommodate tourists. The “front office” could
become a viewing area for them. Ceretti
could play a small video relating the history of the plant and its
role in the local community. He also
entertained the idea of creating a special “Colville” cookie, for
which he could replicate a simplified version
of simplify) some of Colville’s emblematic images, such as the
train and the horse, on top of a cookie.
Some of Colville’s images could even be reproduced on the
packaging Ceretti used. Ceretti was not short
of ideas. However, the current layout of his plant was not
conducive to a tour environment (see Exhibit 1),
therefore extensive remodelling would be required if this
opportunity was pursued. Moreover, any of these
options would need to be considered with Ceretti’s tight budget
in mind. What should the marketing firm
recommend to Ceretti to continue growing his business and to
achieve success in the future?
The author wishes to thank Olivier Mesly for his assistance,
guidance, and research in the development of the case.
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2018.
24. FRONT OFFICE
The plant was approximately 2,300 square feet.
1. Receiving Area (In)
This was the area for receiving and unloading incoming
ingredients. It also contained boxes ready to
be filled with cookies, as well as large tanks of molasses.
2. Mixing Area
This was the area where ingredients were mixed together, and it
consisted of two mixing apparatuses,
both of which held large metal bowls containing the ingredients
to be mixed.
3. 1st Cooling Area
This was the first fridge where cookie dough was stored. The
dough was moved from the mixing bowls
into yellow buckets, and was then placed in the refrigerator
until it reached the right consistency to be cut.
4. Cutting Area
Once the cookie dough had reached the right consistency, it was
moved from the yellow buckets into
the dome-like pipe in this machine, and was then shaped, cut,
and put onto cookie sheets.
5. Oven
After the cookies had been cut and placed directly onto cookie
sheets, they were moved to the oven,
which was right next to the cutting machine.
6. 2nd Cooling Area
The ovens were very close to the second cooling area, where the
cookies were stored to cool before
25. being packaged. They were then taken out of the cooling area
from a door on the other end, near the
front office, and then left to cool there until weighing and
packaging.
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2018.
Page 9 9B17A063
EXHIBIT 1 (CONTINUED)
7. Packaging and Labelling
This station was a counter where cookies were packaged and
weighed. Once the appropriate weight
for each package had been determined, the cookies passed along
the conveyor belt and under a metal
detector to another counter, close to the labelling counter.
8. Shipping Area (Out)
The last stage of the process was to prepare the packages of
26. cookies for shipment, for which they
would exit the same doors that the raw ingredients had come in.
9. Kitchen/Inventory
This was the storage area for the inventory, including sugar,
canola oil, corn syrup, and prepared cookie
dough.
President/Owner Kevin
Ceretti
Street View of
Kookie Kutter
B k
Indoor View of
Kookie Kutter
Source: Company documents.
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2018.
27. Page 10 9B17A063
EXHIBIT 2: KOOKIE KUTTER PROMOTION
Source: Company documents.
EXHIBIT 3: POINT-OF-SALES DISPLAYS
Source: Company documents.
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2018.
28. Page 11 9B17A063
EXHIBIT 4: NON-LOCAL VERSUS LOCAL COOKIE
(EXPERIMENT #1)
Cookie (Said to be Non-Local) n = 23.
H0: The local and non-local products are deemed identical in
taste.
H1: The local and non-local products are not deemed identical
in taste.
“Non-Local” Cookie, in %
1 2
3
(neutral)
4 5
Tasteless 0 22 30 35 13 Strong flavour
Unsavoury 0 22 57 17 4 Delicious
Not fatty (taste) 17 30 39 13 0 Fatty (taste)
Dry (touch) 39 35 13 13 0 Oily (touch)
Not bitter 22 48 26 0 4 Very bitter
Not sweet 4 26 48 13 9 Very sweet
Not salty 23 32 41 5 0 Very salty
Not sour 61 22 17 0 0 Very sour
Did you find that there was an aftertaste for this cookie? Yes
(87 per cent), No (13 per cent).
Cookie (Said to be Local) n = 23.
Question that was asked verbally: How do you find the taste of
the local cookie?
29. “Local” Cookie, in %
1 2 3
(neutral)
4 5
Tasteless 0 22 39 26 13 Strong flavour
Unsavoury 0 4 39 52 4 Delicious
Not fatty (taste) 22 39 30 9 0 Fatty (taste)
Dry (touch) 35 22 26 13 4 Oily (touch)
Not bitter 39 35 26 0 0 Very bitter
Not sweet 0 17 48 22 13 Very sweet
Not salty 30 39 26 4 0 Very salty
Not sour 57 26 17 0 0 Very sour
Did you find that there was an aftertaste for this cookie? Yes
(70 per cent), No (30 per cent).
After trying both the local and non-local ginger snap cookies,
which is your favourite? Please circle your
preference. Local (78 per cent), Non-local (22 per cent).
Note: Underlined values indicate the most frequently chosen
cookie for that ranking.
Source: Company documents.
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2018.
30. Page 12 9B17A063
EXHIBIT 5: SUMMARY OF FINDINGS (EXPERIMENT #1)
Although the purpose of this experiment was to determine
whether there was a difference between the two
identical ginger cookies, the sample size was too small to
conduct any statistical tests. However,
percentage differences could be analyzed and compared between
the two ginger snap cookies.
Tabulated results:
31. Itemized Flavour
Description
Non-local
(n = 23)
Local
(n = 23) Difference
In % (rounded numbers) and rank
Tasteless ↔ Strong flavour 35/4 39/3
Significant difference in
strength of taste but not in
ranking
Unsavoury ↔ Delicious 57/3 52/4 About the same±
Taste: Not fatty ↔ Fatty 39/3 39/2 About the same
Touch: Dry ↔ Oily 39/1 26/3 Significant difference in touch
and ranking
Not bitter ↔ Very bitter 48/2 39/1 Significant difference in
bitterness but not in ranking
Not sweet ↔ Very sweet 48/3 48/3 0/0 (no difference at all)
Not salty ↔ Very salty 41/3 39/2 About the same
Not sour ↔ Very sour 61/1 57/1 About the same
Comments:
1. Surprisingly, when evaluating the same cookie, some
participants (less than 50 per cent) perceived a
significant difference in touch, bitterness, and strength of taste,
even though the cookies were actually
from the same production batch.
32. 2. Out of eight measures of assessment, significant differences
were found in three.
3. The perceived difference in touch, bitterness, and strength of
flavour played in favour of the perceived
local product.
4. Both cookies have a significant aftertaste, but it appeared
that an aftertaste was more noticeable for
the perceived non-local cookie than the perceived local cookie.
5. Finally, it was noted that sweetness displayed exactly the
same values for non-local and local cookies.
Conclusion:
Based on this exploratory analysis, it appears that the
perception of locally made products fuelled a
positivity bias versus non-local products, which corresponded to
past research showing that people were
more likely to purchase local products, and that having a local
label could positively influence the perception
of a product.
Note: ± Because the test is highly judgmental, we consider that
only a difference of more than one in ranking is significant,
i.e., conjoint rankings are deemed not significantly different.
For the actual percentage of participants commenting on product
characteristic, we consider that anything above a 10 per cent
difference is significant. Again, this is only exploratory
research.
Source: Company documents.
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2018.
Page 13 9B17A063
EXHIBIT 6: FOUR FLAVOURS OF COOKIES (EXPERIMENT
#2)
H0: The two ginger snap cookies are deemed identical in taste.
H1: The two ginger snap cookies are not deemed identical in
taste.
34. Cookie #1: _______________ (Ginger A) n = 46
1 2 3
(neutral)
4 5
In %
Tasteless 2 13 23 49 13 Strong flavour
Unsavoury 2 15 38 43 2 Delicious
Not fatty (taste) 11 34 51 2 2 Fatty (taste)
Dry (touch) 21 60 9 9 2 Oily (touch)
Not bitter 21 36 23 19 0 Very bitter
Not sweet 9 13 51 28 0 Very sweet
Not salty 34 19 32 15 0 Very salty
Not sour 68 13 13 4 2 Very sour
Did you find that there was an aftertaste for this cookie? Yes
(87), No (13 per cent).
Cookie #2: _______________ (Coconut) n = 44
1 2 3
(neutral)
4 5
In %
Tasteless 2 11 31 44 11 Strong flavour
Unsavoury 11 26 28 24 11 Delicious
Not fatty (taste) 7 24 28 37 4 Fatty (taste)
Dry (touch) 20 35 20 24 2 Oily (touch)
Not bitter 35 37 22 4 2 Very bitter
Not sweet 9 20 37 33 2 Very sweet
Not salty 26 26 22 22 4 Very salty
Not sour 68 20 9 4 0 Very sour
35. Did you find that there was an aftertaste for this cookie? Yes
(61 per cent), No (39 per cent).
Cookie #3: _______________ (Pumpkin) n = 43
1 2 3
(neutral)
4 5
In %
Tasteless 9 30 22 26 13 Strong flavour
Unsavoury 15 36 30 13 6 Delicious
Not fatty (taste) 34 32 26 9 0 Fatty (taste)
Dry (touch) 43 34 13 11 0 Oily (touch)
Not bitter 30 23 17 30 0 Very bitter
Not sweet 17 32 38 13 0 Very sweet
Not salty 36 32 23 6 2 Very salty
Not sour 57 19 11 11 2 Very sour
Did you find that there was an aftertaste for this cookie? Yes
(47 per cent), No (53 per cent).
For the exclusive use of V. HANDA, 2018.
This document is authorized for use only by VARUN HANDA
in Marketing Management Summer IIG 18 taught by Stephanie
Thacker, University of the Cumberlands from Jun 2018 to Dec
2018.
36. Page 14 9B17A063
EXHIBIT 6 (CONTINUED)
Cookie #4: _______________ (Ginger B) n = 45
1 2 3 (neutral) 4 5
In %
Tasteless 2 19 21 36 21 Strong flavour
Unsavoury 4 9 38 40 9 Delicious
Not fatty (taste) 13 32 38 17 0 Fatty (taste)
Dry (touch) 19 40 23 17 0 Oily (touch)
Not bitter 21 26 28 23 2 Very bitter
Not sweet 9 28 26 38 0 Very sweet
Not salty 43 26 21 11 0 Very salty
Not sour 60 21 11 9 0 Very sour
Did you find that there was an aftertaste for this cookie? Yes
(76 per cent), No (24 per cent).
Percentage of Respondents Who Placed Each Cookie at Each
Ranking
Rank Ginger A
(%)
37. Coconut
(%)
Pumpkin
(%)
Ginger B
(%)
#1 (n=45) 42 27 11 20
#2 (n=45) 30 22 11 37
#3 (n=46) 15 30 22 33
#4 (n=44) 11 20 59 9
Note: Due to non-responses by participants, the n values for
each cookie are not equivalent and have been amended to
exhibit
the true number of responses per cookie.
Source: Company documents.
For the exclusive use of V. HANDA, 2018.
This document is authorized for use only by VARUN HANDA
in Marketing Management Summer IIG 18 taught by Stephanie
Thacker, University of the Cumberlands from Jun 2018 to Dec
2018.
38. Page 15 9B17A063
EXHIBIT 7: SUMMARY OF FINDINGS (EXPERIMENT #2)
MARIKO
Itemized Flavour
Description
Ginger A
(n = 46)
Ginger B
(n = 45) Difference
In % (rounded numbers) and rank
Tasteless ↔ Strong flavour 49/4 36/4 Significant difference in
strength of taste but not in ranking
Unsavoury ↔ Delicious 43/4 38/3 Significant difference in
deliciousness but not in ranking
Taste: Not fatty ↔ Fatty 51/3 38/3 Significant difference in
39. taste but not in ranking
Touch: Dry ↔ Oily 60/2 40/2 Significant difference in touch
but not in ranking
Not bitter ↔ Very bitter 36/2 28/3 Significant difference in
bitterness but not in ranking
Not sweet ↔ Very sweet 51/3 38/4 Significant difference in
sweetness but not in ranking
Not salty ↔ Very salty 34/1 43/1 Significant difference in
saltiness but not in ranking
Not sour ↔ Very sour 68/1 60/1 Significant difference in
sourness but not in ranking
In exploratory analyses, the difference between the two ginger
cookies (in rankings) was examined using
a one-sample t-test between percentages. The percentage of
participants who ranked Ginger A as #1 was
compared with the percentage of participants who ranked
Ginger B as #1. A significance level of p = 0.05
was used. Results indicated no statistically significant
difference between the number of participants who
ranked Ginger A as #1 and Ginger B as #1, t(44) = 1.952, p =
0.057, so we fail to reject the null hypothesis,
which states that the two cookies will be deemed identical in
taste.
Comments:
1. Surprisingly, when evaluating the same cookie, some
participants (less than 50 per cent) perceived a
significant difference in strength of taste, deliciousness,
fattiness, touch, bitterness, sweetness,
40. saltiness, and sourness, even though the cookies were actually
from the same production batch.
2. Of eight measures of assessment, all (i.e., 100 per cent)
showed significant differences.
3. Interestingly, in compared with the results of experiment #1
(i.e., non-local versus local), a greater difference
was perceived between the two ginger cookies when the coconut
and the pumpkin cookies were also tasted.
4. More than 50 per cent of respondents indicated that pumpkin
was their least favourite cookie, and it
was the only cookie that more people indicated had no
aftertaste.
5. Coconut was popular as a flavour, and its lower rankings
were due to those participants who do not
like coconut (i.e., 5 individuals).
6. Despite the perceived differences in the qualities of the two
cookies, statistical analyses indicate there
was no significant difference between the two identical ginger
cookies.
7. Conclusion: Offering a greater array of flavours increased the
perceived differences between the two
ginger cookies. Furthermore, the pumpkin cookie was found to
be unpopular, whereas the coconut
cookie was ranked highly by approximately 50 per cent of
participants.
Source: Company documents.
For the exclusive use of V. HANDA, 2018.
41. This document is authorized for use only by VARUN HANDA
in Marketing Management Summer IIG 18 taught by Stephanie
Thacker, University of the Cumberlands from Jun 2018 to Dec
2018.
BUOL 533 1
BUOL 533 - Marketing Management
Your Name Here
University of Cumberlands
Week Seven Case – Kookie Kutter Bakery Paper
Introduction
Start your paper here. An introduction paragraph is a good idea.
It should state the TOPIC of your paper and provide a roadmap
for the reader. Indent five spaces the first sentence in each
paragraph.
Cost of Developing New Cookies
Indent first sentence in each paragraph five spaces. Cite your
sources and recap in APA format in the reference page. Can
Ceretti afford to develop new cookies?
Investment Reaps Benefits
Indent first sentence in each paragraph five spaces. Cite your
sources and recap in APA format in the reference page. Would
developing new cookies and investing in more marketing
potentially reap sufficient benefits for Kookie Kutter Bakery?
Recommendations Around Growing Business
Indent first sentence in each paragraph five spaces. Cite your
sources and recap in APA format in the reference page. What
should be recommended to Ceretti to continue growing his
business and to succeed in the future?
Data Percolation
Indent first sentence in each paragraph five spaces. Cite your
sources and recap in APA format in the reference page. What is
42. data percolation? How did the marketing agency hired by
Ceretti use data percolation?
Changes to Experiment Suggestions
Indent first sentence in each paragraph five spaces. Cite your
sources and recap in APA format in the reference page. If
Ceretti were to re-conduct the marketing agency's experiments,
what changes or improvements to the experiment would you
suggest?
Conclusion
Your final paragraph should provide a summary of your paper.
This reminds the reader of where you took them on your road
trip. It is similar to reviewing your photographs after a
vacation. There should be no new information included in the
conclusion. Make sure you have FIVE pages minimum. The
page count is only from the Introduction to Conclusion. Do not
add any extra blank lines in your paper – deliver a tight double-
spaced paper using the spacing provided in this template. No
visuals allowed.
References