Olympic sponsorship Assignment Example | Topics and Well Written Essays - 500 words

Olympic sponsorship - Assignment Example Nations come together under the umbrella of Olympic Games to compete against each other while time enhancing cultural corporation and peace. Over the past years, all organization that manages Olympic Games has been depending on corporate sponsors to meet their budget. Apart from providing financial support, the corporate sponsors also provide technologies, personnel, expertise, products and services to help organize the games. For example, corporate sponsors provided more than 40% of funds used to host 2004 Olympic Games in Athens. Marketing methods used by the organizers of Olympic Games have faced numerous challenges. One of the witnessed challenges is withdrawal of various corporate sponsors. Companies such as Kodak and Xerox that have been major sponsors of the games for a long period have decided to channel their resources in methods that increase their number of customers rather than using Olympic Games for advertisement. Apart from these, other corporate sponsors are reluctant to sign new deals with the IOC. In the event that the remaining sponsors refuse to sign new deals, then the games will suffer a major blow. Critique Olympic Games and the financing process assume a distinct relationship since their inauguration in 776 BC.

DQ1 Essay Example | Topics and Well Written Essays - 500 words - 6

DQ1 - Essay Example Consumers decide about the goods and services they prefer to purchase while the objective of business firms is to decide on how to produce products and the variety of products to be produced. Government entities aim to provide public services and decide on the methods to finance them. The behavior of these varying sections of the society may be termed as purposeful behavior in terms of managing resources and finance, though it may be noted that institutions and people are not free from faulty decision making because decisions are influenced by emotions and by people around the decision maker. Economists consider the marginal analysis while decision making; a comparison of marginal costs and marginal benefits. In this context, marginal means additional, extra or a change in. For example, economists analyze whether a business should reduce or expand or whether the government should increase or decrease funds for a particular cause. A rational decision maker must compare both marginal costs and benefits while making a choice. Economics gives significance to scientific methods to observe consumption behaviors and outcomes and derives hypothesis (cause and effect), tests and modifies the hypotheses using facts and finally evolves it into economic theories or principles that predicts the outcomes of specific actions. Therefore, it is important to study economics, because economics concerns with theories and methods that support facts about how institutions and individuals essentially behave in producing, consuming and exchanging goods and services and thereby find a logical balance while consuming the available resources in this world (McConnell 2005 p.4-6). The sacrifice made by the society to acquire more of one product and when the society forgoes the chance of availing the next best thing, the sacrifice is called the opportunity cost of choice. Every option includes marginal benefits because of marginal costs (scarce resources). While making a reasonable

Dinler v. City of New York, 607 F.3d. 923 (2d. Cir. 2010) Case Study

Dinler v. City of New York, 607 F.3d. 923 (2d. Cir. 2010) - Case Study Example Thus, it was ordered that reports by covert operatives are of confidential nature and, therefore, cannot be revealed to the defendants on the grounds of safeguarding public interest. The court further added that the plaintiffs did not have sufficient reasons to warrant the production of the police reports, which are confidential in nature. Thus, the writ was granted and the orders of the lower court were vacated. The case was previously heard by the court for the Southern District of New York where the plaintiffs had petitioned and during the trials they requested for the production of undercover police reports. The court directed the city to produce the documents for verification by plaintiffs during the trial. The plaintiffs alleged that the mass arrest of the demonstrators constituted the violation of their â€Å"state and federal constitutional rights† (United States District Court Southern District of New York, 2012, p.1). During the trial, they requested the production of police reports by covert operatives and the city filed writ for mandamus on the grounds that such documents cannot be divulged before the public. However, the district court ordered that the documents be produced and as an alternative suggested that it be done â€Å"attorney’s eyes only basis† (Adams, n.d., p.1). In this scenario, the city had to resort to seeking a writ for mandamus as producing the documents for the scrutiny of the attorney would also have compromised the confidentiality of the reports. The Court of Appeal granted the writ on the grounds that the petition of the city qualifies for a mandamus as it raised â€Å"novel and significant† questions of law (p.1). The court also agreed to the fact that police reports are entitled for â€Å"law enforcement privilege† and thus the these are not to be divulged to either the plaintiff or their attorneys (p.1). The main

People's History Essay Example | Topics and Well Written Essays - 750 words

People's History - Essay Example In this specific book, Zinn unfurls the early times when Christopher Columbus stumbled across the lands of current America while searching for the riches of Asia. Assuming to have reached the prosperous lands of Asia, Columbus tried in vain to uncover the non-existent riches from the barren lands. His failure to do so brought the unjustified wrath of the investors and Columbus himself befalling on the innocent and naive natives of the region. The bloodshed and series of wars that followed resulted in the loss of innumerable lives. According to a report, by 1650, none of the natives remained alive. (Zinn). The book holds elaborate accounts of how Columbus, revered as a discoverer of America, and other colonists waged wars against the natives, eliminating their existence from their very own lands. Zinn does not excuse the manslaughter and â€Å"genocide† that occurred; instead he focuses on all historical aspects to relieve the history of the distortions that have now been embed ded in it. Furthermore, the book talks about the mass imports of slaves from Africa which ranged from 10 to 15 million people. This brought about the establishment and acceptance of slavery. Racial and complexion biases were practiced ruthlessly. The resisting masses of â€Å"blacks† were forced into their places as slaves, not allowed to mix with the white people. This marked the â€Å"Drawing (of) the color line† (Zinn) as the title of the second chapter suggests. Moreover, the book develops the idea of social classes with extreme rapidity. Social classes were formed almost immediately thereof, establishing distinct living standards for all. The residents of England enjoyed the top-most tier of the social classes, followed by the elites in United States of America, then the frontiersmen who mainly consisted of white rebels against the tyranny of slavery, and

Engineering Management Coursework Example | Topics and Well Written Essays - 1250 words

Engineering Management - Coursework Example Management style has an important role to play as appropriate management style can help employees perform their tasks efficiently and achieve their targets, meet organizational goals, keep the employees motivated and help organization make efficient decisions (Bryman, 1993). Not only this, management style has a major part to play in creating the organizational culture. This report highlights about the management style of one of the most renowned companies of the world, Apple Inc. The management style of the previous Chairman and Chief Executive Officer of Apple has been analyzed and advantages and disadvantages of his leadership style have been discussed. Also the report provides different types of recommendation to the management of Ili Electronics Inc. to implement some of the characteristics in the company that could be helpful in increasing the morale and motivation of the employees and at the same time improve the productivity and profitability of the company. ... In an autocratic management style, the decision making authority and power lies with the top management of the organization and employees are not allowed to make their decisions. In such a management style, the employees of the organization are supposed to follow the instructions and orders given to them by the manager. Apple operates in an industry where innovation and creativity are very important factors, and other firms in the same industry encourage employees to think and be innovative and come up with different ideas (Silicon Beach Training News, 2011). In Apple the decisions are imposed, whereas in Google the management has given employees to the option to select the project they would like to work on and with whom they would like to work with thus these two management styles have been contrasting but both have been successful. 20% of the employees working time have been allocated by Google to come up with their own software concepts and ideas whereas all kinds of thinking and planning is done at the top level at Apple (McInerney, 2011). ADVANTAGES OF MANAGEMENT STYLE OF STEVE JOBS There are several advantages of the autocratic style of leadership which was adopted by Steve Jobs and these advantages are described below Standards Pre-defined In an autocratic management style, there are standards that are to be followed by the employees therefore they know what is expected of them and thus they can perform their tasks accordingly which would lead to the organizational objectives. Supervision In such a management style, the supervisors are present to guide the employees wherever they get stuck or faces problems and generally supervisors or managers are experienced and they have the

International finance Assignment Example | Topics and Well Written Essays - 250 words - 1

International finance - Assignment Example Further, their customers in Thailand have committed themselves to purchase a fixed amount of Blade’s products hence ensuring that the sales volume is fixed and does not therefore fluctuate. Finally, the country has a high potential of stabilizing in future hence promises high returns to the company due to the high growth potential in the whole of Asia. Due to the unpredicted nature of economic performances, the company should take the investment now and not wait until next year. Further, it will more expensive to take the investment by next year in case the Thailand’s economic conditions improve by next year due to the eminent appreciation of baht and the increase in value of the firms to be acquired. In addition, many of the Blade’s competitors shall have also moved to Thailand thus reducing the returns to the company. The company will therefore get more returns if the economic conditions subsided or will face great losses in case the condition worsens. Blades should renew the contract with the Thai retailer so that it can increase its market share and hence sales volume. This is because the retailer purchases a fixed amount of its products regardless of the economic condition. Renewing the product has a potential of increasing the company’s market share while not renewing g it reduces its market share. Contract renewal will increase profit margins for the company because the retailer has already attracted and commands a substantial market The establishment of the subsidiary will be greatly supported by the government because it has a potential of providing employment opportunities in the country thereby increasing the living standards of the employees which in turn increases economic growth of the country as a

Backward Design Essay Example for Free

Backward Design Essay Deliberate and focused instructional design requires us as teachers and curriculum writers to make an important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities. Though considerations about what to teach and how to teach it may dominate our thinking as a matter of habit, the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow. Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable. Curriculum should lay out the most effective ways of achieving specific results. It is analogous to travel planning. Our frameworks should provide a set of itineraries deliberately designed to meet cultural goals rather than a purposeless tour of all the major sites in a foreign country. In short, the best designs derive backward from the learnings sought. The appropriateness of this approach becomes clearer when we consider the educational purpose that is the focus of this book: understanding. We cannot say how to teach for understanding or which material and activities to use until we are quite clear about which specific understandings we are after and what such understandings look like in practice. We can best decide, as guides, what â€Å"sites† to have our student â€Å"tourists† visit and what specific â€Å"culture† they should experience in their brief time there only if we are clear about the particular understandings about the culture we want them to take home. Only by having specified the desired results can we focus on the content, methods, and activities most likely to achieve those results. But many teachers begin with and remain focused on textbooks, favored lessons, and time-honored activities—the inputs—rather than deriving those means from what is implied in the desired resultsâ€⠀the output. To put it in an odd way, too many teachers focus on the teaching and not the learning. They spend most of their time thinking, first, about what they will do, what materials they will use, and what they will ask students to do rather than first considering what the learner will need in order to accomplish the learning goals. Consider a typical episode of what might be called content-focused design instead of results-focused design. The teacher might base a lesson on a particular topic (e.g., racial prejudice), select a resource (e.g., To Kill a Mockingbird), choose specific instructional methods based on the resource and topic (e.g., Socratic seminar to discuss the book and cooperative groups to analyze stereotypical images in films and on television), and hope thereby to cause learning (and meet a few English/language arts standards). Finally, the teacher might think up a few essay questions and quizzes for assessing student understanding of the book. This approach is so common that we may well be tempted to reply, What could be wrong with such an approach? The short answer lies in the basic questions of purpose: Why are we asking students to read this particular novel—in other words, what learnings will we seek from their having read it? Do the students grasp why and how the purpose should influence their studying? What should students be expected to understand and do upon reading the book, related to our goals beyond the book? Unless we begin our design work with a clear insight into larger purposes—whereby the book is properly thought of as a means to an educational end, not an end unto itself—it is unlikely that all students will understand the book (and their performance obligations). Without being self-conscious of the specific understandings about prejudice we seek, and how reading and discussing the book will help develop such insights, the goal is far too vague: The approach is more â€Å"by hope† than â€Å"by design.† Such an approach ends up unwittingly being one that could be described like this: Throw some content and activities against the wall and hope some of it sticks. Answering the â€Å"why?† and â€Å"so what?† questions that older students always ask (or want to), and doing so in concrete terms as the focus of curriculum planning, is thus the essence of understanding by design. What is difficult for many teachers to see (but easier for students to feel!) is that, without such explicit and transparent priorities, many students find day-to-day work confusing and frustrating. The twin sins of traditional design More generally, weak educational design involves two kinds of purposelessness, visible throughout the educational world from kindergarten through graduate school. We call these the â€Å"twin sins† of traditional design. The error of activity-oriented design might be called â€Å"hands-on without being minds-on†Ã¢â‚¬â€engaging experiences that lead only accidentally, if at all, to insight or achievement. The activities, though fun and interesting, do not lead anywhere intellectually. Such activity-oriented curricula lack an explicit focus on important ideas and appropriate evidence of learning, especially in the minds of the learners. A second form of aimlessness goes by the name of â€Å"coverage,† an approach in which students march through a textbook, page by page (or teachers through lecture notes) in a valiant attempt to traverse all the factual material within a prescribed time. Coverage is thus like a whirlwind tour of Europe, perfectly summarized by the old movie title If Its Tuesday, This Must Be Belgium, which properly suggests that no overarching goals inform the tour. As a broad generalization, the activity focus is more typical at the elementary and lower middle school levels, whereas coverage is a prevalent secondary school and college problem. No guiding intellectual purpose or clear priorities frame the learning experience. In neither case can students see and answer such questions as these: Whats the point? Whats the big idea here? What does this help us understand or be able to do? To what does this relate? Why should we learn this? Hence, the students try to engage and follow as best they can, hoping that meaning will emerge. The three stages of backward design Stage 1: Identify desired results What should students know, understand, and be able to do? What content is worthy of understanding? What enduring understandings are desired? In Stage 1 we consider our goals, examine established content standards (national, state, district), and review curriculum expectations. Because typically we have more content than we can reasonably address within the available time, we must make choices. This first stage in the design process calls for clarity about priorities. Stage 2: Determine acceptable evidence How will we know if students have achieved the desired results? What will we accept as evidence of student understanding and proficiency? The backward design orientation suggests that we think about a unit or course in terms of the collected assessment evidence needed to document and validate that the desired learning has been achieved, not simply as content to be covered or as a series of learning activities. This approach encourages teachers and curriculum planners to first â€Å"think like an assessor† before designing specific units and lessons, and thus to consider up front how they will determine if students have attained the desired understandings. Stage 3: Plan learning experiences and instruction With clearly identified results and appropriate evidence of understanding in mind, it is now the time to fully think through the most appropriate instructional activities. Several key questions must be considered at this stage of backward design: What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results? What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals? What materials and resources are best suited to accomplish these goals? Note that the specifics of instructional planning—choices about teaching methods, sequence of lessons, and resource materials—can be successfully completed only after we identify desired results and assessments and consider what they imply. Teaching is a means to an end. Having a clear goal helps to foc us our planning and guide purposeful action toward the intended results. Conclusion Backward design may be thought of, in other words, as purposeful task analysis: Given a worthy task to be accomplished, how do we best get everyone equipped? Or we might think of it as building a wise itinerary, using a map: Given a destination, whats the most effective and efficient route? Or we might think of it as planning for coaching: What must learners master if they are to effectively perform? What will count as evidence on the field, not merely in drills, that they really get it and are ready to perform with understanding, knowledge, and skill on their own? How will the learning be designed so that learners capacities are developed through use and feedback? This is all quite logical when you come to understand it, but â€Å"backward† from the perspective of much habit and tradition in our field. A major change from common practice occurs as designers must begin to think about assessment before deciding what and how they will teach. Rather than creating assessments near the conclusion of a unit of study (or relying on the tests provided by textbook publishers, which may not completely or appropriately assess our standards and goals), backward design calls for us to make our goals or standards specific and concrete, in terms of assessment evidence, as we begin to plan a unit or course. The rubber meets the road with assessment. Three different teachers may all be working toward the same content standards, but if their assessments vary considerably, how are we to know which students have achieved what? Agreement on needed evidence of learning leads to greater curricular coherence and more reliable evaluation by teachers. Equally important is the long-term gain in teacher, student, and parent insight about what does and does not count as evidence of meeting complex standards.