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The aim of this paper is to explore the marketing strategies and tools used by W&R Jacob & Co. in the first four decades of the twentieth century.

This paper is based on close analysis of W&R Jacob & Co. labels and other primary material supported by secondary sources.

The paper explores the company's initial focus on the development of an export market and their competition with similar firms in England for that business. It reveals the ways in which the firm contributed to the development of product naming and labelling conventions within the biscuit industry in this period. Labelling and product presentation strategies are examined to show methods of origination that coped with a prolific rate of introduction of new lines. Political change in Ireland in the 1920s and 1930s imposed limits on Jacob's markets and precipitated a reorientation of labelling strategies.

The paper is based on extensive original research and makes a solid contribution to the understanding of new product development and marketing strategies within the biscuit industry in the first four decades of the twentieth century. It also furthers understanding of the effects of Irish Free State policies on export industry.

A case study of how a major company decided to use one strong brand equity to unify its whole product portfolio is presented. Two established brandnames (Jacob′s and Huntley & Palmers) would have been acceptable for the purely biscuit market but Jacob′s was chosen (after market and image analysis) to embody both the company′s traditional virtues and allow a thrust towards a more modern image and future role as a snack.

This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in their curriculum. Interviews and observations along with an analysis of the textbooks, state standards, and the school’s scope and sequence were the main sources of data collection. Three common themes arose in this study in relation to the incorporation of multicultural content into the social studies curriculum: (a) There is a discrepancy between teachers’ perceptions and practices; (b) the teachers’ background in multicultural education is limited, and (c) though there is some inclusion of multicultural content, it is not put into practice in any substantial way because it is not seen as applicable to their school environment.

Recent research conducted by the IBM Institute for Business Value found that 53 percent of organizations will position environmental sustainability as a top business priority by 2024.

The 3000 CEOs in our 2022 CEO study report that the greatest pressure they experience for improved sustainability and transparency now comes from their board, investors and ecosystem partners.

For successful organizations, sustainability is an integral part of the business strategy.

Moving toward a more sustainable enterprise is an opportunity to transform and drive innovation throughout and beyond the organization.

While most organizations now have a sustainability strategy, only 37 percent have aligned sustainability objectives with their business strategies. Leading organizations co-create with ecosystem partners in new ways, creating new business platforms, pursuing innovation and aligning sustainability measures.

What currently constitutes participation in schools? Who decides what ‘counts’ as engagement and who is excluded by and in those decisions? When and how do those ideas change? How can broadening conceptualizations of voice, agency and participation – driven by the voices of individuals who do not rely solely on verbal speech to communicate – foster inclusivity in schools and community? In this chapter, we draw from our experiences as researchers, scholars, educators, colleagues and friends who live and work alongside non-speaking and unreliably speaking ¹ people who type, point or use other forms of augmentative and alternative communication. We lay out foundational concepts underlying experiences of neurodivergent communicators, followed by illustrative examples and action steps for change. Geared towards educators and support professionals working to sustain spaces more inclusive of a range of voices in schools, this chapter continues a productive conversation within the Disability Studies in Education (DSE) community around inclusivity in research and in practice.

After completion of the case study, the students will be able to understand the calculation of cost of individual sources of funds and cost of capital, examine various tools such as economic value added and cash value added analyses which help determining whether a company has added value to its shareholders or not and explore the application of Benford’s law and the Beneish M-score in detecting manipulation of numbers in financial statements.

Nimmy Jacob, a newly recruited research analyst with an equity research firm, was entrusted with tracking the “auto ancillary industry”, specifically “Minda Corporation Ltd” (MIL). MIL was a leading diversified auto components manufacturing companies in India. The company’s share price meteorically rose during February 2021–2022 (Figure 1). The company’s turnover over the past few years had grown at a compounded annual growth rate of 15% during the three preceding years. The company had in the recent past bought a 15% stake in another competitor, Pricol Ltd, for a consideration of INR 400 crores and previously had used joint ventures and acquisitions to scale up its operations. Jacob, apart from the conventional financial analysis, had to ascertain whether all the strategic decisions were adding value to the shareholders’ investments by exploring the various tools available for the same and also calculate the minimum expected rate of return for MIL. Jacob was apprehensive about the financial statements, although the numbers for the company were good. Jacob was skeptical about a high-growth company having the incentive to manipulate its earnings. Manipulations could be in the form of abnormal increase in accruals, inconsistency in expenses and high days of receivables. Therefore, Jacobs used certain analytics/statistical tools to detect any manipulation of numbers in the financial statements of the company and to ascertain apt findings about the company.

This case study is intended for discussion in corporate finance, financial reporting and analysis and financial analytics at Master of Business Administration/undergraduate level.

Teaching notes are available for educators only.

CSS1: Accounting and finance

Because of its effectiveness, process mining is rapidly becoming ubiquitous. A recent IBM Institute for Business Value (IBV) survey found that 65 percent of organizations report actively using process mining to improve processes. And in partnership with software-as-a-service (SaaS) providers to add even greater insight into their processes, 69 percent compare their organization’s data with other SaaS customers. And as many as 77 percent of supply chain executives say they are at least at the implementation stage of process and task mining.

The IBM Institute for Business Value and APQC, in cooperation with Oxford Economics, surveyed 2,000 C-level executives in first half of 2022 from 13 countries in all major geographies and across 22 industries. The IBV and APQC implemented an in-depth analysis of how organizations use benchmarking and process mining tools, the benefits they gain from use of these tools and how they anticipate using them in the future.

Big data and digital technologies also creates new possibilities for measuring performance and revealing process improvement opportunities through process mining ? a relatively new discipline that applies data science to discover, validate and improve workflows in real time.

By utilizing data from IT systems to create a process model and then examining the end-to-end process, process mining enables root causes of variations from norms to be identified using specialized algorithms, and these insights enable management to see if processes are functioning as intended and identify new opportunities to optimize them.

More recently, the scope of process mining initiatives has widened to encompass more sophisticated mission-critical functions, notably human capital, cybersecurity and sales. Organizations that embrace process mining outperform others across key business measures, including profitability, innovation, agility, customer satisfaction and technological sophistication. 10;

There has been a resurgence of interest in comparative and international research on teacher education that has been driven, in large part, by the emergence over the past two decades of comprehensive international studies of student achievement supported by (1) the Organisation for Economic Co-operation and Development (OECD), Programme for International Student Assessment (PISA) and (2) the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Study (PIRLS). Widely published country rankings that set benchmarks for student achievement suggest the importance of understanding more fully what specific characteristics set highly ranked countries apart, especially quality of teaching and teacher education.

Recent literature on comparative and international teacher education is reviewed, focusing on special issues of Prospects (Vol. 42, March 2012, “Internationalization of Teacher Education”), sponsored by the UNESCO International Bureau of Education (IBE) in Geneva, Switzerland, and the International Journal of Science and Mathematics Education (Vol. 11, August 2013, “International Perspectives on Mathematics and Science Teacher Education for the Future”), sponsored by the National Science Council of Taiwan.

A conceptual framework for describing the complexity of teacher education in comparative and international context is presented, adapting an approach used for understanding educational change and reform in emerging democracies. The chapter concludes with a discussion of theoretical perspectives that have been applied to teacher education in comparative and international education with recommendations for new directions that might inform scholarly understanding as well as practice.

On the basis of data from a project that examined the school experiences of children who were seen to have readiness risks, this chapter examines the child in the child-centered classroom and how this child shaped by our notions of development. Across the classrooms observed, the teachers seemed to teach to a kindergarten prototype, a generic child who had the social, physical, and academic maturity and did not have much pedagogical support. The data are then read through three conceptualizations of development (postmodern deconstruction, developmental realism, and cultural developmentalism). I argue that I use these conceptualizations almost simultaneously in my work and that a hybrid reading highlights the invisibility of individual children in child-centered classrooms.