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Instructors at tertiary-level institutions in the Gulf are increasingly encouraged to reflect on their teaching practice. This article is both a reflection on my own practice and an attempt to demonstrate, through recounting a personal experience, how reflection can contribute positively to any teacher's self-knowledge and consequent performance in the classroom.

At the commencement of this decade, leaving behind the “striking seventies”, we christened it the “anxious eighties”, for there was a profound disquiet and uncertainty among most of the population, a fear that things were going to get worse, but they could have hardly expected the catastrophic events of the year 1981. The criteria of quality of life are its richness, grace, elegance; by the promise it contains; inspiration and purpose, hope, determination (to survive, to make certain that the evildoer is not permitted to succeed), love of one's country — pro patria, of other days.

Based on a formalization of the 1981 constitutional negotiation in Canada, this article analyses the impact of procedural constraints on collective decisions. Four procedural constraints are considered: voting procedures, voting rules, decision rules, and the order of presentation of options to the vote. Sincere voting (voting according to a voter's preference scale), complete information, and free communication are assumed in the first part of the analysis. The assumption of sincere voting is relaxed in the second part where strategic voting is considered The analysis shows that (1) a collective decision is determined by some interaction of voters' preferences, procedural constraints, and voting strategies, and (2) procedural constraints can be ordered in terms of their relative impact on the collective decision (in decreasing order: decision rules, voting rules, order of presentation, voting procedures). In the conclusion, a general model of the determination of collective decisions is presented.

In 2010, approximately one-third of US children and adolescents were classified as at least overweight, with 17 percent classified as obese. In addition to other causes, the marketing and advertising of food directly to children was identified by a Task Force on Childhood Obesity as a contributing factor. As a result, food industries began to self-regulate. Consumer advocacy organizations developed guidelines for advertising products targeted to children. Cereal companies, such as General Mills (GM), struggled with whether or not to adopt those standards. GM began to change both marketing and product advertising in small ways. The changes were considered steps in the right direction but GM continued to be under scrutiny of advocacy groups. This case addresses the struggle of General Mills to make changes to product nutritional content and/or marketing and to address the societal concern about childhood obesity while also meeting responsibilities to consumers and shareholders.

The case was researched utilizing secondary data – all materials are readily available to the public. There is no disguise of any actual person or entity and no relationship between the authors and the organizations or individuals mentioned in the case. Frequent sources include the General Foods, Children's Food and Beverage Advertising Initiative and Center for Science in the Public Interest web pages.

This case could be used at an undergraduate or graduate level. Legal Environment of Business, Business Ethics and any Marketing course.

The ethics frameworks in most business law or ethics textbooks may be used to discuss the dilemma identified in this case. This Instructor's Manual uses Hosmer's model. Hosmer (2008), The Ethics of Management: A Multidisciplinary Approach, 7th ed.

A LEICESTER firm of shoe manufacturers recently cut down its basic patterns from between 30 and 40 to six. The effect was to increase production by 2,400 pairs a week and reduce work in progress and the stock of material in hand by a third. There has also been an increase in the earnings of operatives and a saving of a week in the time between planning and despatching orders.

This article examines the context of public relations as a communication activity in today’s business organizations. This is one of the most important communication activities carried out by the organization. Maintaining favorable relations with the community is as essential as maintaining favorable relations with other audiences such as customers, clients and employees. An organization will not be successful unless it can relate favorably to the community in which it is located. As a major audience for organizational communication, the community consists of all people in all walks of life who are affected significantly by the organization and who, in turn, affect it. Public opinion is an emerging force in the world today, and public opinion is shaped by communication. Some of the community audiences with which a company will regularly communicate are employees, shareholders, creditors, consumers, the media, the public, and government agencies.

The purpose of this paper is to explore the pluralist contours of Canadian management “knowledge” using the discourse “official” bilingualism – the English and French languages – to understand the impact of socio-historical-political differences on the development of management knowledge production.

Drawing upon an archival collection of management textbooks as historical data, the authors critically explore and analyze the development of Canadian “schools” and management theory. Using narrative analysis and critical hermeneutics, the paper considers the socio-historical-political context of the various “Canadian” scholars that sought to establish a unique business academy distinct but paradoxically akin to the management schools in the USA.

Mirroring the struggle of Francophones in a dominant English imperative, French management textbooks appeared decades later than English titles. When French texts began to disseminate, it remained in the shadows of American management ideologies.

As only Canadian organizational behavior texts published within the previous 50 years were used as data in this study, it may be incautious to draw broader conclusions. The empirical element of this research relied upon convenience sampling of textbooks.

Management educators weld a considered level of socio-political power that they may or may not knowingly possess, especially in terms of selecting a textbook and other course materials. Regardless of background, management students are somewhat a “tabula rasa;” open to learning new content to make sense of the world. This “open state” places a great deal of responsibility on the professorate in shaping management students’ theoretical understanding of everyday life in organizations. The authors suggest practitioners be reflexive, aware of how textbooks serve as an important vehicle in education that in times past, have promoted or reified mono-cultural agendas.

The research in this paper builds on recent research that considers the role of socio-historical-political context in how management knowledge and theory is performed, as well as contributes to understanding textbooks in how they may shape a pluralist account of Canadian management “knowledge”.