http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Sun, 19 May 2013 10:41:22 PDT Sun, 19 May 2013 10:41:22 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=90900 This is an excellent interactive on-line case study of the Cameron Hot Air Balloon factory in Bristol, UK. It covers many aspects of the functional disciplines of business: human resource management, operations, production management, accounting, marketing, etc. It also includes hypertext links to different departments in the ACTUAL FACTORY! The site is Illustrated with real photos, bios of various managers, and data. This is a real find! http://www.merlot.org/merlot/viewMaterial.htm?id=90049 "Managing the Digital Enterprise" is open courseware for teaching a university-level course in e-commerce. It delivers all of the content online (text, audio, video). Discussion topics include: design, web metrics, business models, auctions, agents, security, encryption, privacy, and intellectual property, Internet governance and ethics. The site in updated continuously. http://www.merlot.org/merlot/viewMaterial.htm?id=78842 This site contains information on developing and evaluating advertising campaigns, along with educational resources and additional related links. The author's stated objective of the site is to summarize all useful knowledge about how to create an effective advertising campaign so that researchers, practitioners, and students can use it. There is also an advertising glossary. http://www.merlot.org/merlot/viewMaterial.htm?id=91183 This resource provides activities that can be used in class regarding Leadership http://www.merlot.org/merlot/viewMaterial.htm?id=82491 Explains three major financial statements: income statement, balance sheet and cash flow statement. Includes interactive activities, quizzes and printable study guide. To view a video of the award winning author, go to Guide to Financial Statements - the Business 2007 Award Winner video http://www.merlot.org/merlot/viewMaterial.htm?id=80336 This computer based instruction tutorial teaches students how to develop a Statement of Cash Flow (SCF) from given balance sheet and income statement information. The module was developed using Authorware Professional 4.0. It takes approximately 1-2 hours for students to complete the lesson. The Statement of Cash Flow is one of the more difficult concepts to teach in an Introductory Financial Accounting course. Students often find the underlying concepts confusing, particularly after using accrual accounting techniques for several weeks to prepare balance sheet and income statement information. This CBI lesson helps students to understand the type of information communicated by the SCF. They also learn relevant procedures for preparing the SCF at their own pace, and the lesson provides interactive exercises and feedback to allow students to test and reinforce their learning.The lesson is divided into six modules: an introduction, a review of accrual accounting concepts and their effects on the balance sheet working capital accounts and related income statement accounts, three separate modules on how to calculate cash flow from operations, investing, and financing activities respectively, and a final section on interpreting the finished SCF.The lesson is designed to show financial information necessary to prepare the SCF on one screen, as well as instructional narrative and student feedback. The screen shows a Balance Sheet and Income Statement on the right side. Related general ledger accounts are shown in the bottom left portion of the screen. Instructional narrative and student input occurs in a box in the top of the screen. The Statement of Cash Flow is constructed in the centre of the screen through animations.Journal entries are used to illustrate how cash effects which result in changes to non-cash balance sheet accounts can be used to develop the SCF. Balance sheet changes from one year end to the next are classified as operating, investing, or financing activities and journal entries to account for these changes are constructed in the narrative portion of the screen. The resulting journal entry amounts are then ?posted? to the general ledger accounts on the left hand side of the screen by means of animation, and ending balances in these G/L accounts are automatically calculated which agree to the ending balances on the balance sheet.Any entries that affect the Cash and Cash Equivalents general ledger account are then transferred to the SCF by means of animation. In this way, students learn how to classify various balance sheet accounts as affecting operating, investing, or financing activities on the SCF, re-construct summary journal entries, see how changes to these accounts affect cash flow, and prepare the SCF based on this information.There are other types of interactions included in the lesson besides animations. Students are required to calculate and enter the amounts of changes to various balance sheet accounts, and indicate whether these changes increase or decrease cash. Answers are evaluated, and students are prompted to re-try incorrect answers. A limited number of attempts is allowed before students are given appropriate feedback.Students are also required to select what sections of the balance sheet are applicable to operating, investing, or financing activities by clicking on the portions of the balance sheet. These responses are evaluated for appropriateness. A section in the introductory portion of the lesson also gives students practice in determining what types of balance sheet accounts can be considered Cash and Cash Equivalents for purposes of the SCF, and the relevant classification criteria. http://www.merlot.org/merlot/viewMaterial.htm?id=235521 The e-Clips collection was created by Dr. Deborah Streeter and contains thousands of video clips that were created from in-depth video interviews or presentations by entrepreneurs and other experts involved with supporting entrepreneurship and small businesses. Interviewees include startup and experienced entrepreneurs, venture capitalists, bankers, angel investors, and employees of startup companies.Note that the e-clips have now been included in Prendismo, which is available for non-Cornell people.They now charge 99 cents for 12 month use or one e-clip or $30 per year subscription. http://www.merlot.org/merlot/viewMaterial.htm?id=81215 This is an interactive exercise in which students study a movie theater and the five attributes that are important to movie goers: ticket price, line of sight, seat comfort, audio visual, and food. Data are provided for 18 movie theaters and students are asked to use conjoint analysis to determine what one attribute is "worth." This can be used as a homework or in-class problem, and discussion questions are provided.This module was selected as the 2005 Classics Award Winner of the Business Discipline because it is a novel way to demonstrate conjoint analysis to students. By demonstrating with graphs and percentages, students learn what is meant by "part worths" and "relative importance." It is also very versatile, as students may complete it on their own, they may survey several people, or it can be used in the entire class. All of the necessary material is here, so nothing else is needed, and it involves a situation with which students of all ages can identify. http://www.merlot.org/merlot/viewMaterial.htm?id=85696 Students will explore ethical decision making and current issues in e-commerce as they follow the developments of E-Kin -- a company started by graduate students. As E-Kin grows and delves into the world of e-commerce, the founders and executives encounter some tough decision making. The case study is presented in a multimedia format, with Flash movies which describe the company background, scenarios of busines ethics issues, and an overview of ethical decision-making. The case studies were written by graduate students of Dr. Beverly Kracher at Creighton University. Permission was given to the author to adapt the materials to a multimedia format, publish to the Web, and submit to Merlot. The case study consists of four scenarios -- each with a Flash movie scenario, company employee bios, and case questions. Additional resources include a page of e-commerce links and an e-commerce newsfeed. http://www.merlot.org/merlot/viewMaterial.htm?id=85322 This is the Introductory Unit, the first of twelve in an online course in Introductory Marketing where students work at their own pace, with some deadlines. The course utilizes Waving Hand Exercises, invented by Professor Ripley to encourage online asynchronous discussion, in which she takes a full and active role. The web pages are meant to be used with the listed textbook and have as one of their goals helping students connect marketing theory to "real world" marketing situations. Professor Ripley says of the unit, "I also try to make it fun for the students to work with. Marketing is an exciting discipline and I try to capture that in the web pages.״