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What kind of organizational structure does the organization use?

Respond to the following in a minimum of 175 words:

Think of a company or organization you’re familiar with, perhaps one you’ve worked for or even a place of worship or school.

What are the advantages of each of the organizational structures discussed in the readings?

What kind of organizational structure does the organization use?

What other structures might allow the organization to operate more effectively?

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Business network structure of an enterprise

Research and critique the business network structure of an enterprise of your choice. You may use an actual enterprise, or a fictional enterprise you defined for your case studies in previous courses. Address the following topics:

  • Differentiation: The subdivision of individuals, groups, and organizations into specialized workgroups.
  • Integration: The links and relationships between the workgroups, the overall organization, and individuals in terms of:
    • Task-based relationships
    • Information-based relationships
    • Social relationships
  • Decision-making differentiation: The differentiation among business units based on products or services, business functions, and geographic markets.

To complete the assignment, you need to post a Microsoft Word 300-word research report, to address the following:

  • Research the governance model used in your company.
  • Discuss different methods of governance and how they might benefit the company.
  • Review the level of collaboration among various business units, external suppliers, distributors, and customers.
  • Evaluate whether your company is meeting the requirements for participating in a collaborative community. If not, what changes or improvements would you recommend? 

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BUDGETING AND CAPITAL STRUCTURE Virtual Stock Exchange Project

Module 4 SLP Assignment

  • Sell stock, calculate return, and explain price volatility

Please download the Module 4 SLP Template. You will type your answer into this Excel workbook. When finished with the SLP assignment, please save the document with your last name and submit to the dropbox.

  1. Sell all of your interest in at least one company that pays a dividend and include the following information in the Excel template:

Company NameTicker Symbol52-week High52-week LowDividend Yield

  1. Assume you bought the stock mentioned in 1. above at the 52-week low and sold it at the 52-week high. What would the rate of return be for this stock? (Hint: be sure to include the dividend yield).
  2. Choose the stock with the most price volatility over the project. Attempt to explain why this fluctuation occurred using information about the company, the industry, and/or the macroeconomy
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Boolean expressions and the selection structure

 Computing with Business Applications

1: Programming Logic and Design (comprehensive); by Joyce Farrell, Ninth Edition, Cengage Learning.

2: VBA for Modelers: Developing Decision Support Systems with Microsoft Office Excel; by Albright 5th edition, South Western Cengage Learning.

Chapter 4

Decision-Making

1: Programming Logic and Design (comprehensive); by Joyce Farrell, Ninth Edition, Cengage Learning.

pages: 125-165

Objectives

In this chapter, you will learn about:

• Boolean expressions and the selection structure

• The relational comparison operators

• AND logic

• OR logic

• Making selections within ranges

• Precedence when combining AND and OR operators

3© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Boolean Expressions and the Selection Structure

• Boolean expressions can be only true or false

• Every computer decision yields a true-or-false, yes-or-no, 1-or-0 result

• Used in every selection structure

4© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Boolean Expressions and the Selection Structure (continued)

• Dual-alternative (or binary) selection structure • Provides an action for each of two possible outcomes

5

Figure 4-1 The dual-alternative selection structure

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Boolean Expressions and the Selection Structure (continued)

• Single-alternative (or unary) selection structure • Action is provided for only one outcome

• if-then

6

Figure 4-2 The single-alternative selection structure

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the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

7

Figure 4-3 Flowchart and pseudocode for overtime payroll program

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the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

8

Figure 4-3 Flowchart and pseudocode for overtime payroll program (continued)

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Boolean Expressions and the Selection Structure (continued)

• if-then-else decision • if-then clause

• Holds the action or actions that execute when the tested condition in the decision is true

• else clause • Executes only when the tested condition in the decision is false

9© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using Relational Comparison Operators • Relational comparison operators

– Six types supported by all modern programming languages

– Two values compared can be either variables or constants

• Trivial expressions – Will always evaluate to the same result

– Examples: • true for 20 = 20?

• false for 30 = 40?

10© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

11

Table 4-1 Relational comparison operators

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using Relational Comparison Operators (continued)

• Any decision can be made with only three types of comparisons: =, >, and < – The >= and <= operators are not necessary but make code more readable

• “Not equal” operator • Involves thinking in double negatives

• Best to restrict usage to “if without an else”—that is, only take action when some comparison is false

12© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using Relational Comparison Operators (continued)

13

Figure 4-5 Using a negative comparison

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the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using Relational Comparison Operators (continued)

14

Figure 4-6 Using the positive equivalent of the negative comparison in Figure 4-5

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding a Common Error with Relational Operators

• Common errors • Using the wrong operator

• Think BIG > small

• Think small < BIG

• Missing the boundary or limit required for a selection

15© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Understanding AND Logic • Compound condition

• Asks multiple questions before an outcome is determined

• AND decision • Requires that both of two tests evaluate to true

• Requires a nested decision (nested if) or a cascading if statement

16© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

17

Figure 4-7 Flowchart and pseudocode for cell phone billing program

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

18

Figure 4-7 Flowchart and pseudocode for cell phone billing program (continued)

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Nesting AND Decisions for Efficiency

• When nesting decisions • Either selection can come first

• Performance time can be improved by asking questions in the proper order

• In an AND decision, first ask the question that is less likely to be true • Eliminates as many instances of the second decision as possible

• Speeds up processing time

19© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using the AND Operator

• Conditional AND operator • Ask two or more questions in a single comparison

• Each Boolean expression must be true for entire expression to evaluate to true

• Truth tables • Describe the truth of an entire expression based on the truth of its parts

• Short-circuit evaluation • Expression evaluated only as far as necessary to determine truth

20© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using the AND Operator (continued)

21

Table 4-2 Truth table for the AND operator

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

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22

Figure 4-9 Using an AND operator and the logic behind it

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors in an AND Selection • Second decision must be made entirely within the first decision

• In most programming languages, logical AND is a binary operator • Requires a complete Boolean expression on both sides

23© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Understanding OR Logic

• OR decision • Take action when one or the other of two conditions is true

• Example • “Are you free for dinner Friday or Saturday?”

24© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Writing OR Decisions for Efficiency

• May ask either question first • Both produce the same output but vary widely in number of questions asked

• If first question is true, no need to ask second

• In an OR decision, first ask the question that is more likely to be true • Eliminate as many extra decisions as possible

25© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using the OR Operator

• Conditional OR operator • Ask two or more questions in a single comparison

• Only one Boolean expression in an OR selection must be true to produce a result of true

• Question placed first will be asked first • Consider efficiency

• Computer can ask only one question at a time

26© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using the OR Operator (continued)

27

Table 4-3 Truth table for the OR operator

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

28

Figure 4-13 Using an OR operator and the logic behind it

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors in an OR Selection

• Second question must be a self-contained structure with one entry and exit point

• Request for A and B in English logically means a request for A or B • Example

• “Add $20 to the bill of anyone who makes more than 100 calls and to anyone who has used more than 500 minutes”

• “Add $20 to the bill of anyone who has made more than 100 calls or has used more than 500 minutes”

29© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors in an OR Selection (continued)

30

Figure 4-14 Unstructured flowchart for determining customer cell phone bill

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

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Both yes and no take you to the same place

Avoiding Common Errors in an OR Selection (continued)

31

Figure 4-15 Incorrect logic that attempts to provide a discount for young and old movie patrons

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors in an OR Selection (continued)

32

Figure 4-16 Correct logic that provides a discount for young and old movie patrons

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors in an OR Selection (continued)

33

Figure 4-17 Incorrect logic that attempts to charge full price for patrons whose age is over 12 and under 65

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors in an OR Selection (continued)

34

Figure 4-18 Correct logic that charges full price for patrons whose age is over 12 and under 65

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Making Selections within Ranges

• Range check • Compare a variable to a series of values between limits

• Use the lowest or highest value in each range

• Adjust the question logic when using highest versus lowest values

• Should end points of the range be included? • Yes: use >= or <=

• No: use < or >

35© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Making Selections within Ranges (continued)

36

Figure 4-19 Discount rates based on items ordered

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

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37

Figure 4-20 Flowchart and pseudocode of logic that selects correct discount based on items

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors When Using Range Checks

• Avoid a dead or unreachable path • Don’t check for values that can never occur

• Requires some prior knowledge of the data

• Never ask a question if there is only one possible outcome

• Avoid asking a question when the logic has already determined the outcome

38© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Understanding Precedence When Combining AND and OR Operators

• Combine multiple AND and OR operators in an expression

• When multiple conditions must all be true, use multiple ANDs

if score1 >= MIN_SCORE AND score2 >= MIN_SCORE AND score

3 >= MIN_SCORE then

classGrade = “Pass”

else

classGrade = “Fail”

endif

39© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Understanding Precedence When Combining AND and OR Operators (cont’d)

• When only one of multiple conditions must be true, use multiple ORs

if score1 >= MIN_SCORE OR score2 >= MIN_SCORE OR score3

>= MIN_SCORE then

classGrade = “Pass”

else

classGrade = “Fail”

endif

40© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Understanding Precedence When Combining AND and OR Operators (cont’d)

• When AND and OR operators are combined in the same statement, AND operators are evaluated first if age <= 12 OR age >= 65 AND rating = “G”

• Use parentheses to correct logic and force evaluations to occur in the order desired

if (age <= 12 OR age >= 65) AND rating = “G”

41© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Understanding Precedence When Combining AND and OR Operators (cont’d)

• Mixing AND and OR operators makes logic more complicated

• Can avoid mixing AND and OR decisions by nesting if statements

42© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

43

Figure 4-23 Nested decisions that determine movie patron discount

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Summary

• Decisions involve evaluating Boolean expressions

• Use relational operators to compare values

• An AND decision requires that both conditions be true to produce a true result

• In an AND decision, first ask the question that is less likely to be true

• An OR decision requires that either of the conditions be true to produce a true result

44© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Summary (continued)

• In an OR decision, first ask the question that is more likely to be true

• For a range check: • Make comparisons with the highest or lowest values in each range

• Eliminate unnecessary or previously answered questions

• The AND operator takes precedence over the OR operator

45© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part

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Analyzing an Organization: Assessing the structure

 Unit 2 Assignment: Analyzing an Organization: Assessing the structure

Overview:

In this assignment, you will be assessing the structure of the organization you selected. Pay particular attention to the principles of bureaucracy and identifying if the organization is mechanistically or organically structured.

Instructions:

•Choose an organization in which you can research its structure.

•Describe the structure of the organization and including if it is mechanistic or organic. Then, analyze its effectiveness using the terminology and concepts presented in our textbook. Do you believe the organization has the right structure in place?

Requirements:

•Develop a clear introduction with a thesis, a body, and a conclusion. Focus on quality of writing, as opposed to length. 

•Research and include at least one additional, credible reference from an outside source pertaining to the organization you chose.

•Use APA formatting for the cover page, citations, and the reference page. No abstract is required

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organizational structure that you, as the nurse administrator for SLMC, believe would be most appropriate

Discuss the organizational structure that you, as the nurse administrator for SLMC, believe would be most appropriate. Use a specific organizational theory to support your decision and discuss how this structure may impact the organization’s outcomes. There is no word count for threaded discussions and there is only one discussion per week. This is different from what you are used to in your core courses. Please see discussion guidelines and rubric below

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  • Original and non-plagiarized custom papers- Our writers develop their writing from scratch unless you request them to rewrite, edit or proofread your paper.
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Target’s ownership structure: Target’s ownership structure summary – this might have potential effect on bidding strategy

Group Case Study Guidelines
M&A Pitch Book
Background
Your group works in the Corporate Finance division of Woolworths Ltd (ASX code: WOW). The head of your division believes that under the current circumstances, Woolworths can benefit from acquiring Australian Pharmaceutical Industries Ltd. (ASX code: API). He is planning on suggesting this deal to the CEO and the Board of Directors of Woolworths. He has therefore asked your group to prepare a briefing book or “pitch book’* making a case for the acquisition of Australian Pharmaceutical Industries by Woolworths.
Requirements
Your group’s task is to prepare a “pitch book” on the proposed takeover containing the following contents:
• The “pitch book- should be in the form of a series of PowerPoint slides.
• It should be divided into a “presentation- section and an “appendices- section.
• The slides in the presentation section will not include detailed analyses. They will include summary statements in bullet point format in which you develop your argument with graphic illustrations (tables may also be used as necessary).
• Detailed analyses should be presented in the appendices.
• It will be up to your group to appropriately distribute the relevant contents between the “presentation- section and the “appendices- section for the maximum impact of your presentation. The exceptions to this are the few cases below where explicit guideline is provided that the content should be in either the “presentation- or the “appendices- section.
• Your “pitch book- may contain up to 30 slides (pages). 12-15 of these should be for the “presentation- section, with the balance belonging to the “appendices- section.
You will submit the pitch book to Turnitin via Moodle in PDF format:
• All pages (PowerPoint slides) should be printed in PDF format in “landscape- orientation.
• Each page (PowerPoint slide) must contain appropriate heading and must be numbered.
TAC613 Mergers & Acquisitions
A. Deal Rationale |30 marks)
A series of slides will justify the deal concept and explain the logic of the deal. These slides will address the following points:
• Overview of the bidder and the target
• Bidder and target’s segment analysis (appendices)
• Bidder and target company’s industry analysis using the factors (five forces and others) discussed in the lectures
• Bidder and target company’s company analysis: this will involve both qualitative and quantitative analysis
• Bidder company’s strategy analysis and its merger strategy analysis
• Comparison of the target company with peers (appendices)
• Target’s management and management quality
• Deal Rationale
o This slide will include qualitative discussion of the sources of synergies and value creation as well as why the deal makes sense in a long-term or “strategic- sense
o You need to bring together the analyses in the preceding points and other deal motivations to fully justify the choice of the target and the sources of synergy and value creation
B. Valuation (30 marks)
A series of slides will value the target company by itself (stand-alone valuation), and separately value the potential synergies from the acquisition:
• DCF Assumptions: you should state the assumptions in one slide in the “presentation” section and explain these assumptions in another slide in the “appendices”
o The assumptions will include your forecasts about revenue growth, profit margin etc.
• Stand-alone DCF analysis of the target (in appendices): follow the standard DCF method
• DCF sensitivity analysis and DCF scenario analysis
• Comparable valuation using comparable listed companies
• Overall standalone valuation and sensitivities/scenarios based on the three above valuation methods: these
should be summarised in terms of valuation ranges in the “presentation” section with supporting tables in the “appendices” section
o Use a valuation football field in the “presentation” section
• Sources of synergies — show calculations on the sources of synergy and value creation
o You should have a separate slide that addresses this issue and identifies each of the sources and explains the assumptions regarding the potential value creation from these sources in some detail
• Synergy valuation and sensitivities/scenarios
o You need to identify specific sources of synergies and forecast the expected synergy cash flows: ¦ What are the magnitudes of the synergies?
2
TAC613 Mergers & Acquisitions
¦ How long will the synergies last?
¦ You should value the synergies using the DCF method and perform scenario analyses
C. Deal Structure and Other Analyses |30 marks)
The first four points in the following list should inform you recommendations on the subsequent points.
• Target share price history: Target company’s annotated share price over the last 52 weeks
• Target’s ownership structure: Target’s ownership structure summary – this might have potential effect on bidding strategy
• Acquisition risks: identify potential risks such as:
o Asset/accounting quality, integration issues and
o Potential regulatory concerns: ACCC, industry specific regulation etc.
• Control premium: Recommended bid price and upper and lower bound
o You need to consider the factors that affect control premium as discussed in the lecture (e.g., target’s recent price history) in determining the recommended control premium
o The recommendation for the control premium should be justified by the valuation of the target and the potential synergies
• Payment method: Cash, stock or mixed
o for stock and mixed, how many shares do you propose to issue and what is the cash equivalent of those shares? Synergy should be included in calculating the cost of the stock offer
o for cash, what is the stock equivalent of the offer and how many shares do you propose to issue? Synergy should be included in calculating the cost of the stock offer
• Bidding strategy: friendly or hostile? You need to provide reasons for the chosen strategy
• Method of acquisition: Takeover bid or Scheme of arrangement? Only consider the choice between off-market takeover bid and Scheme of Arrangement bid.
o Ignore on-market bid, since they are relatively rare
• Funding: How will the deal be financed in the short and long term? What will be the effect of the acquisition financing on the bidder’s capital structure and gearing ratio?
• Term sheet: this should be the first page of your “pitch book” and it should summarise the deal (see the “Pitch Book” example by Robert Bruner)
D. Quality of Presentation [10 marks|
• The slides should be easy to follow (especially, the “appendices- section, which will contain a lot of information)
• Add notes to the appendices slides as appropriate so I can follow your work.
• The language should be grammatically correct, clear, concise and to-the-point
• Slides should not be overly cluttered, all pages should be numbered and same font should be used throughout, though the font size might vary
• You need to illustrate you points with graphs and tables when possible (especially in the “presentation- section)
3
TAC613 Mergers & Acquisitions
Additional Guidelines
• You should identify each slide as belonging to one of the three sections (A, B or C) from above and include a slide with this information in a table at the end of you “pitch book-. This will help me in marking the assignment.
• There should be a clear link between the company/industry analyses and the deal rationale.
• You will be marked on the soundness of your arguments and logic.
• Since your group will not actually present the report, you need to be specific in your writing: provide sufficient detail to understand the point you are trying to make. Statements should be supported by evidence.
Administrative Issues
• Your group must submit the assignment to Turnitin in PDF format via Moodle in week 10 on Wednesday, 06/10/2021, by 6:00 pm.
• All students must complete the assignment in a group of 4 or 5 students.
• Students will allocate the assignment workload among themselves.
o If you are concerned about the contribution of any group member, you should contact me immediately and long before the due date for the assignment so appropriate action may be taken.
o If you do not contact me well ahead of the assignment due date about the contribution of a group member, no action may feasibly be taken by me to remedy the situation.
o Each group member should make sure that the others are progressing in their assigned tasks in a timely manner.
o Each member should share drafts with other members regularly — use a dropbox or google drive shared folder to share drafts.
• It is your responsibility to ensure that the assessment deadline is met

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Now that you have a leadership plan, discuss how the structure and hierarchy of the organization impacts your success as a leader.

  • Now that you have a leadership plan, discuss how the structure and hierarchy of the organization impacts your success as a leader.
  • Include 3 benchmarks for monitoring your progress on the goals set forth in your Key Assignment draft from Week 4.
  • Include a concluding statement of your commitment to accomplishing your leadership goals and lifelong learning.
  • This section should be 300–500 words.

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explain the structure of the criminal justice system in terms of the three major components

CRIMINAL JUSTICE

In 1-2 pages, explain the structure of the criminal justice system in terms of the three major components as discussed in Chapter 1 of your reading.

APA format is required, title page, reference page, proper citation 

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What kind of organizational structure does the organization use?

Think of a company or organization you’re familiar with, perhaps one you’ve worked for or even a place of worship or school.

Answer the following questions in a minimum of 175 words.:

  • What kind of organizational structure does the organization use?
  • What other structures discussed in the chapter might allow the organization to operate more effectively? For example, would the move to a product team structure lead to greater efficiency or effectiveness? Why or why not?

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  • What kind of organizational structure does the organization use?

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