PDF Ebook Accountability, Social Responsibility & Sustainability: Accounting for Society & the EnvironmentBy Rob Gray

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Accountability, Social Responsibility and Sustainability addresses the broad and complicated interactions between organisational life, civil society, markets, inequality and environmental degradation through the lenses of accounting, accountability, responsibility and sustainability. Placing the way in which organisations are controlled and the metrics by which they are run at the heart of the analysis, this text also explores how this system opposes the very concerns of societal well-being and environmental stewardship that form the basis of civilised society. Gray, Adams and Owen offer an in-depth and nuanced guide to this theory, recognising the crucial role played by scholars and practitioners in approaching these central tensions. The theory is extensively supported by analysis of developments in practice and in a real-world context. Aimed principally at undergraduate and postgraduate Accounting students, Accountability, Social Responsibility and Sustainability will prove invaluable to any student, teacher or practitioner with an interest in the central role accounting, finance, accountability, CSR and sustainability play in the future of society and the planet.

• Sales Rank: #3969566 in Books
• Published on: 2014-01-31
• Original language: English
• Dimensions: 9.53" h x .71" w x 7.44" l, 1.45 pounds
• Binding: Paperback
• 360 pages

From the Back Cover

Accountability, Social Responsibility and Sustainability addresses the broad and complicated interactions between organisational life, civil society, markets, inequality and environmental degradation through the lenses of accounting, accountability, responsibility and sustainability. Placing the way in which organisations are controlled and the metrics by which they are run at the heart of the analysis, this text also explores how this system opposes the very concerns of societal well-being and environmental stewardship that form the basis of civilised society.

Gray, Adams and Owen offer an in-depth and nuanced guide to this theory, recognising the crucial role played by scholars and practitioners in approaching these central tensions. The theory is extensively supported by analysis of developments in practice and in a real-world context.

Aimed principally at undergraduate and postgraduate Accounting students, Accountability, Social Responsibility and Sustainability will prove invaluable to any  student, teacher or practitioner with an interest in the central role accounting, finance, accountability, CSR and sustainability play in the future of society and the planet.

Rob Gray is Professor of Social and Environmental Accounting at the University of St Andrews. He was Director of the Centre for Social and Environmental Accounting Research (CSEAR) from its inception in 1991 until 2012.

Carol Adams is Professor at the Monash Sustainability Institute, Monash University and a member of the Global Reporting Initiative Stakeholder Council. She is founding editor of the Sustainability Accounting, Management and Policy Journal.

Dave Owen is an Emeritus Professor at the International Centre for Corporate Social Responsibility (Nottingham University Business School). He is also an Honorary Fellow of the Centre for Social and Environmental Accounting Research (University of St. Andrews).

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Free Download Simulation Modeling Using @RISK: Updated for Version 4By Wayne L. Winston

Free Download Simulation Modeling Using @RISK: Updated for Version 4By Wayne L. Winston

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Simulation Modeling Using @RISK: Updated for Version 4By Wayne L. Winston

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With its understandable explanations of Monte Carlo and step-by-step instructions for Microsoft Excel, Lotus, and @Risk software, this text/software package offers both the instruction and the practice students need to begin solving complex business problems. It is designed for use as the primary learning tool in a short business simulation course (for advanced undergraduate and MBA students), or as a supplement to courses in investments, corporate finance, management science, marketing strategy, operations management, and actuarial science.

• Sales Rank: #587447 in Books
• Published on: 2000-11-03
• Original language: English
• Number of items: 1
• Dimensions: 9.28" h x .52" w x 7.44" l, .94 pounds
• Binding: Paperback
• 226 pages

Review
PREFACE 1. WHAT IS SIMULATION? Actual Applications of Simulation / What's Ahead? / Simulation Models Versus Analytic Models 2. RANDOM NUMBERS -- THE BUILDING BLOCKS OF SIMULATION PROBLEMS 3. USING SPREADSHEETS TO PERFORM SIMULATIONS Example 3.1: The Newsvendor Problem / Finding a Confidence Interval for Expected Profit / How Many Trials Do We Need? / Determination of the Optimal Order Quantity / Using Excel Data Tables to Repeat a Simulation / Performing the Newsvendor Simulation with the Excel Random Number Generator / Problems 4. AN INTRODUCTION TO @RISK Simulating the Newsvendor Example with @RISK / Explanation of Statistical Results / Conclusions 5. GENERATING NORMAL RANDOM VARIABLES Simulating Normal Demand with @RISK / Using the Graph Type Icons / Placing Target Values in the Statistics Output / Estimating the Mean and Standard Deviation of a Normal Distribution / Problems 6. APPLICATIONS OF SIMULATION TO CORPORATE FINANCIAL PLANNING Using the Triangular Distribution to Model Sales / Sensitivity Analysis with Tornado Graphs / Sensitivity Analysis with Scenarios / Alternative Modeling Strategies / Problems 7. SIMULATING A CASH BUDGET Example 7.1: Cash Budgeting / Problems 8. A SIMULATION APPROACH TO CAPACITY PLANNING Example 8.1: Wozac Capacity Example / Problems 9. SIMULATION AND BIDDING Uniform Random Variables / A Bidding Example / Problems 10. DEMING'S FUNNEL EXPERIMENT Simulating Rule 1 (Don't Touch That Funnel!) / Simulating Rule 2 / Comparison of Rules 1-4 / Lesson of the Funnel Experiment / Mathematical Explanation of the Funnel Experiment / Problems 11. THE TAGUCHI LOSS FUNCTIONS Using @RISK to Quantify Quality Loss / Problems 12. THE USE OF SIMULATION ON PROJECT MANAGEMENT The Widgetco Example / Estimating Probability Distribution of Projected Completion Time / Determining the Probability That an Activity is Critical / The Beta Distribution and Project Management / Problems 13. SIMULATING CRAPS (AND OTHER GAMES) Example 13.1: Simulating Craps / Confidence Interval for Winning at Craps / Problems 14. USING SIMULATION TO DETERMINE OPTIMAL MAINTENANCE POLICIES Example 14.1 / Problems 15. USING THE WEIBULL DISTRIBUTION TO MODEL MACHINE LIFE Example 15.1: Simulating Equipment Replacement Decisions / Problems 16. SIMULATING STOCK PRICES AND OPTIONS Modeling the Price of a Stock / Estimating the Mean and Standard Deviation of Stock Returns from Historical Data / What Is an Option? / Pricing a Call Option / Example 16.1a: Pricing a European Call Option with @RISK / Analyzing a Portfolio of Investments / Example 16.1b: Simulating Portfolio Return / Problems 17. PRICING PATH-DEPENDENT AND EXOTIC OPTIONS Example 17.1: Pricing a Path Dependent Option / Problems 18. USING IMMUNIZATION TO MANAGE INTEREST RATE RISK Duration / Convexity / Immunization Against Interest Rate Risk / Example 18.1: Immunization Using Solver / Better Models for Interest Rate Risk / Problems 19. HEDGING WITH FUTURES Hedging with Futures: The Basics / Modeling Futures Risk with @RISK / Problems 20. MODELING MARKET SHARE Example 20.1a: Market Share Simulation / Is Advertising Worthwhile? / Example 20.1b: Advertising Effectiveness / To Coupon or Not to Coupon? / Example 20.1c: Should Coke Give Out Coupons? / Problems 21. GENERATING CORRELATED VARIABLES: DESIGNING A NEW PRODUCT Example 21.1 / Problems 22. SIMULATING SAMPLING PLANS WITH THE HYPERGEOMETRIC DISTRIBUTION Example 22.1: Simulating a Sampling Plan / Problems 23. SIMULATING INVENTORY MODELS Example 23.1: Simulating a Periodic Review Inventory System / Problems 24. SIMULATING A SINGLE-SERVER QUEUING SYSTEM Example 24.1: Queuing Simulation in @RISK / Estimating the Operating Characteristics of a Queuing System / Problems

About the Author
Wayne L. Winston is Professor Emeritus of Decision Sciences at the Kelley School of Business at Indiana University and is now a Professor of Decision and Information Sciences at the Bauer College at the University of Houston. He has won more than 45 teaching awards, including the school-wide MBA award six times. His current interest is in showing how spreadsheet models can be used to solve business problems in all disciplines, particularly in finance, sports, and marketing. In addition to publishing more than 20 articles in leading journals, Dr. Winston has written such successful textbooks as OPERATIONS RESEARCH: APPLICATIONS AND ALGORITHMS, MATHEMATICAL PROGRAMMING: APPLICATIONS AND ALGORITHMS, SIMULATION MODELING WITH @RISK, DATA ANALYSIS FOR MANAGERS, SPREADSHEET MODELING AND APPLICATIONS, MATHLETICS, DATA ANALYSIS AND BUSINESS MODELING WITH EXCEL 2013, MARKETING ANALYTICS, and FINANCIAL MODELS USING SIMULATION AND OPTIMIZATION. He received his B.S. degree in mathematics from MIT and his Ph.D. in operations research from Yale.

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Download PDF The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around ThemBy Erin Gruwell, Freed

Download PDF The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around ThemBy Erin Gruwell, Freed

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The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around ThemBy Erin Gruwell, Freed

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Straight from the front line of urban America, the inspiring story of one fiercely determined teacher and her remarkable students.As an idealistic twenty-three-year-old English teacher at Wilson High School in Long beach, California, Erin Gruwell confronted a room of “unteachable, at-risk” students. One day she intercepted a note with an ugly racial caricature, and angrily declared that this was precisely the sort of thing that led to the Holocaust—only to be met by uncomprehending looks. So she and her students, using the treasured books Anne Frank: The Diary of a Young Girl and Zlata’s Diary: A Child’s Life in Sarajevo as their guides, undertook a life-changing, eye-opening, spirit-raising odyssey against intolerance and misunderstanding. They learned to see the parallels in these books to their own lives, recording their thoughts and feelings in diaries and dubbing themselves the “Freedom Writers” in homage to the civil rights activists “The Freedom Riders.”With funds raised by a “Read-a-thon for Tolerance,” they arranged for Miep Gies, the courageous Dutch woman who sheltered the Frank family, to visit them in California, where she declared that Erin Gruwell’s students were “the real heroes.” Their efforts have paid off spectacularly, both in terms of recognition—appearances on “Prime Time Live” and “All Things Considered,” coverage in People magazine, a meeting with U.S. Secretary of Education Richard Riley—and educationally. All 150 Freedom Writers have graduated from high school and are now attending college.With powerful entries from the students’ own diaries and a narrative text by Erin Gruwell, The Freedom Writers Diary is an uplifting, unforgettable example of how hard work, courage, and the spirit of determination changed the lives of a teacher and her students. Erin Gruwell is now a visiting professor at California State University, Long Beach, where some of her students are Freedom Writers. The authors’ proceeds from this book will be donated to The Tolerance Education Foundation, an organization set up to pay for the Freedom Writers’ college tuition.

• Amazon Sales Rank: #3466583 in Books
• Published on: 2006
• Formats: Unabridged, Audiobook
• Binding: Audio CD

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• The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them

From Library Journal When Gruwell was a first-year high school teacher in Long Beach, CA, teaching the "unteachables" (kids that no other teacher wanted to deal with), she discovered that most of her students had not heard of the Holocaust. Shocked, she introduced them to books about toleranceAfirst-person accounts by the likes of Anne Frank and Zlata Filopvic, who chronicled her life in war-torn Sarajevo. The students were inspired to start keeping diaries of their lives that showed the violence, homelessness, racism, illness, and abuse that surrounded them. These student diaries form the basis of this book, which is cut from the same mold as Dangerous Minds: the outsider teacher, who isn't supposed to last a month, comes in and rebuilds a class with tough love and hard work. Most readers will be proud to see how these students have succeeded; at the end of their four-year experience, the Freedom WritersAas they called themselves, in honor of the Freedom Riders of the 1960sAhad all graduated; Grunwell now works at the college level, instructing teachers on how to provide more interactive classes for their students. Recommended for youth, education, and urban studies collections.ADanna C. Bell-Russel, Lib. of Congress, Washington, DC Copyright 1999 Reed Business Information, Inc.

About the Author ERIN GRUWELL, the Freedom Writers, and her nonprofit organization have received many awards,  including the prestigious Spirit of Anne Frank Award, and have appeared on The Oprah Winfrey Show, Prime Time Live, Good Morning America, and The View, to name a few. All 150 Freedom Writers went on to graduate from Wilson High. She lives in Long Beach, California.

Excerpt. © Reprinted by permission. All rights reserved. Freshman YearFall 1994Entry 1 -- Ms. GruwellDear Diary, Tomorrow morning, my journey as an English teacher officially begins. Since first impressions are so important, I wonder what my students will think about me. Will they think I'm out of touch or too preppy? Or worse yet, that I'm too young to be taken seriously? Maybe I'll have them write a journal entry describing what their expectations are of me and the class.Even though I spent last year as a student teacher at Wilson High School, I'm still learning my way around the city. Long Beach is so different than the gated community I grew up in. Thanks to MTV dubbing Long Beach as the "gangsta-rap capital" with its depiction of guns and graffiti, my friends have a warped perception of the city, or L B C as the rappers refer to it. They think I should wear a bulletproof vest rather than pearls. Where I live in Newport Beach is a utopia compared to some of neighborhoods seen in a Snoop Doggy Dogg video. Still, TV tends to blow things out of proportion.The school is actually located in a safe neighborhood, just a few miles from the ocean. Its location and reputation make it desirable. So much so that a lot of the students that live in what they call the "'hood" take two or three buses just to get to school every day. Students come in from every corner of the city: Rich kids from the shore sit next to poor kids from the projects . . . there's every race, religion, and culture within the confines of the quad. But since the Rodney King riots, racial tension has spilled over into the school.Due to busing and an outbreak in gang activity, Wilson's traditional white, upper-class demographics have changed radically. African Americans, Latinos, and Asians now make up the majority of the student body.As a student teacher last year, I was pretty naive. I wanted to see past color and culture, but I was immediately confronted by it when the first bell rang and a student named Sharaud sauntered in bouncing a basketball. He was a junior, a disciplinary transfer from Wilson's crosstown rival, and his reputation preceded him. Word was that he had threatened his previous English teacher with a gun (which I later found out was only a plastic water gun, but it had all the makings of a dramatic showdown). In those first few minutes, he made it brutally clear that he hated Wilson, he hated English, and he hated me. His sole purpose was to make his "preppy" student teacher cry. Little did he know that within a month, he'd be the one crying.Sharaud became the butt of a bad joke. A classmate got tired of Sharaud's antics and drew a racial caricature of him with huge, exaggerated lips. As the drawing made its way around the class, the other students laughed hysterically. When Sharaud saw it, he looked as if he was going to cry. For the first time, his tough facade began to crack.When I got a hold of the picture, I went ballistic. "This is the type of propaganda that the Nazis used during the Holocaust," I yelled. When a student timidly asked me, "What's the Holocaust?" I was shocked.I asked, "How many of you have heard of the Holocaust?" Not a single person raised his hand. Then I asked, "How many of you have been shot at?" Nearly every hand went up.I immediately decided to throw out my meticulously planned lessons and make tolerance the core of my curriculum.From that moment on, I would try to bring history to life by using new books, inviting guest speakers, and going on field trips. Since I was just a student teacher, I had no budget for my schemes. So, I moonlighted as a concierge at the Marriott Hotel and sold lingerie at Nordstrom. My dad even asked me, "Why can't you just be a normal teacher?"Actually, normalcy didn't seem so bad after my first snafu. I took my students to see Schindler's List in Newport Beach, at a predominately white, upper-class theater. I was shocked to see women grab their pearls and clutch their purses in fear. A local paper ran a front-page article about the incident, describing how poorly my students were treated, after which I received death threats. One of my disgruntled neighbors had the audacity to say, "If you love black people so much, why don't you just marry a monkey?"All this drama and I didn't even have my teaching credentials yet. Luckily, some of my professors from University of California-Irvine read the article and invited my class to a seminar by the author of Schindler's List, Thomas Keneally. Keneally was so impressed by my students that a few days later we got an invitation to meet Steven Spielberg at Universal Studios. I couldn't believe it! The famous director wanted to meet the class that I had dubbed "as colorful as a box of Crayola crayons" and their "rookie teacher who was causing waves." He marveled at how far these "unteachable" students had come as a junior class and what a close group they had become. He even asked Sharaud what "we" were planning to do next year as an encore. After all, if a film does well, you make a sequel--if a class surpasses everyone's expectations, you . . .. . . dismantle it! Yep, that's exactly what happened. Upon my return from Universal, the head of the English department told me, "You're making us look bad." Talk about bursting my bubble! How was I making them look bad? After all, these were the same kids that "wouldn't last a month" or "were too stupid" to read advanced placement books.She went on to say, "Things are based on seniority around here." So, in other words, I was lucky to have a job, and keeping Sharaud and his posse another year would be pushing the envelope. Instead, I'd be teaching freshmen--"at risk" freshmen. Hmm . . . not exactly the assignment I was hoping for.So, starting tomorrow, it's back to the drawing board. But I'm convinced that if Sharaud could change, then anyone can. So basically, I should prepare myself for a roomful of Sharauds. If it took a month to win Sharaud over . . . I wonder how long it's gonna take a bunch of feisty fourteen-year-olds to come around?

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The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around ThemBy Erin Gruwell, Freed PDF

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