In the market segmentation of festival attendees’ application activity, students will review a mini-lecture material related to market segmentation, target marketing, and event positioning. Students will then apply the concepts of marketing segmentation, target marketing, and event positioning by analyzing data collected from an international music festival to establish the target market of the international music festival.

Risk management is a critical part of event management. This worksheet covers definitions of the key aspects of risk management and the steps taken by event management in creating a risk management plan. A case study is provided for students to apply the risk management process in an industry example.

Sponsorship management is activities that an event organization engages in to secure support from sponsors and manage the interests of sponsors at the event. The organizer and sponsor are jointly interested in successfully operating events for their mutual benefit. This section provides an overview of sponsorship management for events. The differences between sponsorship and advertising were compared for their strengths and weaknesses. The sponsorship management of a social event was discussed from the prospective from the perspective of organizers and sponsors. A case study on an LGBT+ event provided a case problem for how to construct a social media sponsorship package.

Volunteer management is an integral part of any event that relies on volunteer contributions. Managing volunteers for events is related to three related domains: events, human resources, and volunteering. Each of the domains is discussed for its relation to volunteer management in the context of a sporting event. The practice of managing volunteers is considered in terms of its phases. A real-life case is provided so that students can apply their understandings of volunteer management in resolving the case problems.

Financial management helps an event planning operation to achieve a profitable future in the competitive business environment. Astute financial management involves securing, allocating and controlling financial resources held by the operation. Good budgeting practices ensure a successful outcome of an event that meets financial objectives. A real-life case study is provided for students to apply financial management principles.

The author's goals in writing Exploring Business were simple: (1) introduce students to business in an exciting way and (2) provide faculty with a fully developed teaching package that allows them to do the former. Toward those ends, the following features are included in this text:1- Integrated (Optional) Nike Case Study: A Nike case study is available for instructors who wish to introduce students to business using an exciting and integrated case. Through an in-depth study of a real company, students learn about the functional areas of business and how these areas fit together. Studying a dynamic organization on a real-time basis allows students to discover the challenges that it faces, and exposes them to critical issues affecting the business, such as globalization, ethics and social responsibility, product innovation, diversity, supply chain management, and e-business.2- A Progressive (Optional) Business Plan: Having students develop a business plan in the course introduces students to the excitement and challenges of starting a business and helps them discover how the functional areas of business interact. This textbook package includes an optionalintegrated business plan project modeled after one refined by the author and her teaching team over the past ten years.3- AACSB Emphasis: The text provides end-of-chapter questions, problems, and cases that ask students to do more than regurgitate information. Most require students to gather information, assess a situation, think about it critically, and reach a conclusion. Each chapter presents ten Questions and Problems as well as five cases on areas of skill and knowledge endorsed by AACSB: Learning on the Web, Career Opportunities, The Ethics Angle, Team-Building Skills, and The Global View. More than 70% of end-of-chapter items help students build skills in areas designated as critical by AACSB, including analytical skills, ethical awareness and reasoning abilities, multicultural understanding and globalization, use of information technology, and communications and team oriented skills. Each AACSB inspired exercise is identified by an AACSB tag and a note indicating the relevant skill area.4- Author-Written Instructor Manual (IM): For the past eleven years, Karen Collins has been developing, coordinating and teaching (to over 3,500 students) an Introduction to Business course. Sections of the course have been taught by a mix of permanent faculty, graduate students, and adjuncts.

The learning resources presented here have been developed through an ERASMUS+ project for adult education entitled “FARMINFIN: Farming concepts and innovative funding/financing” (Project Nº: 2019-1-BE01-KA202-050397) carried out between 2019 and 2021.

The FARMINFIN project provides farmers with the needed competences for the implementation of innovative financing means tailored adequately for their own farms, entrepreneurial approach and personal circumstances.

FARMINFIN training material is aimed at young farmers taking over the business of their parents or simply aiming at business development. For them it is very important to have a solid financial basis for their agricultural businesses!

FARMINFIN has developed a web-based app where you can access to all the project’s training materials which are available in 7 languages: English, French, German, Spanish, Italian, Czech and Swedish. Through our learning platform you will be able to:

1. Get an overview of the actual situation of innovative financing in family farms in Europe and the available financing tools.
2. Gain knowledge and experience from selected best practices across Europe.
3. Foster professional handling of innovative financing means by farmers.
4. Strengthen economic and socio-economic viability of family farms, and therefore deliver added value to rural development.

The training resources you will find are the following:

SUMMARY REPORT: here you will find an overview of the situation of alternative ways of financing in the farming sector in Europe. The report provides a picture of the common findings across participating project countries, which have been analysed in more detail. You will find also in this section a downloadable annex that graphically shows all the data collected during the development of the report and can be viewed in detail segmented by country.

CATALOGUE: In the catalogue you will find not only a list of the main subsidies’ lines and general financing products, but also the financing products adapted to agriculture and more importantly, a large catalogue of the main products of alternative or innovative financing illustrated with a diagram showing the actors involved and the relationships between them. More specifically, the catalogue has identified:
- 14 of the main lines of subsidies.
- Main general funding products categorised into:
o Public sector (both European and national);
o Short-term private sector (11 tools identified);
o Long-term private sector (8 tools identified).
- Main financing products adapted to agriculture, for the agricultural, livestock and forestry sector.
- Main innovative financing products, where a total of 21 innovative financing tools have been catalogued in detail, including diagrams to illustrate how they work.

BEST PRACTICES: in this section you will find a series of 17 examples of farms across Europe that represent a wide range of best practices in the implementation of innovative financing schemes in the farming sector. Through this section you will learn from real experiences, reading about farmer’s problems related to financing and how they solved them. Learning from existing experiences will surely inspire you.

TRAINING MODULES: learning materials plenty of tips and suggestions on how to deal with relevant topics around the financing of your farm. In addition to the prepared contents of the modules, there is an opportunity to self-test your initial knowledge before taking the module and there is also a test at the end of the module to see whether you understood the contents. The modules also include useful templates, canvas and tools to be used in your learning pathway as well as in your professional activity.

For all components of the learning platform, information is provided in a comprehensive and user-friendly design and the materials can also be downloaded in PDF format.

This paper serves as an exploration into some of the ways in which organizations can promote, capture, share, and manage the valuable knowledge of their employees. The problem is that employees typically do not share valuable information, skills, or expertise with other employees or with the entire organization. The author uses research as well as her graduate studies in the field of Human Resource Development (HRD) and professional career experiences as an instructor and training and development consultant to make a correlation between the informal workplace learning experiences that exist in the workplace and the need to promote, capture, and support them so they can be shared throughout the organization. This process, referred to as knowledge sharing, is the exchange of information, skills, or expertise among employees of an organization that forms a valuable intangible asset and is dependent upon an organization culture that includes knowledge sharing, especially the sharing of the knowledge and skills that are acquired through informal workplace learning; performance support to promote informal workplace learning; and knowledge management to transform valuable informal workplace learning into knowledge that is promoted, captured, and shared throughout the organization.

My E - content for educational purpose only. Not for the profit making

There are government based budgeting loans that can help you fill your unexpected expenses and make your life steady again. Also, for the ill and people with disabilities, there is Personal independence payment (PIP) that they can avail. To know more about them, there are budgeting loan numbers and PIP contact numbers that you can contact too.

It is a brochure containing guidelines on the Industry 4.0 and Drone Entrepreneurship applied to vocational education and training (VET) students, providing essential information for those who want to start a new business in the fields of Industry 4.0 and/or Drone Industry. It presents Industry 4.0 and drone based business ideas and opportunities and covers important topics like technology, legislation, applications, etc. in order to help VET students and VET graduates to identify opportunities and to start their own business taking advantage of drone technology.

The document is available in 5 languages (EN, RO, PL, GR, IT) and it’s issued with ISBN. All language versions are available for download on www.edudrone-project.eu

This website contains educational resources that are based on the UNESCO-recognised HIV and AIDS collections held by Lothian Health Services Archive (LHSA).

Rather than being complete lesson plans in themselves, these resources provide a range of suggested activities based on the collection items.

The resources are linked to the Curriculum for Excellence (S2 and S3) and are intended for use by teachers, youth groups and educational professionals.

The site contains resources, audio-visual material and images linked to the following subject themes: Expressive Arts, Social Studies, and Health and Wellbeing.

This activity is for students to work in teams (2012) or individually (2013) to develop a project (such as a physical or numerical model), survey based research, case study, technical briefs on a remediation technology, etc. of the students' choice, based on their understanding of and interest in the subjects covered in the class. This is used in the GL 199 Hydrogeology course, which is offered through the Department of Geology and Environmental Sciences at Norwich University. This is an experimental course that has not made it to the course catalogue as yet. It is currently offered to students majoring in Geology, with an acknowledgement that a course in hydrogeology is a desirable component of a Geology curriculum. Environmental Science students are encouraged to take it to deepen their understanding of subsurface processes. This course is considered a science elective for Civil and Environmental Engineering majors, and greatly complements the Hydrology, and Soils and Materials classes that are a part of the regular CE&E curriculum. Students from freshmen through seniors across these three majors are accepted into the course.
With a cross section of majors and academic years in the class, it was determined that a project that has students thinking about a topic of their choice and developing fundamental research and collaboration skills is critical to meeting common workplace demands.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

The objective of this lesson is to teach kids about food advertising. To compare and contrast the portrayal of real food versus processed food in the media.

The Media Manipulation Casebook is a digital research platform linking together theory, methods, and practice for mapping media manipulation and disinformation campaigns. This resource is intended for researchers, journalists, technologists, policymakers, educators, and civil society organizers who want to learn about detecting, documenting, describing, and debunking misinformation, disinformation, and media manipulation.

This Open Educational Resources site will complement textbooks and lectures with obvious information gaps. An extension of regular learning content. For example, you can accompany the text with multimedia materials such as videos. By presenting information in multiple formats, students can more easily learn the material being taught.

This course provides the framework of financial planning by focusing on managing and organizing personal financial resources. It incorporates insurance planning which stresses the importance of protecting financial resources, investment planning for growth of resources, and long-term planning for old age survival.

This resource was developed for a team of educators to use as a guide for designing, developing, piloting, and revising problem-based learning modules that leverage blended learning across six districts in the state of Ohio. The guidebook outlines best practice and processes to collaborate across systems to create high-quality, vetted resources for the classroom.