International financial manager of P&G Essay Example for Free

International financial manager of PG Essay The person responsible for international financial management at Procter and Gamble Company (PG) is Jon R. Moeller, an MBA Master’s degree holder from Cornell University (Bloomberg, 2010). Moeller is currently the chief financial officer of PG since the commencement of the year 2009. His career profile shows various important positions he held before finally becoming the company’s finance manager- which demonstrate his skills and extensive experience. He joined PG in 1988 just after graduating. Whereas there are numerous posts he held in the firm during his long-term stay, it would be important to state some of the pertinent positions to his current obligations in the company. From 2007 to 2008, he served as the company’s treasurer. Since the year 2000, he held various positions in Global beauty and Global health, in PG, including being the vice president, vice president of finance and accounting, and manager of finance. Various approaches have been applied in the management of foreign risks in PG. When Bob MacDonald stood to present the company’s growth profile in February 2010, he clearly pointed out the fact that the main element of such growth is innovation. It is rational to assert the fact that at multinational level, the firm is always exposed to risks such as fluctuating interest rates as well as changes in prices of various commodities and currency exchange rates (PG, 2008). On his part when outlining the company’s growth, Jon Moeller pointed out that their main emphasis was creation of increased value for shareholders mainly at the leadership level (CINCINNATI, 2010). This can only be achieved through making the market value share grow in addition to increasing earnings per capital share. In addition, there is need to generate a very strong cash flow consistently. Moller indicated that to ensure increased earnings per share, they were implementing the shareholder value at leadership level. On the other hand, they would enhance innovation and execution to increase profitability of market shares. Consequently, this would create an appropriate environment for prices of goods and exchange rates in foreign currencies.

Jim Henson: The Mind Behind the Muppets :: Puppetry The Muppets Jim Henson Essays

Jim Henson: The Mind Behind the Muppets "Sure, Jim the creator was a genius. Yet I see Jim foremost as an appreciator. He appreciated the Muppet family and his own family. He appreciated flying kites with his children. He appreciated beauty and he appreciated fun." -Frank Oz (Readers Digest, 126) There is no doubt in Frank Oz's mind that Jim Henson was a creative genius. According to the model of creativity proposed by Howard Gardner, Henson can be considered creative in five of the seven intelligences: interpersonal, spatial, music, verbal, kinesthetic. He became a master at combining these intelligences to create Muppet productions full of wit, music, sight gags, bright colors, and meaningful messages. He also had the ability to coordinate all of the people who worked with him. Before, discussing how Henson's life fits into Gardner's model, I will present some influential events in Henson's life and his major creative works. James Maury Henson was born September 2, 1936 in Leland, Mississippi as the second son in the Henson family. During his childhood, Jim's maternal grandmother, a prolific painter and master of needlework, encouraged Henson to appreciate imagination, visual imagery, and creativity. She was a steady emotional support for him, constantly listening to his adventures and dreams. When Jim was fourteen, his parents finally acquiesced and bought a television set, after years of badgering from Jim. He always knew that he wanted to work in television; watching Burr Tillstrom, Bil Baird, Ernie Kovac, Spike Jones, and Walt Kelly influenced him greatly during his adolescence. In 1954, while Jim was still in high school, he began working for WTOP television station doing puppet performances on the "Junior Good Morning Show". "It was interesting and kind of fun to do -- but I wasn't really interested in puppetry then. It was just a means to an end," Henson later recalled about his first job (Finch, 9). At the University of Maryland, he studied art and continued doing puppetry for TV with a fellow student, Jane Nebel, whom he later married. Their show, "Sam and Friends", debuted as a five minute piece aired twice a day, right before the Huntley-Brinkley Report and the Tonight Show. Jane recollected, "We were just college students amusing ourselves, and we did all these wild things with puppets...I guess it had a quality of abandon and nonsense and of being somewhat experimental." (Finch, 15) Their show became very popular, partly because of its widely-viewed time slots, and it won a local Emmy in 1958.

The fourth amendment and the fruit of the poisonous tree doctrine

The situation that involved Don and Police Officer Jones in State X is a good case study in understanding the concepts involved in the Fourth Amendment, particularly the doctrine of suppression of evidence. In the analysis of the case, one will see that the only crime that Don has committed is driving with an expired license. And for this case, State X has every right to punish him accordingly – with a fine of $100 and 10 days in the county jail. However, it is also important that the fact that the constitution of State X has a clause identical to Amendment IV of the U.S. Constitution, the other evidence obtained by Police Officer Jones in his encounter with Don cannot be used as evidence against Don in any court by reason of the Fruit of the Poisonous Tree Doctrine. This particular doctrine opines that any evidence obtained illegally cannot be used in any court since this is in direct violation of the suspect’s Fourth Amendment. Although Don did commit a violation of law in State X by driving with an expired license, this particular violation does not necessarily warrant a bodily search or even a search of the vehicle —even with the consent of the suspect. In the case of Florida vs. Bostick, we have learned that in the context of investigatory stops and detentions, Police may stop you for any reason, but are not entitled to any information other than your identification nor may they detain you without reasonable suspicion. (Flex Your Rights, 2006) In this particular case, the Police Officer did not have any justifiable or probable cause to frisk Don because the latter was not an immediate or significant threat to the officer nor was there any sign that Don carried any illegal weapon. Perhaps the only reasoning that can be applied by the Police Officer that might justify his stop and frisk action in this case is the tip or report given to him that a lone male driving in a car with an out-of-state license would be coming through town, traveling in an easterly direction, and carrying an illegal shipment of heroin. Just the same, the Police Officer went over and beyond his call and duty by frisking Don and subjecting him to a warrant less search on account of a traffic violation. Furthermore, if there was any evidence that can be used against Don in this particular case is anything that is visible to eye of the Police Officer. The marijuana that was seized inside the car cannot be used by the State in convicting Don simply because it was obtained thru an illegal search. While it is given that Don consented to the search, the court should rule that the burden is on the prosecution to prove the voluntariness of the consent and awareness of the right of choice. (Find Law, 2006) In this particular case, I am of the opinion that State X must rule in favor of Don and suppress all evidence obtained in the encounter between Don and Police Officer Jones since the search was done illegally and all evidence acquired as a result thereof should be considered inadmissible. Hence, the charges of illegal possession of marijuana and other dangerous drugs should be dropped. At best, Don should be convicted of driving with expired license –a direct violation of State X’s law– and should be netted the appropriate penalty. References: Find Law, 2006: US Constitution, Fourth Amendment [online] Available at: http://caselaw.lp.findlaw.com/data/constitution/amendment04/ [cited on: June 11, 2006] Flex Your Rights, 2006: Fourth Amendment Supreme Court Cases [online] [cited on: June 11, 2006] Â  

The Last Seven Weeks Of Business Research Methods - 774 Words

The last seven weeks in Business Research methods have been a very rewarding experience. This class has taught me new things about proper research and refreshed past information I have learned in other research classes. Throughout this class, we have covered topics spanning every aspect of the research process. We started with oral and written presentation of research findings. Next moving to types of research studies, including qualitative, quantitative, observation, experiments, and surveys. Finally, we covered topics such as creation of a questionnaire and how to utilize data in the final two weeks of the course. There was one specific thing that was a new experience for me, the exploration of qualitative research. Most of my research background in the course of my undergraduate studies involved quantitative research and creation of surveys. It great to be able to explore qualitative methods such as focus groups and interviews and to understand how they can properly supplement or even replace these more statistical based research methods (Cooper Schindler, 2014). The one topic we discussed in the class that I had previously learned through but needed to have my knowledge reinforced on, was creation of a questionnaire. This class has reminded me of how important the process of actually creating a survey is. A questionnaire’s design can affect the results of a study in a major way unless researchers design their instruments in a manner to reduce the occurrence ofShow MoreRelatedModule Content And Teaching Program Essay1557 Words   |  7 Pagescontent and teaching programme Since it is backward design it delays the module content selection until the intended learning outcomes (ILOs) finalized which is a means to greater ends (Angelo, 2013). 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