Module 3 | Psychology homework help

Before he invented behaviorism, John B. Watson considered learning one of the most important topics in psychology. Watson conducted excellent empirical research on animal learning. He developed behaviorism in part to promote research and elevate the status of learning in psychology. Watson was much less successful in the adequacy and originality of the mechanisms he proposed to explain learning. By assimilating the method of classical conditioning and adopting Pavlov’s theory of stimulus substitution, Watson linked behaviorism with a new method that could compete with both Titchener’s method of introspection and Freud’s methods of psychoanalysis. Watson’s interest in explaining psychopathology led to the discovery of conditioned emotional responses and a behavioristic explanation for the learning of phobic behavior. Watson established learning as a central topic for basic research and application in American psychology. 
Learning in animals is probably the most important topic in the whole study of behavior (Watson, 1914, p. 45). 
No experimenter has yet set his experimental problems in such a way as to construct from his data a guiding theory of habit formation (Watson, 1925, p. 25). 
In 1930, when he revised Behaviorism for the last time, Watson expressed satisfaction that behaviorism was strongly entrenched as a point of view in American psychology. He took the occasion to repeat a major theme of his career, the contrast between the old psychology of James’s and Titchener’s introspection and what he called the new psychology of behaviorism. From his point of view, Watson had achieved great success in his primary goal of changing the subject matter of psychology from consciousness to behavior. After telling his readers that consciousness was the subject matter of the old psychology, Watson repeated the main point of his manifesto on behaviorism (Watson, 1913a), that “behaviorism, on the contrary, holds that the subject matter of human psychology is the behavior of the human being” (1930, p. 2). 
What historical factors led Watson to propose a change in the subject matter of psychology from consciousness to behavior? Although many factors, both in American culture at large and in American psychology, contributed to the origins of behaviorism (Burnham, 1968; Mills, 1998; O’Donnell, 1985), the challenge of explaining learning was central to the origins and subsequent development of John B. Watson’s behaviorism. By 1930 Watson could also take satisfaction that not only behaviorism, but also the topic of learning, was strongly entrenched in American psychology. 
For Watson, behaviorism represented much more than a change in the subject matter of psychology. Many topics in psychology could be approached objectively. Indeed, in one of the first of a genre of critiques of behaviorism, Titchener (1914, p. 5) pointed out that calls for objective psychology were common in the history of psychology, so “Watson’s behaviorism is neither so revolutionary nor so modern as a reader unversed in history might be led to imagine.” The target of Watson’s behaviorism was all introspectionists, especially Titchener. In order to replace the method of introspection, Watson issued a call for the adoption of new methods in psychology for the study of behavior. A corollary of behaviorism was Watson’s call for the adoption of new methods for the study of Learning. 
Behaviorism elevated the status of learning as a topic of research by psychologists. Behaviorism became Watson’s chosen vehicle for calling attention to research on learning. Watson’s (1925) popular book, Behaviorism, was a showcase for research on learning, especially Watson’s own research on emotional learning in children. For Titchener, the most important topics in psychology were sensation and perception. (See Tweney, 1987, for the details of Titchener’s program of research in experimental psychology.) For Watson, behaviorism was a platform from which he attempted to persuade his colleagues and the public that learning was a more important topic for research than were sensation and perception. 
In contrast with Watson’s success in changing the subject matter of psychology from consciousness to behavior, and as Boakes ( 1994) pointed out, Watson was much less successful as a learning theorist. The quotation from Watson with which this article begins indicates that he eventually recognized that his efforts to develop a behavioristic theory of habit formation were not successful. Watson failed to find a behavioristic substitute for Thorndike’s law of effect. He also failed to develop a heuristic explanation for maze learning. After writing an editorial calling for research in comparative psychology on imitation (Watson, 1904), Watson (1908, p. 172) may have been slightly embarrassed when he reported that with respect to his own research on imitation in monkeys, “I unhesitatingly affirm that there was never the slightest evidence of inferential imitation manifest in the actions of any of these animals.” Thus, imitation represented a failure in Watson’s efforts to advance comparative psychology by investigating learning. Watson (1925) simply adopted Pavlov’s theory of stimulus substitution as an explanation for Pavlovian conditioning. Thus Watson does not rank with Pavlov and Thorndike as a learning theorist. Watson’s major contribution to learning theory was the prediction and discovery that emotional responses could be conditioned (Watson & Rayner, 1920). With the exception of the discovery of conditioned emotional responses, Watson’s enduring achievement for learning was an increase in the status of the topic. By identifying the mechanisms of trial and error learning and maze learning as unsolved problems in experimental psychology, Watson paved the way for the neobehaviorism of Hull, Tolman, and Skinner in the 1930s. 
The topic of learning has been neglected in prior scholarship on Watson (for an exception, see Malone, 1990a). Todd (1994) identified Watson’s extension of the province of learning as one of the topics requiring additional historical analysis. He asked, “Could behaviorism have become an important philosophy without specific empirical principles?” (1994, p. 165). The answer is “yes.” Even with very few wellestablished principles of learning, Watson’s behaviorism achieved its collateral objective of increasing the attention paid to the topic of learning. Therefore, an exploration of the role of learning in John B. Watson’s published papers provides an additional key for placing classic behaviorism in a proper historical context. 
How Watson spotlighted the topic of learning 
Learning is mentioned only obliquely in Watson’s ( 1913a) famous manifesto for behaviorism, “Psychology as the Behaviorist Views It.” The purpose of this paper was to change the subject matter of psychology from consciousness to behavior, so it represented more of an attack on Titchener’s structuralism and the functional psychology Watson had been a part of at Chicago than a vehicle for presenting fresh data on learning. Watson mentioned an eclectic melange of several topics for research that could be approached behavioristically. The list included the study of learning and habit formation, instincts, the comparative study of sensory processes including vision in both animals and humans, and a set of applied problems including psychopathology. In his manifesto of 1913, Watson’s characterization of the areas of basic research in psychology was a lament about what he believed to be experimental psychology’s low status among the natural sciences, which he put as follows: 
I do not wish unduly to criticize psychology. It has failed signally, I believe, during the fifty-odd years of its existence as an experimental discipline to make its place in the world as an undisputed natural science. Psychology, as it is generally thought of, has something esoteric in its methods. ( 1913a, p. 163) 
The key to understanding this quotation is Watson’s use of the word methods. Watson’s goal was to replace the method of introspection with “objective” methods. Consider the topics of sensation and perception, which were an important area of research for Titchener and his students (Tweney, 1987). Watson could have simply called for a behaviorism that represented a return to Fechner’s objective methods of psychophysics, but he did not. In his manifesto, Watson did not single out any particular topic in experimental psychology for special favor. 
After the manifesto for behaviorism, Watson’s next major opportunity to advance the agenda of behaviorism was his book on comparative psychology. He used this book as a platform from which to elevate the status of learning as a topic for research by psychologists. Consider Watson’s comments about learning in his treatise on comparative psychology, Behavior: An Introduction to Comparative Psychology (1914). One might expect that instinct would emerge as a key concept in a textbook on comparative psychology. Watson defined an instinct as a behavior on the part of an animal that did not require learning, and he devoted two chapters in Behavior to a discussion of instincts. (See Dewsbury, 1994, for a portrait of Watson as a comparative psychologist, including his interests in instincts.) However, Watson reserved the most praise in Behavior not for instincts, but for the topic of learning, whose importance he described as follows: 
On account of its bearing upon human training, learning in animals is probably the most important topic in the whole study of behavior. Entirely apart from this connection, this division contains the behaviorist’s most important group of problems, since by means of habit formation he finds the most direct way of controlling animal activity. (1914, p. 45) 
Consider three points in the preceding quotation. First, notice that Watson was not interested in animal learning per se as a topic for scientific exploration, but primarily as the topic related to human learning. Second, because the goal of Watson’s ( 1913a) behaviorism was the prediction and control of behavior Watson found the topic of learning relevant because it provided him with a tool for controlling behavior. Third, Watson described the topic how called learning as habit formalion. Habit formation is no longer used as a synonym for learning. As Malone (1990b) pointed out, Watson borrowed the concept of habit formation from William James (1890/1950). 
Watson ( 1917a) had another opportunity to spotlight learning when he reviewed Holt’s (1915) book on psychoanalysis. Holt was an American psychologist from Harvard who attended Freud’s lectures at Clark University in 1909. After he returned to Harvard he wrote a book on ethics that was influenced by Freud’s idea of wish fulfillment. Holt called his book The Freudian Wish and Its Place in Ethics. The book contained a discussion of the Meynert problem, a hypothetical and philosophical explanation of how a child might learn not to put his or her finger into a candle flame despite the impulse to reach out and touch an attractive object. Holt highlighted the topic of emotional learning in children in his book and pointed out that “fear is a normal and necessary ingredient of the learning process” ( 1915, p. 71 ) . However, Holt did not of fer any data, and his discussion of learned fear in children was philosophical. The significance of Holt’s book was that after listening to Freud, Holt talked about learned fear as a psychological topic worthy of the attention of psychologists. Holt (1915, p. 74) went on to conclude his theoretical discussion of the Meynert problem with the statement that “the mechanism of learning is by no means understood as yet.” 
In a review of Holt’s book, Watson’s response to the challenge of Freudian psychoanalysis was a call for psychologists to turn to research on learning. Watson (1917a, p. 86) believed that psychoanalytic concepts, which he considered mystical entities, could be explained in terms of “well-known principles of habit formation.” Watson followed Holt and discussed the Meynert problem. In the context of understanding the mechanism by which children’s fears were acquired, Watson made another call for elevating the status of the topic of the mechanisms of learning within experimental psychology: 
In these few experiences a genuine learning process is involved and the explanation of this learning process-regardless of whether the act is acquired in few of many trials-is what I consider one of the chief problems in psychology. (1917a, p. 89) 
Watson has transformed his research interest in children’s fears from an old philosophical conundrum, how children learn to keep their hands out of a burning candle, into “one of the chief problems of psychology.” 
Watson was explicit in indicating that behaviorism represented a shift in the importance of the topics psychologists selected for research. For Watson’s behaviorism represented a shift away from sensation and perception toward a focus on learning and habit formation. Watson described the change as a shift from the structural analysis of the unit of sensation toward the units of learning and habit formation. He rejected 
the introspectionist unit concept [of] sensation. The reason for the omission is clear. When a unit changes in a science the problems and points of interest shift . . .The mechanism of habit formation . . must await the working out of just those factors which the behaviorists insist upon. ( 1917a, p. 92). 
Here Watson offered to set the theoretical agenda for successive generations of behavioristic learning theorists. Thus a characteristic of Watson’s rhetoric was to call attention to the importance of learning as a topic for research within experimental psychology. Another illustration of this practice occurs in a paper on maze learning, where Watson wrote, “The control of habit is one of the most vital problems in every system of psychology” (1917b, p. 59). Although Watson was a great salesman for research on the topic of learning, he was less successful as a learning theorist. His first theoretical failure was with maze learning. 
Watson’s failure to explain maze learning behavioristically 
Why did Watson abandon consciousness as an explanatory concept? One good place to start considering this question is by comparing the discussions of Small and Watson on maze learning in the rat. Small (1901 ) constructed a maze for white rats from a diagram of the Hampton Court Maze in the Encyclopedia Britannica. He placed food at the center of the maze and found that his rats rapidly learned to run from the start location, through a complex series of passages, until they reached the food. Looking down on the uncovered maze, Small recorded the errors when a rat entered a cul-de-sac and the amount of time the rat required to find the food. The maze was complicated and Small was impressed by the proficiency with which the rats mastered the task. Watson (1907) duplicated Small’s maze, replicated Small’s experiment, and began an experimental analysis of the factors that influenced maze learning in rats. Watson and Small obtained essentially the same data, but their interpretations of the mechanism of learning and even their choices for presenting the data were profoundly different. Small did not trust the learning curve of Thorndike (1898) as an adequate representation of the process of learning, but Watson proudly filled his paper with beautiful learning curves. Watson found that the average length of time to find the food was 16 min on the first trial and that the time dropped to about 1 min after only 10 trials. For both Small and Watson, the question was, What is the mechanism underlying the process of learning? 
Small’s mechanisms for maze learning: Consciousness and sensations 
In Small’s and Watson’s day, comparative psychologists were sharply divided over anthropomorphism and the law of parsimony. Small was an eclectic theorist who belonged in the camp of those who were willing to attribute components of human consciousness to animals. Unlike Thorndike (1898), he thought animals could reason and he chided the advocates of parsimony as inflexible extremists in very clear language: 
Some modern comparative psychologists’ abhorrence of anthropomorphism leads to the opposite extreme. . . . .Is not a certain amount of chastened anthropomorphism a wholesome specific, a kind of saving grace against scientific pedantry?. . . . The law of parsimony is important no doubt, but it may be employed too rigorously. (Small, 1901, p. 228) 
Small used what would now be called cognitive language to describe the process of maze learning: “The selection of paths begins to be purposive” (Small, 1901, p. 212). In other words, Small anticipated the language of Tolman’s (1932) purposive behaviorism to the extent of using the term purposive. Small never mentioned the construct of Tolman’s (1948) cognitive map, but he did use a similar cognitive concept, imagery, to describe maze learning when he wrote, “There seemed to be some kind of an image in his mind that he was trying to follow . .He apparently knew when he was on the right and when on the wrong road” (Small, 1901, pp. 212-213). Small mentioned consciousness frequently in his discussion. 
Small’s explanation of maze learning also included a second, much more molecular level of analysis. He discussed the various modalities of sensation, including smell, sight, and tactual motor sensations. The tone of this discussion was quite different from the discussion of consciousness. Small believed that the rats acquired a motor memory in learning the maze. This memory included a representation of distance intervals and proper turns. Small concluded his paper with a call for other researchers to consider the possibility of thinking about maze learning in tactual motor terms. Watson answered Small’s call for a sensory analysis of maze learning. 
Watson’s mechanism for maze learning: Kinesthetic sensations only 
Simply put, Watson applied the law of parsimony to Small’s mechanisms by rejecting Small’s discussion at the level of consciousness. In other words, Watson was willing to run what Small called the risk of “scientific pedantry.” Watson (1907, p. 94) rhetorically asked, “Why, then, in the case of the rat, need we assume the presence of motor images?” Watson followed Small by concluding that the rat learned the maze on the basis of kinesthetic sensations. Watson recognized that he arrived at this conclusion by a process of eliminating other sensory candidates. Watson rejected all of Small’s cognitive processes such as imagery as follows: “No one would dream of affirming that such a complexity in the cortical processes as this would call for could exist in the case of the rats” (Watson, 1907, p. 94). Of course, we now know from the work of O’Keefe and Nadel (1978) and other neuroscientists that the hippocampus is the structure in the brain of rats that is involved in maze learning, but this information was not available to Watson. 
Watson discovered that extramaze visual cues were important in maze learning for normal rats. When he rotated the maze by 180 for normal rats, he found that these rats were “absolutely lost” (1907, p. 87). However, this discovery was made rather late in the collection of the data and Watson decided to simply present the data rather than to speculate about a possible interpretation. 
In conclusion, Watson’s research on maze learning was basically empirical. Although Watson rejected interpretations of the data that included consciousness, he left the problem of maze learning without a satisfactory explanation. 
Although the Chicago school of maze learning in rats produced several additional publications (Carr & Watson, 1908; Peterson, 1917) the theoretical interpretation of the results in terms of Watsonian concept remained vague. At the end of an extensive monograph on maze learning, Peterson, who had worked as a graduate student with Watson at Chicago, reluctantly concluded that “the great problem of how learning takes place is yet largely unsolved” (1917, p. 46). Watson sought to impress the readers of Behaviorism (1925) with the learning abilities of rats in the maze by presenting an impressive learning curve for maze learning, but he remained fixated on his theoretical position that habit formation could be reduced to a kinesthetic sensation in which “the muscular stimuli coming from the movements of the muscles themselves are all we need to keep our manual responses occurring in proper sequence” (1925, p. 176). Watson’s school of maze learning came to a dead end before 1920. In Behaviorism, Watson (1925) reprinted the learning curve from his paper of 1907 and then concluded that the mechanism underlying maze learning and other manual habits “have never been worked out in a wholly satisfactory manner” (1907, p. 171). Watson’s legacy was to pass along to the next generation of researchers in animal learning the problems he had been unable to solve. 
Most historians of learning theory would conclude that the problem of maze learning remained unsolved until Tolman (1948) introduced the construct of the cognitive map. After discussing and rejecting the point of view advocated earlier by Watson, Tolman advocated a point of view called field theory that assumed that “in the course of learning [a maze,] something like a field map of the environment gets established in the rat’s brain” (1948, p. 191). Tolman’s (1932) purposive behaviorism represented a return to the kind of theorizing Small had introduced into learning theory at the beginning of the 20th century. However, Small does not appear in Tolman’s writing as the source of purposive behaviorism. Tolman (1932, p. 12) credited McDougall (1926) for the origin of the term purposive behaviorism. After Watson’s failure to explain maze learning, Tolman successfully proposed a cognitive explanation of maze learning that remains viable today. 
Watson’s failure to improve on Thorndike’s law of effect 
Thorndike, with a bit of hubris, called the identification of the mechanism of associative learning, “perhaps the greatest problem of both human and animal psychology” (1898, p. 103). The law of effect was Thorndike’s well-known explanation for the trial-and-error learning in the puzzle box. Thorndike’s interpretation of his data was that satisfaction increased the preceding response and dissatisfaction decreased it. Watson quoted Thorndike’s law of effect in his book on comparative psychology, but he was skeptical of Thorndike’s assumption that “the successful act is pleasant, and the unsuccessful act is unpleasant” (1914, p. 256). Watson believed that Thorndike’s law of effect was dangerously close to venturing into inferences about consciousness in animals. Similarly, Watson’s student Harvey Garr (1914) was skeptical of the law of effect. Carr simply did not believe Thorndike’s assumption that “all eliminated acts are unpleasant and that all surviving acts are pleasant” (1914, p. 164). 
In addition to the maze, Thorndike’s puzzle box provided another preparation for the study of animal learning by behaviorists. Inspired by Thorndike’s ( 1898) puzzle boxes, Watson developed a sawdust box in which sawdust was placed beneath a box with a hole in the floor. Watson placed food in the box and measured the time required for the rat to burrow through the sawdust to obtain the food. 
Watson conducted an experiment on delay of reward that was designed to provide an empirical test of Thorndike’s law of effect. Watson reasoned that if Thorndike were correct, the pleasure from an immediate reward would be greater than the dissatisfaction from a delayed reward. Using his sawdust box and two groups of rats, Watson (1916a) compared the learning curves for a group of rats that received an immediate reward upon entering the box with a second group where the reward was delayed for 30 s. Watson reported that the learning curves for the two groups of rats were almost exactly identical, a somewhat puzzling result. Years later, Grice (1948) discovered that a delay of reward as short as 0.5 s was effective in producing a decrement in the acquisition of the behavior of lever pressing. In Watson’s study, the ef fectiveness of the delay of reward may have been ineffective because the food was visible in the dish during the delay. Watson noted that his rats were very active during the delay, trying to get at the food. Nevertheless, Watson’s (1917b) data led to skepticism among classic behaviorists about the validity of Thorndike’s law of effect. 
Watson never developed a behavioristic alternative to Thorndike’s law of effect. After reviewing research on motor habits in Behaviorism, Watson remained scornful of the idea that pleasure and displeasure were associated with successful and unsuccessful movements during learning. Watson attacked Thorndike as follows: 
Only a few psychologists have been interested in the problem. Most of the psychologists, it is to be regretted, have even failed to see that there is a problem. They believe that habit formation is implanted by kind fairies. For example, Thorndike speaks of pleasure stamping in the successful movement and displeasure stamping out the unsuccessful movements. Most of the psychologists talk quite volubly about the formation of new pathways in the brain, as though there were a group of tiny servants of Vulcan there who run through the nervous system with hammer and chisel digging new trenches and deepening old ones. (1914, p. 166) 
This passage demonstrates that Watson’s rhetoric of attack on Thorndike was relentless, but Watson did not have a behavioristic alternative to Thorndike’s law of effect. Only when Skinner (1938) developed the concept of the operant and the principle of reinforcement did behaviorists have an alternative to Thorndike’s law of effect. 
Watson’s use of James’s concept of habit in preference to learning 
The term learning does not appear in the index of the revised edition of Watson’s (1930) Behaviorism, but habit formation is listed. There were no chapters called “Learning” in any of Watson’s books, but each edition of Behaviorism contained a chapter on habits. Therefore, at least as a title for a chapter, Watson was more comfortable with the concept of habit than he was with the concept of learning. When Watson wrote about habits, he was building on a conceptual framework he inherited from William James. 
Although Watson’s ideas about learning have frequently and correctly been linked with Pavlov, it was James who had the most influence on Watson’s early thinking about learning. In 1937, John Watson wrote an informative letter to Ernest Hilgard in which he described the development of his early thinking about learning. One can infer from Watson’s letter that Hilgard asked Watson about the influence of Pavlov and Bechterew on his early thinking about learning. Watson’s reply was that neither Pavlov nor Bechterew “had much influence in shaping my early convictions” (Letter from Watson to Hilgard, February 18, 1937). On the contrary, Watson wrote, “I had worked the thing out in terms of HABIT formation” (Letter from Watson to Hilgard, February 18, 1937). If neither Bechterew nor Pavlov influenced Watson, that leaves the question of whose ideas about habit first influenced Watson’s thinking about learning. The answer is William James. 
In his autobiography, Watson (1936) wrote that he learned his James as a graduate student at the University of Chicago under James Angell. Angell was strongly influenced by James’s Principles of Psychology ( 1890/ 1950) and Angell received a master’s degree in psychology at Harvard under James. After Watson arrived at Hopkins, James’s concepts influenced the organization of his teaching because “for two years at Hopkins I taught a modified James type of general psychology” (Watson, 1936, pp. 276-277). Thus Watson was very familiar with the conceptual framework and chapter titles James used to organize Principles of Psychology. In his books on behaviorism, Watson was inclined to use the same titles for chapters that James had used. James had chapters on habit, instinct, and emotions, and in Behaviorism Watson also has chapters on habit, instinct, and emotions. 
Watson proposed a simplified and selective adaptation of James’s ideas about learning. Watson was not willing to follow James beyond the mechanism of the reflex arc. For example, James ( 1890/1950) used the concept of contiguity as a mechanism for forming associations, but for Watson there was “no necessity for speaking of `associations”‘ (1914, p. 260). Watson’s classic behaviorism carried with it the implication that “there are no reflective processes (centrally initiated processes)” (1913a, p. 174). Therefore, Watson rejected any mechanism of learning that appeared to involve centrally initiated processes, and this included James’s use of associative mechanisms. The elimination of centrally initiated mechanisms left Watson with very few theoretical processes for explaining learning. His initial list was limited to “terms of stimulus and response, in terms of habit formation, habit integrations and the like” (Watson, 1913a, p. 167). 
James’s use of the reflex as the foundation unit of habit 
James’s theoretical treatment of habit was analytic. He used a metaphor from chemistry in which a habit was compared with a chemical compound similar to plastic and the task of the scientist was to identify the elements from which the habit was constructed, which permitted the behavioral plasticity. What was the unit similar to the element in chemistry from which a complex habit was constructed? James’s answer was that a habit was “nothing but a reflex discharge . .The most complex habits are . . nothing but concatenated discharges in the nervecenters, due to the presence there of systems of reflex paths” ( 1890/ 1950, pp. 107-108). Thus James reached within the nervous system to the concept of the reflex arc, with its sensory and motor paths, for his explanation of how learning occurred. For James, learning a habit at first required conscious attention to whole chain of reflexes. Then with practice the habit became automatic, so that each muscular contraction produced a sensation, which elicited the next muscular contraction, and so on, so that consciousness was no longer required for the performance of well-learned habits. 
Watson’s analysis of motor habits simply followed James, but omitted James’s discussion of consciousness. Thus Watson’s (1914) analysis of how a rat learned to run a maze for food focused on the stimuli and responses involved in the chaining of reflexes. The learning theorist’s task was to specify “(1) the number, location, and serial order of functioning of the reflex arcs until food is reached; and (2) the stimulus which releases each arc” (Watson, 1914, p. 207). 
The publication of Watson’s book on comparative psychology marked the end of the first phase of Watson’s interest in the topic of learning. Although Watson published further occasional papers in comparative psychology, his major research interest underwent a profound switch from animal learning to emotional learning in infants. A major problem in the historiography of Watson’s behaviorism is to account for this shift. 
Why did Watson abandon comparative psychology for emotional learning with infants? 
Watson’s most famous experiment in learning was the discovery of conditioned emotional responses in the laboratory experiment with Little Albert (Watson & Rayner, 1920). This experiment was designe

Week 1 discussion 1 | Human Resource Management homework help

 
Select one of the following case studies (located in your textbook):

Case 1-1: Ba-Zynga! Zynga Faces Trouble in Farmville.

Then complete the following:

Add your opinion about the choices and decisions being made—if this was your company, would you make this choice?
What would you do differently?

apa format
1-2 paragraphs
references
Case 1-1 Ba-Zynga! Zynga Faces Trouble in FarmVille
In late 2011, Zynga’s employees were showing serious frustration with long hours, high-stress deadlines, and especially the leadership of the company. Responses to a quarterly staff satisfaction survey provided lots of criticism of both the company culture and of Mr. Mark Pincus—the CEO. One individual was so disenchanted that he openly expressed his intent to “cash out” and leave after the company’s initial public offering (IPO) in December 2011.
Zynga was one of the fastest growing web-based companies at that point in time. It operated with an almost military command-and-control structure, with autonomous units in charge of each game (most of you will recognize the games FarmVille and CityVille). At times, it was “a messy and ruthless war.”89 Employees worked long hours while “managers relentlessly track[ed] progress, and the weak links [were] demoted or let go.”90 The entire environment could be described as intense.
There were serious concerns about the long-term viability of this culture, though. “While some staff members thrive in this environment, others find it crushing. Several former employees describe emotionally charged encounters, including loud outbursts from Mr. Pincus, threats from senior leaders, and moments when colleagues broke down [in] tears.”91 A number of former employees spoke about how the high-pressure culture might become a major liability as the company continued to grow. The consensus of these former workers appeared to be that the company might not continue to be able to attract and retain the top engineering and programming talent that they would need going forward.
“While from the outside Zynga may have the fun and whimsy of the Willy Wonka chocolate factory, the organization thrives on numbers, relentlessly aggregating performance data, from the upper ranks to the cafeteria staff.”92 Everything was measured and mapped, and results were used to identify the top performers along with the “not-so-top” performers and their groups. (Top teams had been known to be rewarded with vacations for the entire team, with spending money provided by the company!) Mr. Pincus personally tracked large amounts of data showing performance levels for the 3,000 employees and their work teams.
It wasn’t that Zynga was failing, or even that there was an open fear of failure. Zynga was one of the rare Internet start-ups that were actually making money. Zynga had garnered $828.9 million in revenue in the first nine months of 2011 and had earned $121 million since the start of 2010. However, the company culture was purely performance driven. The best employees were rewarded very well, while people who couldn’t “hit the numbers” were likely to disappear.
Other local companies and their human resources managers were looking on in anticipation. They also had talent acquisition problems, but many had a much more collaborative culture than Zynga did, and they thought they would be able to use these cultural attributes to steal talent from Zynga after the IPO concluded. They knew that most of Zynga’s early employees who had some type of stock or options in the company would not be likely to leave until the IPO was finalized, but that many would be looking around soon after.
Questions
Imagine you are the new HR director at Zynga. What do you think you might do in this situation to limit the potential loss of a large number of very talented employees?
Are there any benefits or incentives that you can think of that might make more people want to stay on at Zynga after the IPO is complete and they can “get their money”?
HR managers frequently have to teach other senior managers how to deal with their employees better. What do you think you can do about Mr. Pincus? Is there anything you can do? Can you coach him concerning his management style? Do you think this will be effective?
Do you think that big cash and stock rewards for top performers and “the boot” for poor performers is the appropriate way to manage talent in this type of high-tech business? Why or why not?
Case written by Herbert Sherman, Long Island University

Coca cola’s capital structure choices

20FEB200902055832 UNITED STATES SECURITIES AND EXCHANGE COMMISSION Washington, D.C. 20549 FORM 10-K ANNUAL REPORT PURSUANT TO SECTION 13 OR 15(d) OF THE SECURITIES EXCHANGE ACT OF 1934 For the fiscal year ended December 31, 2013 OR TRANSITION REPORT PURSUANT TO SECTION 13 OR 15(d) OF THE SECURITIES EXCHANGE ACT OF 1934 For the transition period from to Commission File No. 001-02217 (Exact name of Registrant as specified in its charter) DELAWARE 58-0628465 (State or other jurisdiction of (IRS Employer incorporation or organization) Identification No.) One Coca-Cola Plaza Atlanta, Georgia 30313 (Address of principal executive offices) (Zip Code) Registrant’s telephone number, including area code: (404) 676-2121 Securities registered pursuant to Section 12(b) of the Act: Title of each class Name of each exchange on which registered COMMON STOCK, $0.25 PAR VALUE NEW YORK STOCK EXCHANGE Securities registered pursuant to Section 12(g) of the Act: None Indicate by check mark if the Registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes No Indicate by check mark if the Registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Exchange Act. Yes No Indicate by check mark whether the Registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months and (2) has been subject to such filing requirements for the past 90 days. Yes No Indicate by check mark whether the Registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§ 232.405 of this chapter) during the preceding 12 months (or for such shorter period that the Registrant was required to submit and post such files). Yes No Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§ 229.405 of this chapter) is not contained herein, and will not be contained, to the best of Registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. Indicate by check mark whether the Registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See the definitions of ‘‘large accelerated filer,’’ ‘‘accelerated filer’’ and ‘‘smaller reporting company’’ in Rule 12b-2 of the Exchange Act. (Check one): Large accelerated filer Accelerated filer Non-accelerated filer Smaller reporting company (Do not check if a smaller reporting company) Indicate by check mark if the Registrant is a shell company (as defined in Rule 12b-2 of the Exchange Act). Yes No The aggregate market value of the common equity held by non-affiliates of the Registrant (assuming for these purposes, but without conceding, that all executive officers and Directors are ‘‘affiliates’’ of the Registrant) as of June 28, 2013, the last business day of the Registrant’s most recently completed second fiscal quarter, was $176,841,594,528 (based on the closing sale price of the Registrant’s Common Stock on that date as reported on the New York Stock Exchange). The number of shares outstanding of the Registrant’s Common Stock as of February 24, 2014, was 4,405,893,150. DOCUMENTS INCORPORATED BY REFERENCE Portions of the Company’s Proxy Statement for the Annual Meeting of Shareowners to be held on April 23, 2014, are incorporated by reference in Part III. Table of Contents Page Forward-Looking Statements …………………………………………………. 1 Part I Item 1. Business ……………………………………………………………… 1 Item 1A. Risk Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Item 1B. Unresolved Staff Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Item 2. Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Item 3. Legal Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Item 4. Mine Safety Disclosures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Item X. Executive Officers of the Company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Part II Item 5. Market for Registrant’s Common Equity, Related Stockholder Matters and Issuer Purchases of Equity Securities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Item 6. Selected Financial Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Item 7. Management’s Discussion and Analysis of Financial Condition and Results of Operations . . . . . . . . . . . . . . . . 29 Item 7A. Quantitative and Qualitative Disclosures About Market Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Item 8. Financial Statements and Supplementary Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Item 9. Changes in and Disagreements with Accountants on Accounting and Financial Disclosure . . . . . . . . . . . . . . . . 143 Item 9A. Controls and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Item 9B. Other Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Part III Item 10. Directors, Executive Officers and Corporate Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Item 11. Executive Compensation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Item 12. Security Ownership of Certain Beneficial Owners and Management and Related Stockholder Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Item 13. Certain Relationships and Related Transactions, and Director Independence . . . . . . . . . . . . . . . . . . . . . . . . . 144 Item 14. Principal Accountant Fees and Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Part IV Item 15. Exhibits and Financial Statement Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Signatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 FORWARD-LOOKING STATEMENTS This report contains information that may constitute ‘‘forward-looking statements.’’ Generally, the words ‘‘believe,’’ ‘‘expect,’’ ‘‘intend,’’ ‘‘estimate,’’ ‘‘anticipate,’’ ‘‘project,’’ ‘‘will’’ and similar expressions identify forward-looking statements, which generally are not historical in nature. However, the absence of these words or similar expressions does not mean that a statement is not forward-looking. All statements that address operating performance, events or developments that we expect or anticipate will occur in the future — including statements relating to volume growth, share of sales and earnings per share growth, and statements expressing general views about future operating results — are forward-looking statements. Management believes that these forward-looking statements are reasonable as and when made. However, caution should be taken not to place undue reliance on any such forward-looking statements because such statements speak only as of the date when made. Our Company undertakes no obligation to publicly update or revise any forwardlooking statements, whether as a result of new information, future events or otherwise, except as required by law. In addition, forwardlooking statements are subject to certain risks and uncertainties that could cause actual results to differ materially from our Company’s historical experience and our present expectations or projections. These risks and uncertainties include, but are not limited to, those described in Part I, ‘‘Item 1A. Risk Factors’’ and elsewhere in this report and those described from time to time in our future reports filed with the Securities and Exchange Commission. PART I ITEM 1. BUSINESS In this report, the terms ‘‘The Coca-Cola Company,’’ ‘‘Company,’’ ‘‘we,’’ ‘‘us’’ and ‘‘our’’ mean The Coca-Cola Company and all entities included in our consolidated financial statements. General The Coca-Cola Company is the world’s largest beverage company. We own or license and market more than 500 nonalcoholic beverage brands, primarily sparkling beverages but also a variety of still beverages such as waters, enhanced waters, juices and juice drinks, ready-to-drink teas and coffees, and energy and sports drinks. We own and market four of the world’s top five nonalcoholic sparkling beverage brands: Coca-Cola, Diet Coke, Fanta and Sprite. Finished beverage products bearing our trademarks, sold in the United States since 1886, are now sold in more than 200 countries. We make our branded beverage products available to consumers throughout the world through our network of Company-owned or -controlled bottling and distribution operations as well as independent bottling partners, distributors, wholesalers and retailers — the world’s largest beverage distribution system. Beverages bearing trademarks owned by or licensed to us account for 1.9 billion of the approximately 57 billion beverage servings of all types consumed worldwide every day. We believe our success depends on our ability to connect with consumers by providing them with a wide variety of options to meet their desires, needs and lifestyles. Our success further depends on the ability of our people to execute effectively, every day. Our goal is to use our Company’s assets — our brands, financial strength, unrivaled distribution system, global reach, and the talent and strong commitment of our management and associates — to become more competitive and to accelerate growth in a manner that creates value for our shareowners. We were incorporated in September 1919 under the laws of the State of Delaware and succeeded to the business of a Georgia corporation with the same name that had been organized in 1892. 1 Acquisition of Coca-Cola Enterprises Inc.’s Former North America Business and Related Transactions On October 2, 2010, we acquired the former North America business of Coca-Cola Enterprises Inc. (‘‘CCE’’), one of our major bottlers, consisting of CCE’s production, sales and distribution operations in the United States, Canada, the British Virgin Islands, the United States Virgin Islands and the Cayman Islands, and a substantial majority of CCE’s corporate segment. CCE shareowners other than the Company exchanged their CCE common stock for common stock in a new entity named Coca-Cola Enterprises, Inc. (‘‘New CCE’’), which, after the closing of the transaction, continued to hold the European operations that had been held by CCE prior to the acquisition. The Company does not have any ownership interest in New CCE. Upon completion of the CCE transaction, we combined the management of the acquired North America business with the management of our existing foodservice business; Minute Maid and Odwalla juice businesses; North America supply chain operations; and Company-owned bottling operations in Philadelphia, Pennsylvania, into a unified bottling and customer service organization called Coca-Cola Refreshments (‘‘CCR’’). In addition, we reshaped our remaining Coca-Cola North America operations into an organization that primarily provides franchise leadership and consumer marketing and innovation for the North American market. As a result of the transaction and related reorganization, our North American businesses operate as aligned and agile organizations with distinct capabilities, responsibilities and strengths. In contemplation of the closing of our acquisition of CCE’s former North America business, we reached an agreement with Dr Pepper Snapple Group, Inc. (‘‘DPSG’’) to distribute certain DPSG brands in territories where DPSG brands had been distributed by CCE prior to the CCE transaction. Under the terms of our agreement with DPSG, concurrently with the closing of the CCE transaction, we entered into license agreements with DPSG to distribute Dr Pepper trademark brands in the United States, Canada Dry in the Northeastern United States, and Canada Dry and C’ Plus in Canada, and we made a net one-time cash payment of $715 million to DPSG. Under the license agreements, the Company agreed to meet certain performance obligations to distribute DPSG products in retail and foodservice accounts and vending machines. The license agreements have initial terms of 20 years, with automatic 20-year renewal periods unless otherwise terminated under the terms of the agreements. The license agreements replaced agreements between DPSG and CCE existing immediately prior to the completion of the CCE transaction. In addition, we entered into an agreement with DPSG to include Dr Pepper and Diet Dr Pepper in our Coca-Cola Freestyle fountain dispensers in certain outlets throughout the United States. The Coca-Cola Freestyle agreement has a term of 20 years. On October 2, 2010, we sold all of our ownership interests in Coca-Cola Drikker AS (the ‘‘Norwegian bottling operation’’) and Coca-Cola Drycker Sverige AB (the ‘‘Swedish bottling operation’’) to New CCE for $0.9 billion in cash. Operating Segments The Company’s operating structure is the basis for our internal financial reporting. As of December 31, 2013, our operating structure included the following operating segments, the first six of which are sometimes referred to as ‘‘operating groups’’ or ‘‘groups’’: • Eurasia and Africa • Europe • Latin America • North America • Pacific • Bottling Investments • Corporate Our operating structure as of December 31, 2013, reflected changes we made, effective January 1, 2013, when we transferred our India and South West Asia business unit from the Eurasia and Africa operating segment to the Pacific operating segment. We revised previously reported operating segment information to conform to our operating structure in effect as of December 31, 2013. Effective January 1, 2014, we changed the name of the Pacific operating segment to Asia Pacific. Except to the extent that differences among operating segments are material to an understanding of our business taken as a whole, the description of our business in this report is presented on a consolidated basis. For financial information about our operating segments and geographic areas, refer to Note 19 of Notes to Consolidated Financial Statements set forth in Part II, ‘‘Item 8. Financial Statements and Supplementary Data’’ of this report, incorporated herein by reference. For certain risks attendant to our non-U.S. operations, refer to ‘‘Item 1A. Risk Factors’’ below. 2 Products and Brands As used in this report: • ‘‘concentrates’’ means flavoring ingredients and, depending on the product, sweeteners used to prepare syrups or finished beverages, and includes powders for purified water products such as Dasani; • ‘‘syrups’’ means beverage ingredients produced by combining concentrates and, depending on the product, sweeteners and added water; • ‘‘fountain syrups’’ means syrups that are sold to fountain retailers, such as restaurants and convenience stores, which use dispensing equipment to mix the syrups with sparkling or still water at the time of purchase to produce finished beverages that are served in cups or glasses for immediate consumption; • ‘‘sparkling beverages’’ means nonalcoholic ready-to-drink beverages with carbonation, including carbonated energy drinks and carbonated waters and flavored waters; • ‘‘still beverages’’ means nonalcoholic beverages without carbonation, including noncarbonated waters, flavored waters and enhanced waters, noncarbonated energy drinks, juices and juice drinks, ready-to-drink teas and coffees, and sports drinks; • ‘‘Company Trademark Beverages’’ means beverages bearing our trademarks and certain other beverage products bearing trademarks licensed to us by third parties for which we provide marketing support and from the sale of which we derive economic benefit; and • ‘‘Trademark Coca-Cola Beverages’’ or ‘‘Trademark Coca-Cola’’ means beverages bearing the trademark Coca-Cola or any trademark that includes Coca-Cola or Coke (that is, Coca-Cola, Diet Coke and Coca-Cola Zero and all their variations and line extensions, including Coca-Cola Light, caffeine free Diet Coke, Cherry Coke, etc.). Likewise, when we use the capitalized word ‘‘Trademark’’ together with the name of one of our other beverage products (such as ‘‘Trademark Fanta,’’ ‘‘Trademark Sprite’’ or ‘‘Trademark Simply’’), we mean beverages bearing the indicated trademark (that is, Fanta, Sprite or Simply, respectively) and all its variations and line extensions (such that ‘‘Trademark Fanta’’ includes Fanta Orange, Fanta Zero Orange, Fanta Apple, etc.; ‘‘Trademark Sprite’’ includes Sprite, Diet Sprite, Sprite Zero, Sprite Light, etc.; and ‘‘Trademark Simply’’ includes Simply Orange, Simply Apple, Simply Grapefruit, etc.). Our Company markets, manufactures and sells: • beverage concentrates, sometimes referred to as ‘‘beverage bases,’’ and syrups, including fountain syrups (we refer to this part of our business as our ‘‘concentrate business’’ or ‘‘concentrate operations’’); and • finished sparkling and still beverages (we refer to this part of our business as our ‘‘finished product business’’ or ‘‘finished product operations’’). Generally, finished product operations generate higher net operating revenues but lower gross profit margins than concentrate operations. In our concentrate operations, we typically generate net operating revenues by selling concentrates and syrups to authorized bottling and canning operations (to which we typically refer as our ‘‘bottlers’’ or our ‘‘bottling partners’’). Our bottling partners either combine the concentrates with sweeteners (depending on the product), still water and/or sparkling water, or combine the syrups with sparkling water to produce finished beverages. The finished beverages are packaged in authorized containers — such as cans and refillable and nonrefillable glass and plastic bottles — bearing our trademarks or trademarks licensed to us and are then sold to retailers directly or, in some cases, through wholesalers or other bottlers. Outside the United States, we also sell concentrates for fountain beverages to our bottling partners who are typically authorized to manufacture fountain syrups, which they sell to fountain retailers such as restaurants and convenience stores which use the fountain syrups to produce beverages for immediate consumption, or to authorized fountain wholesalers who in turn sell and distribute the fountain syrups to fountain retailers. Our finished product operations consist primarily of our Company-owned or -controlled bottling, sales and distribution operations, including CCR. Our Company-owned or -controlled bottling, sales and distribution operations, other than CCR, are included in our Bottling Investments operating segment. CCR is included in our North America operating segment. Our finished product operations generate net operating revenues by selling sparkling beverages and a variety of still beverages, such as juices and juice drinks, energy and sports drinks, ready-to-drink teas and coffees, and certain water products, to retailers or to distributors, wholesalers and bottling partners who distribute them to retailers. In addition, in the United States, we manufacture fountain syrups and sell them to fountain retailers, such as restaurants and convenience stores who use the fountain syrups to produce beverages for immediate consumption, or to authorized fountain wholesalers or bottling partners who resell the 3 fountain syrups to fountain retailers. In the United States, we authorize wholesalers to resell our fountain syrups through nonexclusive appointments that neither restrict us in setting the prices at which we sell fountain syrups to the wholesalers nor restrict the territories in which the wholesalers may resell in the United States. For information about net operating revenues and unit case volume related to our concentrate operations and finished product operations, refer to the heading ‘‘Our Business — General’’ in Part II, ‘‘Item 7. Management’s Discussion and Analysis of Financial Condition and Results of Operations’’ of this report, which is incorporated herein by reference. We own numerous valuable nonalcoholic beverage brands, including the following: Coca-Cola Minute Maid Glaceau Vitaminwater Del Valle ´ 3 Diet Coke/Coca-Cola Light Powerade Georgia1 Ayataka4 Coca-Cola Zero Aquarius Simply2 Bonaqua/Bonaqa Sprite Dasani Minute Maid Pulpy Schweppes5 Fanta 1 Georgia is primarily a coffee brand sold mainly in Japan. 2 Simply is a juice and juice drink brand sold in North America. 3 We manufacture, market and sell juices and juice drinks under the Del Valle trademark primarily in Mexico and Brazil through joint ventures with our bottling partners. 4 Ayataka is a green tea brand sold in Japan. 5 Schweppes is owned by the Company in certain countries other than the United States. In 2012, we invested in the beverage business of Aujan Industries Company J.S.C. (‘‘Aujan’’), one of the largest independent beverage companies in the Middle East. As a result of this transaction, we acquired 50 percent of the Aujan entity that holds the rights to Aujan-owned brands, including Rani, a juice brand, and Barbican, a flavored malt beverage brand, in certain territories. In addition, Beverage Partners Worldwide (‘‘BPW’’), the Company’s joint venture with Nestle S.A. (‘‘Nestl ´ e’’), markets and ´ distributes Nestea products in Europe, Canada, Australia and certain markets in Asia under agreements with our bottlers (the Nestea trademark is owned by Societ ´ e des Produits Nestl ´ e S.A.). ´ We also produce and/or distribute certain third-party brands, including certain brands of Monster Beverage Corporation (‘‘Monster’’), primarily Monster Energy, which we distribute in designated territories in the United States and Canada, and certain of our bottlers distribute in designated U.S. and international territories pursuant to master distribution and coordination agreements with Monster to which we are a party; and certain DPSG brands which we produce and distribute in designated territories in the United States and Canada pursuant to license agreements with DPSG. Consumer demand determines the optimal menu of Company product offerings. Consumer demand can vary from one locale to another and can change over time within a single locale. Employing our business strategy, and with special focus on core brands, our Company seeks to build its existing brands and, at the same time, to broaden its historical family of brands, products and services in order to create and satisfy consumer demand locale by locale. We measure the volume of Company beverage products sold in two ways: (1) unit cases of finished products and (2) concentrate sales. As used in this report, ‘‘unit case’’ means a unit of measurement equal to 192 U.S. fluid ounces of finished beverage (24 eight-ounce servings); and ‘‘unit case volume’’ means the number of unit cases (or unit case equivalents) of Company beverage products directly or indirectly sold by the Company and its bottling partners (the ‘‘Coca-Cola system’’) to customers. Unit case volume primarily consists of beverage products bearing Company trademarks. Also included in unit case volume are certain products licensed to, or distributed by, our Company, and brands owned by Coca-Cola system bottlers for which our Company provides marketing support and from the sale of which we derive economic benefit. In addition, unit case volume includes sales by joint ventures in which the Company has an equity interest. We believe unit case volume is one of the measures of the underlying strength of the Coca-Cola system because it measures trends at the consumer level. The unit case volume numbers used in this report are derived based on estimates received by the Company from its bottling partners and distributors. Concentrate sales volume represents the amount of concentrates and syrups (in all cases expressed in equivalent unit cases) sold by, or used in finished beverages sold by, the Company to its bottling partners or other customers. Unit case volume and concentrate sales volume growth rates are not necessarily equal during any given period. Factors such as seasonality, bottlers’ inventory practices, supply point changes, timing of price increases, new product introductions and changes in product mix can impact unit case volume and concentrate sales volume and can create differences between unit case volume and concentrate sales volume growth rates. In addition to the items mentioned above, the impact of unit case volume 4 from certain joint ventures in which the Company has an equity interest but to which the Company does not sell concentrates or syrups may give rise to differences between unit case volume and concentrate sales volume growth rates. Distribution System and Bottler’s Agreements We make our branded beverage products available to consumers in more than 200 countries through our network of Companyowned or -controlled bottling and distribution operations as well as independent bottling partners, distributors, wholesalers and retailers — the world’s largest beverage distribution system. Consumers enjoy finished beverage products bearing our trademarks at a rate of 1.9 billion servings each day. We continue to expand our marketing presence in an effort to increase our unit case volume in developed, developing and emerging markets. Our strong and stable system helps us to capture growth by manufacturing, distributing and marketing existing, enhanced and new innovative products to our consumers throughout the world. The Coca-Cola system sold 28.2 billion, 27.7 billion and 26.7 billion unit cases of our products in 2013, 2012 and 2011, respectively. The number of unit cases sold in 2012 does not include BPW unit case volume for those countries in which BPW was phased out during 2012, nor does it include unit case volume of products distributed in the United States under a sublicense from a subsidiary of Nestle which terminated at the end of 2012. Sparkling beverages represented 74 percent, 75 percent and 75 percent ´ of our worldwide unit case volume for 2013, 2012 and 2011, respectively. Trademark Coca-Cola Beverages accounted for 47 percent, 48 percent and 49 percent of our worldwide unit case volume for 2013, 2012 and 2011, respectively. In 2013, unit case volume in the United States (‘‘U.S. unit case volume’’) represented 19 percent of the Company’s worldwide unit case volume. Of the U.S. unit case volume for 2013, 68 percent was attributable to sparkling beverages and 32 percent to still beverages. Trademark Coca-Cola Beverages accounted for 46 percent of U.S. unit case volume for 2013. Unit case volume outside the United States represented 81 percent of the Company’s worldwide unit case volume for 2013. The countries outside the United States in which our unit case volumes were the largest in 2013 were Mexico, China, Brazil and Japan, which together accounted for 31 percent of our worldwide unit case volume. Of the non-U.S. unit case volume for 2013, 75 percent was attributable to sparkling beverages and 25 percent to still beverages. Trademark Coca-Cola Beverages accounted for 48 percent of non-U.S. unit case volume for 2013. In our concentrate operations, we typically sell concentrates and syrups to our bottling partners, who use the concentrate to manufacture finished products which they sell to distributors and other customers. Outside the United States, our concentrate operations also include the sale of concentrates for fountain beverages to our bottling partners who are typically authorized to manufacture fountain syrups, which they sell to fountain retailers such as restaurants and convenience stores which use the fountain syrups to produce beverages for immediate consumption, or to authorized fountain wholesalers who in turn sell and distribute the fountain syrups to fountain retailers. Our five largest independent bottling partners based on unit case volume in 2013 were: • Coca-Cola FEMSA, S.A.B. de C.V. (‘‘Coca-Cola FEMSA’’), which has bottling and distribution operations in a substantial part of central Mexico, including Mexico City, and the southeast and northeast parts of Mexico; greater Sao Paulo, ˜ Campinas, Santos, the state of Mato Grosso do Sul, the state of Parana, part of the state of Goi ´ as, part of the state of Rio ´ de Janeiro and part of the state of Minas Gerais in Brazil; Guatemala City and the surrounding areas in Guatemala; most of Colombia; all of Costa Rica, Nicaragua, Panama and Venezuela; greater Buenos Aires, Argentina; and all of the Philippines; • Coca-Cola HBC AG (‘‘Coca-Cola Hellenic’’), which has bottling and distribution operations in Armenia, Austria, Belarus, Bosnia-Herzegovina, Bulgaria, Croatia, Cyprus, the Czech Republic, Estonia, the Former Yugoslav Republic of Macedonia, Greece, Hungary, Italy, Latvia, Lithuania, Moldova, Montenegro, Nigeria, Northern Ireland, Poland, Republic of Ireland, Romania, Russia, Serbia, Slovakia, Slovenia, Switzerland and Ukraine; • Arca Continental, S.A.B. de C.V., which has bottling and distribution operations in northern and western Mexico, Ecuador and northern Argentina; • New CCE, which has bottling and distribution operations in Belgium, continental France, Great Britain, Luxembourg, Monaco, the Netherlands, Norway and Sweden; and • Swire Beverages (‘‘Swire’’), which has bottling and distribution operations in Hong Kong, Taiwan, seven provinces in mainland China and territories in 11 states in the western United States. 5 In 2013, these five bottling partners combined represented 34 percent of our total unit case volume. Being a bottler does not create a legal partnership or joint venture between us and our bottlers. Our bottlers are independent contractors and are not our agents. In our finished product operations we typically sell finished beverages to retailers directly or to distributors, wholesalers and bottling partners who in turn distribute them to retailers. In addition, in the United States our finished product operations’ customers include fountain retailers, such as restaurants and convenience stores who use the fountain syrups for immediate consumption, and fountain wholesalers or bottling partners who resell the fountain syrups to fountain retailers. Bottler’s Agreements We have separate contracts (‘‘Bottler’s Agreements’’) with each of our bottling partners regarding the manufacture and sale of Company products. Subject to specified terms and conditions and certain variations, the Bottler’s Agreements generally authorize the bottlers to prepare specified Company Trademark Beverages, to package the same in authorized containers, and to distribute and sell the same in (but, subject to applicable local law, generally only in) an identified territory. The bottler is obligated to purchase its entire requirement of concentrates or syrups for the designated Company Trademark Beverages from the Company or Company-authorized suppliers. We typically agree to refrain from selling or distributing, or from authorizing third parties to sell or distribute, the designated Company Trademark Beverages throughout the identified territory in the particular authorized containers; however, we typically reserve for ourselves or our designee the right (1) to prepare and package such Company Trademark Beverages in such containers in the territory for sale outside the territory, (2) to prepare, package, distribute and sell such Company Trademark Beverages in

Discussion and reply to student

  
Week 1 Discussion – Database Administrator’s Role

Identify and assess at least three professional skills that would be required to be a successful database administrator.
Give your opinion on what the critical nature of a database administrator’s role is to IT industry organizations.
Support your answer with specific examples of functions and responsibilities database administrators perform.
Be sure to respond to at least one of your classmates’ posts.

  
Terence Howerton         
Sunday Apr 2 at 5:48pm          
Hello class,
My name is Terence Howerton. I am from Charlotte, NC. I enjoy  traveling, tennis, going to the gym, movies, and spending time with my  family.  I have my undergrad degree in communications. I wanted to  pursue a masters in information systems because I use it in my current  position at my job. I use SAP which is an IT platform. I am in a billing  position but I use my computer everyday. I also play a role in support  to my peers at work too. I think it is a very important field to get  into. My current employer which is an energy company offers so much  opportunity in this field which is why I wanted to pursue more  opportunities. Something unique about my background is I have visited  over 30 countries and plan to visit more soon.
Three professional skills required to be a successful database  administrator are as follows. First, Technical skills are very important  for a database administrator. A database administrator must have a good understanding of database management systems and  database languages. Structured query language (SQL) is the most popular  database language currently available and is used by several  organizations. Additionally, a DBA should be familiar with Powershell (used for Windows) and Bash (used  for Linux), which are also quite popular. A database administrator  works closely with managers, researchers, and other staff. The DBA  focuses on monitoring and maintaining a high level of system  performance. Database administrators are responsible for performing  regular system backups so no data is lost during a power outage or other  type of disaster. They also work to ensure that the data being captured  is reliable, error-free, and available at any time.
Social and Administration skills are important. Database  administrators need to collaborate with teams, which requires good  communication. They must also be capable of being both a leader and a  team player. The DBA needs to work without supervision, must be  detail-oriented, and communicate well with other staff. Soft skills that  are especially desirable include Good trouble-shooting skills and the  ability to assess a situation and provide a solution quickly. The  ability to communicate with other workers, developers, and managers is  necessary, as is being a team player. Attention to detail is a skill  sought after by the entire IT industry. When processing large volumes of  data, the smallest error can lead to significant problems. Good  analytical skills is important. DBAs must collect information from  various sources, analyze it, and come up with intelligent conclusions.
Capacity Planning is an important skill also. Capacity planning  is a core responsibility of database administrators. Capacity planning  is about estimating what resources will be needed – and available – in  the future. These resources include computer hardware, software,  storage, and connection infrastructure. Fortunately, planning for IaaS  is quite similar to planning for on-premise. The basic difference in  planning is the additional flexibility offered by the cloud. This  flexibility allows DBAs to plan for the business’s immediate needs  instead of planning for needs three to four years in advance. DBAs can  also make use of the cloud’s ability to quickly scale up or down to meet  the client’s demands. Good capacity planning involves responding to the  changes made in a cloud’s offerings with the goal of getting the best  deals. For example, a cloud service provider may offer a new form of  virtual machines or a new storage service that is a better fit for an  organization’s workloads. The DBA must be consciously aware of the  business’s changing demands and the tools being offered in the various  clouds.
For a database administrator, a DBA designs, implements, administers, and monitors data management systems and ensures design, consistency, quality, and security. Database administrators are responsible for accurately  and securely using, maintaining and developing computerised databases  within a wide range of public and private sector organizations.  Any organization that stores large amounts of information and data may  employ a database administrator. Database administrators or  managers create and maintain databases compatible with their companies’  needs. These are information technology (IT) professionals  that oversee  database updates, storage, security, and troubleshooting.

Secondary posts | English homework help

Respond to each post indiivaluly in your own words, minimum of twp paragraphs each, please.
Post 1
 If I had a non-performing team member, I would use Maslow’s hierarchy theory to give the employee a sense of belonging, self-esteem, and self-actualization. I would set up a one-on-one with the team member and go over their current performance and give a briefing on the expected performance metrics. I’d ask questions to understand why they’re having difficulties in meeting the performance metrics. Sometimes people go through things in their life, and it spills over into their work. If that’s the case, I would show compassion but advise that not performing to company standards is not acceptable. Based on what the reasoning is I’d give remedial training to help solidify their weaknesses in their performance. I would listen to the team members’ viewpoints and then come to some type of consensus. I would then set up a plan of action and give clear expectations and consequences if the performance is below company expectations. Depending on what’s needed from the team member Id give weekly coaching or counseling if needed. After reviewing their progress over some time, I would reward them for their improvement or take the next steps if no improvements are made. If I don’t see any improvement, then we would go back to the drawing table or punish according to the performance. 
post 2
 The motivation theory and approach I would use to get team member on tracks, would be to establish clear and manageable instructions. Within our text and the information that was provided in this module. Being able to motivate someone takes a lot of work, if you understand the individual needs and how they see the situation or what they are trying to accomplish it will work in a positive way for the team. The Maslow’s theory is one of the known motivation theories. Which includes five human needs: physiological needs, safety needs, love and belonging, esteem, and self-actualization. As you read these needs, do you agree with the theory of work motivation. We as people need to see that someone care for what we do in our company/organization, human behavior. Try to understand what the reason for non-performance. Have a one-on-one talk with the individual, is there some significant reason why or why not the individual is not performed. Maybe separate that person from the group and give them small tasks on their own within the same time frame to be done. Lifting someone spirits and telling them how much you appreciate them and what they do for the company goes a long way. Being a listening ear is powerful then we think. Be a leader who cares and encourage team members to their full potential. 

Unit 7 responses 2 | American history homework help

1. The Silk Road is neither an actual road nor a single route. The term instead refers to a network of routes used by traders for more than 1,500 years, from when the Han dynasty of China opened trade in 130 B.C.E until 1453 C.E, when the Ottoman Empire closed off trade with the West. German geographer and traveler Ferninand von Richthofen first used the term “silk road” in 1877 C.E to describe the well- traveled pathway of goods between Europe and East Asia. The term also serves as a metaphor for the exchange of goods and ideas between diverse cultures. Although the trade network is commonly referred to as the Silk Road, some historians favor the term Slik Routes because it better reflects the many paths taken by traders.An abundance of goods traveled along the Silk Road. Merchants carried silk from China to Europe, where it dressed royalty and wealthy patrons. Other favorite commodities from Asia included jade and other precious stones, porcelain, tea, and spices. In exchange, horses, glassware, textiles, and manufactured goods traveled eastward. One of the most famous travelers of the Silk Road was Marco Polo (1254 C.E – 1324 C.E). Born into a family of wealthy merchants in Venice, Italy, Marco traveled with his father to China (then Cathay) when he was just 17 years of age. They traveled for over three years before arriving at Kublai Khan’s palace at Xanadu in 1275 C.E. Marco stayed on at Khan’s court and was sent on missions to parts of Asia never before visited by Europeans. Upon his return, Marco Polo wrote about his adventures, making him- and the routes he traveled- famous. Religion and ideas spread alomg the Silk Road just as fluidly as goods. Towns along the route grew into muticulture cities. The exchange of information gave rise to new technologies and innovations that would change the world. The horses introduced to Chhina contributed to the might of the Mongol Empire, while gunpowder fron China changed the very nature of war in Europe and beyond.
2. During the period of 800 to 1600 CE, Europe, China, and Japan came together through the Silk Road trade routes which served as the superhighway of that time. These three powerful nations coexisted peacefully and prosperously through trading goods such as silks, weapons, precious metals, cotton, dyes, ivory, spices, teas and exchanging technological and religious ideas. Asia emerged as a powerhouse during this time and bridging the gap with Europe was the logical step towards ensuring prosperity for all cultures involved.  One of the significant advantages of this agreement was the exchange of military power, including ideas and weapon technology. The other benefit was the spread of religious knowledge, which enriched the lands. These advantages have greatly influenced the course of history that we know today.

ASTR&101 Course project

My topic is the second one, and part one: Search for life on MARS. Read the instructions to finish my part.Potentially habitable locations within our solar system — while much of the solar system would be uninhabitable to any life, some places exist beyond Earth which may be fairly cozy for some organisms.  Moons such  as Jupiter’s Europa and Saturn’s Titan are examples. IN 5 MEMBER COHORTS, THIS TOPIC CAN BE DIVIDED INTO TWO. One topic should be the search for life on MARS, the other, all other locations within our solar system.  The course project in Astronomy 101 will require you to familiarize yourself with several endeavors in the field of Astrobiology and conduct an analysis of why they are important and what type and quality of evidence they are likely to produce.Extremophiles on Earth and the nature of life in the universe — Some life on Earth are adapted for what we call “extreme” conditions, super-hot, cold, no sunlight, etc.  These extreme conditions might be the norm throughout the universe.  Examining this organisms and their environments on Earth may give us insights into the most likely types of life elsewherePotentially habitable locations within our solar system — while much of the solar system would be uninhabitable to any life, some places exist beyond Earth which may be fairly cozy for some organisms.  Moons such as Jupiter’s Europa and Saturn’s Titan are examples. IN 5 MEMBER COHORTS, THIS TOPIC CAN BE DIVIDED INTO TWO. One topic should be the search for life on MARS, the other, all other locations within our solar system.  Life-supporting planets beyond our solar system — We have determined the existence of extrasolar planets only within the past decade or so.  So how do we find out if there are other Earth’s out here?  NASA’s Terrestrial Planet Finder project is one possibility. As will be indicated through the ASSIGNMENTS section of Blackboard, the final project is actually several assignments leading up to the final product.  They are as follows:  (these steps will appear as specific assignments in Blackboard)           1.  Read this page and follow the directions.  This assignment is what instructed you to come here.           3.  Read the entries from other cohorts that have the same topic as you do (there should be five or six).  Compare and contrast with what you wrote.  Respond to each one, commenting on similarities and differences.           4.  Revise your submission with what you learned from the others entries, and submit the revision to your COHORT discussion forum.           6.  Individually, write a one-page analysis of the state of research in Astrobiology, including your own research topic as well as the topics of your other cohort members.  Publish this analysis to the main discussion board under the last course project link.Additional Links: Our Solar system: Life on other planets:

Evaluating Visuals

Evaluating Visuals (~300 words) [Will be evaluated using 302 Applying Analyzing Evaluating rubric] Objective: After completing this preparatory assignment, you will be able to evaluate the strengths and weaknesses of visuals. Rationale: Effective business communication often employs the use of visuals to make data meaningful and to support the arguments made in the text.  However, that does not mean that all visuals are effective in its purpose and design.  This assignment asks you to think critically about the message, purpose, design, and honesty. Directions: For this assignment, you will complete exercise 16.3 in our textbook (p. 537-540).  The assignment reads: “Evaluate each of the following visuals by answering the following questions. (1) Is the visual’s message clear? (2) Is it the right visual for the story? (3) Is the visual designed appropriately? Is color, if any, used appropriately? (4) Is the visual  free from chartjunk? (5) Does the visual distort data or mislead the reader in any way?” (Locker and Kienzler 537).Rubric302 Analyzing Analyzing Evaluating302 Analyzing Analyzing EvaluatingCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeLevel of EffortLevel of Effort. Puts forth honest effort to remembering and understanding the relevant course content. Creates thoughtful responses to assignment prompts.3.0 ptsExemplary2.4 ptsMatureResponds to assignment prompts in own words; clearly connects content to previous or current experiences or knowledge; uses complete sentences and paragraphs.1.8 ptsCompetentResponds to assignment prompts in own words; makes attempt to connect content to previous or current experiences or knowledge but ideas need further development to be completely clear; uses complete sentences and paragraphs.1.2 ptsDevelopingResponds by quoting from other sources; does not make an effort to answer in own words; uses complete sentences and paragraphs.0.6 ptsFormativeProvides few words of response; incomplete sentences.3.0 pts This criterion is linked to a Learning OutcomeAccuracy of ContentAccuracy of Content. Solves problems to new situations by applying acquired knowledge, facts, concepts, skills, techniques, and rules in a different way. Examines and breaks information into parts by identifying motives, needs, causes, purposes, or contexts. Makes inferences and finds evidence to support claims. Presents and defends opinions by making judgments about information, relevance of ideas, or quality of work based on a set of criteria.7.0 ptsExemplaryResponds to the prompts so completely and accurately that the instructor couldn’t ask for any better.5.9 ptsMatureFully addresses the questions; shows clear understanding of the course material; solves a problem, examines information, makes inferences, finds supporting evidence or uses criteria in manner that is clear.5.3 ptsCompetentAddresses the questions; has minimal misunderstanding of the course material; attempts to solve a problem, examine information, make inferences, find supporting evidence or use criteria but ideas need further development to be completely clear.4.7 ptsDevelopingMisunderstands the course material; does not solve a problem, examine information, make inferences, find supporting evidence, or use criteria.3.9 ptsFormativeDoes not respond directly to the assignment prompts; does not use or refer to the required course content; misrepresents or misunderstands the relevant concepts.7.0 pts Total Points: 10.0

psy 520 SNHU 9-2 Discussion: Qualitative Research

Using the module readings as a guide (ATTACHED), think of a way that your research question (or a similar question) could be answered using qualitative research. What type of qualitative research could be used, and how would it be conducted? What would be the strengths and weaknesses of this design compared to quantitative methods? My research topic: Effects of social media on academic performance for college studentsWhen responding to your classmates, provide your perspective on qualitative research designs and discuss other research designs that could have been used to answer the research question.To complete this assignment, review the Discussion Rubric document.AFTER COMPLETING THE INITIAL POST, PLEASE ALSO RESPOND TO THE FOLLOWING TWO STUDENTS REGARDING THE SAME TOPIC!STUDENT ONE:My research question concerns whether we can predict an individual’s musical dimension based off of there personality. I think if I were to conduct this as qualitative research I might do it in the form of a focus group. I would begin by asking the participants how they see their own personality. Do they feel that they are outgoing? Are they very anxious all the time? Do they get along with other people? Just to name a few, I would then ask them what there favorite genre of music was based on a predetermined list. The trade-off with this design is the loss of an experimental design to create generalizable results that are valid and useful for research. This design, however, would be really good for an exploratory experiment to get an idea of how the research should be conducted later on. STUDENT TWO:My research questions is: are student pet owners less stressed compared to non-pet owners? This question, obviously is being answered with quantitative research for the final project, but it could also be answered with qualitative research. In my current study, subjects are asked to complete a standard survey about their stress. By asking subjects to participate in an in-depth interview, the quantitative survey would be removed and replaced with the interview. This interview would allow subjects to answer open-ended questions pertaining to their stress in a one-on-one interview with the study research team. The answers from this interview would be compared to see if there were major differences between groups of subjects who had pets or did not have pets. The strength of this type of research would be that subjects could expound upon their feelings much more specifically than they would in the standard stress survey. Having the ability to explain their stress may lead to evidence of more specific differences between the two groups (pet-owners vs. non-owners) that a simple standard survey may not be nuanced enough to pick up on. The weaknesses in this study would be comparing results between subjects may prove difficult. If the question is, are pet owners less stressed, and the results between participants is not subjective enough to differentiate what “less” or “more” stress is, the research question can’t be answered.

Khoanh b?a c?ng có th? nh?n ???c gi?i th??ng l?n

“C? ng?i im v?n may s? ??n” chính là câu nói thích h?p nh?t ?? miêu t? tình tr?ng hi?n t?i ? B?c Carolina khi m?t ng??i ?àn ông nh?m m?t khoanh s? s? c?ng có th? nh?n ???c gi?i th??ng tr? giá 3,7 t? USD.
➡️➡️➡️    ???????????????? Tr?c ti?p KQ x? s? game hoàn toàn mi?n phí t?i ?ây: X? s? 3 mi?n
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Ch?n b?a c?ng là m?t v?n may
Không th? tin n?i là s? th?t khi m?t ng??i ?àn ông ch? d?a vào may m?n, th?m chí còn ch?ng có k? ho?ch mua s? x? c?ng có th? trúng th??ng s? s? ??c ??c ? B?c Carolina. S? may m?n c?a Stanley Manley ?ã khi?n cho nhi?u ng??i “ph?n n?” và “ghen ghét” khi xem online kqxs.
?úng v?y, ch?ng ai bi?t ???c khi nào may m?n ??n và may m?n ?i, khi nào mình có th? trúng th??ng x? s? nhanh gi?i th??ng l?n mà b?n thân h?ng mong ??c, ?ây là ?i?u mà ch?ng ai có th? n?m rõ ???c trong lòng bàn tay. B?i v?y nên nói anh chàng ? B?c Carolina “ch?n b?a” c?ng không h?n là “ch?n b?a”!
➡️➡️➡️    Xem k?t qu? s? s? game nhanh nh?t và chính xác nh?t m?i ngày vào 18h15 t?i ?ây: X? s? ki?n thi?t 3 mi?n
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Ti?t l? câu chuy?n ch?n b?a may m?n
Khi k? l?i câu chuy?n v?i báo chí v? ketquaso, ng??i ?àn ông nói r?ng b?n thân anh v?n ?ang mông lung vì c?m xúc vui s??ng xen l?n v?i s? hãi vì không hi?u sao b?n thân l?i có th? may m?n ??n nh? v?y. ??i v?i gi?i th??ng x? s? nhanh, t?ng giá tr? ti?n th??ng mà anh nh?n ???c là vào kho?ng h?n 3,7 t? USD. Anh nói r?ng ?ây là m?t s? ti?n l?n, c?c k? l?n mà mình ch?a t?ng ngh? ??n bao gi?.
➡️➡️➡️    ???????????????? Th?ng kê k?t qu? s? s? ki?n thi?t nhanh nh?t hàng tu?n tham kh?o t?i ?ây: Xo so 3 Mien truc tiep
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Câu chuy?n vào ?êm hôm tr??c, ng??i ?àn ông ? B?c Carolina này c?m th?y nao nao trong ng??i, không ph?i c?m giác b?t an mà l?i chính là c?m giác vui s??ng, nh?n th?y có gì ?ó t?t ??p s? xu?t hi?n trong th?i gian s?p t?i. Anh không ph?i là m?t ng??i mê tín, nh?ng v?n khá tin vào nh?ng th? nh? này.
V?y nên, trong khi ?ang ghé vào ti?m ?? x?ng nh? ngày th??ng, cô bán ketquaso s? d?o ?i ??n và h?i anh r?ng li?u anh có mu?n mua 1 t? vé s? x? không, có th? t?m vé s? này s? ?em ??n may m?n cho anh ??y. Th?y v?y, anh c?ng mua cho cô bán vé s? m?t t?m trong gi? c?a cô. Th?m chí anh còn ch?ng b? th?i gian ra nghiên c?u và xem xét, ch?n “??i” luôn m?t t? trong ?ó. Và k?t qu? khi?n anh ng?c nhiên ??n t?n bây gi? k? t? khi xem online kqxs.