scholarly journals Functional business valuation – The theoretical foundation of argumentation value and its underlying function

2021 ◽  
Vol 21 (2) ◽  
pp. 157
Author(s):  
Manfred Jürgen Matschke ◽  
Gerrit Brösel ◽  
Patrick Thielmann

Functional business valuation is the prevailing doctrine in the theoretically well-founded German-language literature, because the value of a company is primarily dependent on the purpose (function) of the valuation. This paper deals with one of the three main functions of business valuation: the argumentation function. This is where the argumentation value of the business is determined. The argumentation function is the function that has been the least theoretically developed and accepted to date, but is probably the most commonly used one in the real world. This article shows for the first time in the English-language literature the core ideas of the theoretical foundation of this function.

1979 ◽  
Vol 8 (1) ◽  
pp. 47-59 ◽  
Author(s):  
Werner J. Cahnman ◽  
Carl M. Schmitt

ABSTRACTThe concept of Sozialpolitik (social policy) has rarely been considered in the English-language literature thus far. The present article surveys the pertinent English, American and German literature which led to the initiation of the Verein für Sozialpolitik (Social Policy Association) in 1873. All these efforts culminated in Otto von Zwiedineck's classic book, Sozialpolitik (1911). A chapter of this book, now printed in Zwiedineck's collected essays, Mensch und Wirtschaft, is offered in English translation for the first time. The article presents and clarifies the concept of Sozialpolitik in terms of social action directed toward problems affecting society as a whole and the continued attainment of society's goals. However, the definition of these goals remains subject to change. A theoretical foundation for the integration of scientific and normative perspectives in the social sciences is thereby provided.


1985 ◽  
Vol 32 (5) ◽  
pp. 13-17
Author(s):  
J. Dan Knifong ◽  
Grace M. Burton

The ability of nine- and thirteen-year-olds to solve word problems has declined significantly since the First National Assessment of Educational Progress in 1972–73 (Carpenter et al. 1980). This drop is unfortunate, because learning to solve word problems prepares students to use mathematics in the real world. Teaching children to think logically about word problems is at the core of the professional responsibility of mathematics educators.


2020 ◽  
Vol 41 (Supplement_2) ◽  
Author(s):  
P Suwannasom ◽  
K Leemasawat ◽  
A Phrommintikul ◽  
R Krittayaphong ◽  
P Tatsanavivat ◽  
...  

Abstract Background In the PEGASUS-TIMI 54 trial, the long-term use of low-dose ticagrelor in addition to aspirin in patients with prior myocardial infarction (MI) more than 1 year could reduce the composite endpoints of major adverse cardiac events (MACE). However, it came with the expense of bleeding complication compared with the patients taking aspirin alone. Purpose We sought to describe the proportion of patients who would have benefit from low-dose ticagrelor according to the PEGASUS-TIMI 54 trial and to explore the long-term prognosis of those patients in comparison with the patients who did not meet the trial criteria in the real-world practice. Method The Cohort Of patients with high Risk for cardiovascular Events (CORE-Thailand) registry is a prospective, multicentre, observational, longitudinal study of Thai patients with high atherosclerotic risk. The study included the patients with established coronary artery disease (CAD), cerebrovascular disease (CVD) or peripheral arterial disease (PAD), or with at least three atherosclerosis risk factors. The PEGASUS-TIMI 54 inclusion and exclusion criteria were applied to the CORE-Thailand population and stratified the patients into 4 groups as follows; prior MI patients with PEGASUS-TIMI 54 eligible criteria (PE group); prior MI patients without PEGASUS-TIMI 54 eligible criteria according to the time of index MI occurred <1 year (NP1 group), 1–3 years (NP1–3 group) and >3 years (NP3 group). The baseline characteristics and the incidence of MACE (cardiovascular death, MI or stroke) according to the PEGASUS TIMI-54 trial were compared among the four groups. Results From the 9,390 enrolled patients, 2,109 had prior MI. Six hundred and ninety-nine (33.1%) of the patients were stratified to the PE group whereas 15.7%, 14.7% and 36.5% were NP1, NP1–3 and NP3, respectively. The incidence of MACE at 730 days in the PE group was 5.2% followed by 4.5%, 2.9%, 2.2%, in the NP1 group, NP3 group and NP1–3, respectively. Interestingly, the incidence of MACE in NP 1–3 group and NP3 were comparable between the groups, p=0.53. When compared the MACE rates between the PE group the NP1–3 group, the PE group significantly experienced MACE more than the NP1–3 group (hazard ratio [HR] 2.34, confidence interval [CI] 1.95–5.28; p=0.039). The incidence of all-cause death in the PE group was also higher than the NP1–3 (5.2% vs. 2.2%, HR 2.37 CI 1.05–5.33, p=0.037). Conclusion The proportion of the patients in the CORE-Thailand registry who would have benefit from the low-dose ticagrelor represent in one-third of the entire population reflecting that the external applicability of the PEGASUS in the CORE-Thailand registry is feasible. The presence of PEGASUS-TIMI 54 eligible criteria is associated with the higher MACE rates and all-cause mortality compared with the patients who had prior MI between 1 and 3 years but did not meet trial criteria. Cumulative incidence of MACE Funding Acknowledgement Type of funding source: Public grant(s) – National budget only. Main funding source(s): The Heart Association of Thailand under the Royal Patronage of H.M. the King and the National Research Council of Thailand


Author(s):  
Winarsih Winarsih

Student Centered Learning ‘SCL’ approach has major pedagogical benefits to identify and know how the responsibility of SCL puts on learners, for their own learning by using variety of English language actively as medium of instruction to class subjects. It involves students in more decision-making processes, and learns English by doing to class subjects learning. They are 90% doing participating and the real thing during class while students practicing English for real-world skills. Learning becomes more active, it becomes more memorable: because it is personalized, and relevant to the students’ own lives and experiences, it brings English ‘alive’, and makes it relevant to the real world. In the process of learning, the more actively involved students are in their own learning, the more they are likely to remember what they learn. By using communicative approach, English again becomes more ‘real’ and part of the students’ lives.


Author(s):  
Ulrike Brisson

The subject of the investigation is a drama-in-education approach to improve students’ access to German language, literature, and culture. It is based on an action research project carried out at a fourth-year German language class at a US university. This essay constitutes a critical exploration of the drama activities as suggested in Manfred Schewe’s and Heinz Wilms’ book Sansibar. Texte lesen und inszenieren (1995). From the results of the project, the paper addresses questions regarding project-oriented or process-oriented drama, it offers hints and caveats for teachers using drama activities for the first time, and proposes activities that go beyond the suggestions by Schewe and Wilms. The subject of the investigation is a drama-in-education approach to improve students’ access to German language, literature, and culture. It is based on an action research project carried out at a fourth-year German language class at a US university. This essay constitutes a critical exploration of the drama activities as suggested in Manfred Schewe’s and Heinz Wilms’ book Sansibar. Texte lesen und inszenieren (1995). From the results of the project, the paper addresses questions regarding project-oriented or process-oriented drama, it offers hints and caveats for teachers using drama activities for the first time, and proposes activities that go beyond the suggestions by Schewe and Wilms.


2018 ◽  
Vol 24 (2) ◽  
pp. 293-316 ◽  
Author(s):  
Mikhail I Kuter ◽  
Marina M Gurskaya ◽  
Alexander V Kuznetsov

The purpose of the article is to analyze the characteristic features of the Enlightenment in Russian accounting in relation to the activity of its outstanding representative Alexander Galagan, who followed the motto, proclaimed in the essay “An Answer to the Question: What is Enlightenment?” by Immanuel Kant, “Sapere aude!” (Dare to know!). For the first time in the English language literature, Galagan is spoken about not only as a theorist but as an accounting historian and a teacher. A detailed description of his works and views is presented. The article’s attention is focused on Galagan’s main aim: improving the status of accounting as a science. Following the results of the research, the following hypothesis has been advanced: which period of time should be regarded in Russian accounting as the Enlightenment? It has also been explained why Alexander Galagan can be considered as a model of Enlightenment.


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