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Shareef, R. 2007. Want better business theories? Maybe Karl Popper has the answer. .Academy of Management Learning & Education, 6(2), 272-280. http://ezproxy.cqu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=25223466&site=ehost-live these is article for assignment can i replace the article as per order i have to work on given article replace these article and work on these articld for assignment 24410920_1article MGMT.pdf after your confirmation of these comment i will do payment. please add some 15 extra reference in my assignment. The review must include 15 academic references, one of which may be the assigned textbook for this course.

Quality of writing at a very high standard. Sections are coherently connected to each other. Correct grammar, spelling and punctuation. Quality of writing at a very high standard. Sections are coherently connected to each other. Correct grammar, spelling and punctuation. Quality of writing at a very high standard. Sections are coherently connected to each other. Correct grammar, spelling and punctuation. Quality of writing at a very high standard. Sections are coherently connected to each other. Correct grammar, spelling and punctuation. Quality of writing at a very high standard. Sections are coherently connected to each other. Correct grammar, spelling and punctuation. Quality of writing at a very high standard. Sections are coherently connected to each other. Correct grammar, spelling and punctuation.

Visual Aids The visual aids are well designed and confidently used, which effectively support and add impact to the presentation. The visual aids are well designed, confidently used and effectively support the presentation. The visual aids are well designed and effectively support the presentation. The design of the visual aids are satisfactory or the aids are at times unrelated to the message presented. No visual aids are used, the visual aids are poorly designed or they are largely unrelated to the message presented. Conclusion Clear and concise summary with effective links to the introduction and body of the presentation. Clear and concise summary of the presentation with links to the introduction and body of the presentation. The conclusion provided links to the introduction and body of the presentation, but was not concise or unclear at times. The conclusion provided some links to the introduction and body of the presentation, but was not concise or unclear. No conclusion or no links established to the introduction and body of the presentation.

Organisation of presentation Presents information and ideas in a logical and interesting sequence which the audience can easily follow. The student has a clear voice, is expressive throughout the presentation. Presents information and ideas in a logical sequence which the audience can follow. The student has a clear voice, is expressive at times during the presentation. Presents information and ideas at a reasonable level of logical sequence which the audience finds difficult to follow at times. The student has a clear voice, but is not expressive and/or pronounces some words incorrectly. Presents information and ideas at a basic level of logical sequence which the audience generally finds difficult to follow. The student's voice is: not clear at times; not expressive and/or the student pronounces a number of terms incorrectly. Presents information in a poorly developed and illogical sequence which the audience cannot follow. The student mumbles, incorrectly pronounces terms, is not expressive and cannot be heard by a majority of audience members.

Knowledge of content The student has a thorough knowledge of the content as demonstrated by the student's handling of audience questions and research of the presentation topic. The student has a very good knowledge of the content as demonstrated by the student's handling of audience questions and research of the presentation topic. The student has an adequate knowledge of the content as demonstrated by the student's handling of audience questions and research of the presentation topic. The student has some knowledge of the content as demonstrated by the student's handling of audience questions and research of the presentation topic. The student has little or no understanding of the content as demonstrated by the student's handling of audience questions and research of the presentation topic.

here you need to read article and write down assignment and prepare report regarding these and make PPT to represent it in class i have to submit both files aswell. Key Criteria Exceeds Expectations Exceeds Expectations (Distinction) 75 - 84% Meets Expectations Meets Expectations Below Expectations (High Distinction) 85-100% (Credit) 65 – 74% (Pass) 50 – 64% (Fail) below 50% Introduction Topic, key points and purpose of the presentation is introduced in a clear and interesting way which captures the audience's attention. Topic, key points and purpose of the presentation is introduced in a clear and interesting way. Topic, key points and purpose of the presentation is introduced with clarity. Topic introduced, but the introduction is underdeveloped in terms of key points and/or purpose of presentation. No topic, key points and/or purpose is introduced or the introduction is irrelevant to assessment item.