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This article suggests to the educator an example of combining conceptual notions that should be familiar to students of business. In addition the example, which combines the notions of economic lot size and the learning curve, serves as a means for dealing with those critical of the many assumptions that often precede model building. This exercise or ones similar to it should give critics and/or students some appreciation of the complexities which are unveiled as we attempt to model closer to "real-world" applications.

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