...THE CASE 2008 | FULL VERSION CBS Case Competition Copyright © 2008 CBS Case Competiton www.casecompetition.com Thank you On behalf of CBS Case Competition 2008 the case writers wish to thank Bang & Olufsen A/S Interviews Alberto de Lucio, Head of Bang & Olufsen Southern Europe, B&O Carsten Sander, Senior Director Scandinavia and Baltic, B&O Flemming Møller Pedersen, Senior Director, Idea Factory, B&O Flemming Nielsen, Sales Director, Enterprise, B&O Henrik Messel, Senior Director, Technology and Platform, B&O Kasper Eis, Director, Global Marketing, B&O Lars Flyvholm, Director, Product and Business Management, B&O Lars Topholm, Securities Analyst, Carnegie Peter Petersen, Director, Business Innovation, B&O Peter Thostrup, Executive Vice President, B&O Torben Ballegaard Sørensen, former CEO, B&O Song, video and layout Pernille Zillmer (speak) Philip Vensby, Tranzistor Søren Raasted (property rights) Claus Winther Jørgensen, B&O Claus Hoelgaard Noer, B&O Jan Hegermann Skræddergaard, B&O Scott Neillands, B&O Thomas Vistesen Andersen, B&O Case test persons Bjørn Ruwald, McKinsey & Company Michael Wiatr, The Boston Consulting Group Simon Friberg Andersen, Userneeds Stefan Jung, Bain & Company Thomas Joachim Hansen, FIH Partners Thor Jørgensen, The Boston Consulting Group Bang & Olufsen: In a Time of Strategic Change The members of the Board of Directors and the management team met early one morning as they were entering the headquarters of...
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...Second Order Moment Approach to Real Options Analysis Submitted as a Component of Required Courses for the Award of Bachelor of Engineering (Civil) Honours School of Civil Engineering University of New South Wales Author: Ariel Hersh October 2010 Supervisor: Professor David G. Carmichael i ORIGINALITY STATEMENT ‘I hereby declare that this submission is my own work and to the best of my knowledge it contains no materials previously published or written by another person, or substantial proportions of material which have been accepted for the award of any other degree or diploma at UNSW or any other educational institution, except where due acknowledgement is made in the thesis. Any contribution made to the research by others, with whom I have worked at UNSW or elsewhere, is explicitly acknowledged in the thesis. I also declare that the intellectual content of this thesis is the product of my own work, except to the extent that assistance from others in the project's design and conception or in style, presentation and linguistic expression is acknowledged.’ Signed …………………………………………….............. Date …………………………………………….............. ii 1. ABSTRACT Real options analysis can be used by investors to determine the value of potential investments that offer an owner the right but not the obligation to exercise a strategic decision at a predetermined time and price. Tools which are popular for valuing financial ...
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...and that the information contained in this ISCP provides an accurate representation of the application, its hardware, software, and telecommunication components. I further certify that this document identifies the criticality of the system as it relates to the mission of the {Omega Research Inc}, and that the recovery strategies identified will provide the ability to recover the system functionality in the most expedient and cost-beneficial method in keeping with its level of criticality. I further attest that this ISCP for {Information System Contingency Plan} will be tested at least annually. This plan was last tested on {12/3/2011}; the test, training, and exercise (TT&E) material associated with this test can be found {TT&E results appendix or location}. This document will be modified as changes occur and will remain under version control, in accordance with {organization name}’s contingency planning policy. {System Owner Name} Date {System Owner Title} 1. Introduction Information systems are vital to {Omega Research Inc} business processes; therefore, it is critical that services provided by {system name} are able to operate effectively without excessive interruption. This Information System Contingency Plan...
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...Professor Gábor Francsics. Table of Contents Introduction…………………………………………………………………………..…… 3 Experimental Data From the M.S.U.F.C.U ATM Network………………………..… 3 Experimental Data Analysis of Revenue…………..………………………………..… 4 Experimental Data Analysis of Costs….…………...………………………………..… 5 Experimental Analysis of Distance versus Profitability ……………………………... 5 Experimental Analysis of Surcharges….……………..……………………………..… 6 Recommendations……………………………………………………………………..… 8 Future Work……………………………………………...……………………………..… 8 References………………………………………………………………………………... 9 Appendix A. ATM Specifications and SCC Pricing.………………………………..… 10 Appendix B. ATM Specifications and NYCE Pricing…………………………..…….. 11 Appendix C. ATM Revenue………..…...…………………………………...……..…… 12 Appendix D. ATM Revenue, Costs, and Profit……………………………………..… 13 Appendix E. Summary of Surcharge Results.….…………………………………..… 15 Appendix F. Jersey Giant...
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...Surface Reconstruction from Medical Imaging for Use in a Computer-AidedDesign (CAD) Environment A thesis by Gregory M. Sturgeon M.S.E. Presented January 2005 In partial fulfillment of the requirements for the Masters of Science in Engineering degree Padnos School of Engineering Grand Valley State University Advisor: Dr. Jeff Ray Grand Valley State University Padnos School of Engineering Certificate of Examination Advisor ________________________ Dr. J. Ray Examining Board ________________________ Dr. H. Jack ________________________ Dr. J. Ray ________________________ Dr. J. Farris The EGR 693 thesis by Gregory M. Sturgeon entitled Surface Reconstruction from Medical Imaging for Use in a Computer-Aided-Design (CAD) Environment is accepted in partial fulfillment of the requirements for the degree of Masters of Science in Engineering ________________________ Date ________________________ Dr. H. Jack, Graduate Chair ii Abstract A method was developed to create Computer-Aided-Design (CAD) models for bones of the human body utilizing medical imaging data. The human hand was chosen as the subject of the research. Computed Tomography (CT) imaging was chosen to provide a volumetric data set. This data set was visualized through an isosurfacing technique utilizing the marching cubes algorithm. The original CT data set contained slices that were not aligned with the natural orientation or long axis of the bones. Transformation matrices and linear interpolations...
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...Polytechnic University of the Philippines Sta. Mesa, Manila College of Accountancy and Finance Department of Banking and Finance Risk Handling Methods used by Selected Bank Branches of Five Universal Banks in Quezon City to overcome Operational Risks A research paper presented to the Faculty of Banking and Finance In partial fulfillment of the requirements for the subject in Methods of Research Submitted to Professor Melvin Jason Segura De Vera Submitted by: de Guzman, Grecelle M. Aguila, Arvee Gaye L. Alejandro, Leorice H. Bongor, Angelo D. Chan, Cean Jomarje O. Estangco, Jamaica Michelle L. Gentapanan, Lea Ann M. Masangkay, Maria Luisa T. Munar, Catherine N. Sevilla, Jonabel C. March 2013 Acknowledgement This research project will not be possible without the help of other people. The contributions of many different people, in their different ways, have made this possible. We would like to extend our appreciation especially to the following. To Almighty God, for giving us the knowledge and wisdom we needed in the completion of this research output. Prof. Melvin Jason de Vera, our mentor. His support, guidance and advices throughout the research project are greatly appreciated. To our Chairperson, Prof. Bernadette M. Panibio, we are grateful for your unending support in the completion of this research output. Of course, this wouldn’t be possible if not with the help of our respondents, the bank branch managers, officers and employees related...
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...The vermiform appendix, more commonly known as the appendix, is a blind-ended tube connected to the caecum in the large intestine and is located in the right lower quadrant and is approximately 9cm long is considered a part of the digestive system (Derrickson, 2009). The appendix consists of a four layered tissue; from deep to sacrificial they are the mucosa, submucosa, muscularis and serosa (Derrickson, 2009). The appendix is considered a vestigial organ, an organ that once had an important role in past ancestors but no longer in present humans, and is thought to have had an important role in the digestion of plant matter (Ansaloni, Catena & Pinna, 2009). It is debated to currently have some role in immune functioning due to its association with the substantial lymphatic tissue, and for this reason is considered a part of the lymphatic system (Ansaloni, Catena & Pinna, 2009). As mentioned previously the appendix, in humans, is a vestigial organ and is no longer considered vital to human life and is commonly removed through surgery from acute appendicitis (Zissin et al., 2003). Acute appendicitis is the inflammation of the appendix, common symptoms include pain in the lower abdominal quadrant, nausea and vomiting. If left untreated the appendix can rupture or cause an abscess in the peritoneal cavity, which can in some circumstances lead to death (Hernandez, Jain, Rosiere, & Henderson, 2008). The process of relieving acute appendicitis is usually through surgery...
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...in the text and offer a chance to interact with the material and further their understanding. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Pruitt, N. L., & Underwood, L. S. (2006). Bioinquiry: Making connections in biology (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc. Associate Level Writing Style Handbook, available online at...
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...|[pic] |Course Syllabus | | |College of Humanities | | |COM/220 Version 7 | | |Research Writing | Copyright © 2011, 2009, 2007 by University of Phoenix. All rights reserved. Course Description Students focus on gathering research, evaluating and documenting sources, and developing a major research paper. Selected readings prompt discussion regarding bias, rhetorical devices, arguments, and counter arguments. Grammar exercises address commonly confused sets of words, modifiers, parallel structure, sentence variety, and sentence clarity. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class...
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...|[pic] |Syllabus | | |College of Humanities | | |US/101 Version 5 | | |Introduction to University Studies | Copyright © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description The essential information, skills, tools, and techniques necessary for academic success and personal effectiveness at University of Phoenix are introduced in this course. The course develops and applies practical knowledge and skills immediately relevant to first-year university students. Course topics include goal setting and working with personal motivation, understanding and using university resources, developing efficient study habits, making the most of personal learning styles, and how best to manage time and reduce personal stress levels. Policies Students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document...
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...Overcoming Learners’ Misconceptions of Forces at Key Stage 3 Introduction Children’s ideas of science are developed through science education, but also life experiences. These life experiences will provide learners with an idea of how the world around them works, whether this is right or wrong (Smith, diSessa, & Roschelle, 1994). Children may arrive at Key Stage 3 with deeply imbedded misconceptions of forces and motion that not only affect how they initially think about forces and motion, but also the way in which they learn. One cannot simply teach a new way of thinking without first addressing the underlying misconceptions, and challenging these views. This study focuses on one group of mixed ability year 7 students, studying the forces topic over a course of ten lessons (approximately 11 hours contact time). A review of the literature will cover the kinds of misconceptions that students come with to Key Stage 3, and where these likely originated. It will also consider what research says about how to address misconceptions (both in general terms and specific to the forces topic), and whether or not these techniques are beneficial. Before misconceptions can be challenged, there must first be an understanding of the types of misconceptions held about the topic in general. These can be used to inform pre-topic assessment to distinguish what, if any, misconceptions are held by the students, in order to challenge these views. An action plan will be devised to address...
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...Cameron Walburg Evan Zamora Jeff Dean Juliet LaChappell Nicole Skubic Tyler Cramer Tyler Ford A Contents I. Executive Summary..................................................................................................................... 1 II. Columbia’s Past and Current Strategies..................................................................................... 2 Past Strategies.......................................................................................................................... 2 Current Mission and Vision Statement.................................................................................... 2 New Mission and Vision Statement ........................................................................................ 3 III. SWOT and Environmental Analysis......................................................................................... 3 Columbia SWOT Analysis ...................................................................................................... 3 Columbia SWOT Matrix ......................................................................................................... 4 Cabela's SWOT Matrix............................................................................................................ 4 Patagonia SWOT Matrix ......................................................................................................... 5 Lululemon SWOT Matrix ..........
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...ASSESSMENT………............................…………………………………………………..4 5.1 ASSESSMENT PROCEDURE……………………………………………………………..4 6. MARKING SCHEME…………………...........................…..……………………………..4 7. EXAMPLES OF PAST CAPSTONE PROJECT TITLES……………..…..........………5 8. GUIDE TO CARRYING OUT RESEARCH………………………………………………..6 8.1 BEFORE YOU BEGIN…………………………………………………………………….…6 8.2 RESOURCES………………………………………………………………………………...6 9 SUBMITTING YOUR CAPSTONE PROJECT ……………….........………………...….9 10 PLAGIARISM……………………..……………………………………………………….…9 11 ADMINISTRATIVE DOCUMENTATION .....................................................................9 APPENDIX A STAFF EXPERTISE FIELDS .…………………………...……………………………….11 APPENDIX B CAPSTONE PROJECT REGISTRATION FORM …..….……..................………..…12 APPENDIX C CAPSTONE PROJECT PROPOSAL …….……………....………………………….…13 1 Introduction This handbook is designed to help the final year students in the SEEU, Contemporary Science and Technologies (CST), to choose, plan, start and complete a successful Capstone project. The SEEU regulations require that students studying for CST, Contemporary Science and Technologies, complete a CAPSTONE PROJECT worth 12 ECST credits for Computer Science degree, 12 ECTS credits for ICT degree and 6 ECTS credits for Business Informatics degree. A capstone project is a large piece of work selected from a suitable area of computing to reflect your chosen subject programme...
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...CHECKLIST OF KEY FIGURES Volume II For Exercises and Problems in Kimmel, Weygandt, and Kieso Accounting, Tools for Business Decision Making, Third Edition Chapter 14 Exercises 14-2 (a) DM 5, 10. (b) DL 1, 6. 14-4 (a) $166,350; (c) $72,140. 14-5 (a) 3, 7; (c) 1, 2, 4, 9, 10. 14-7 (a) $35,100. 14-8 (a) CGM $303,500. 14-9 Total manfg. costs $381,000. 14-10 (a) $82,150; (c) $36,225; (e) $242,500. (g) $21,700; (i) $267,000. 14-11 (b) $17,000; (d) $60,000; (f) $225,000; (h) $63,000. 14-12 (a) $62,500; (b) $27,100. 14-13 (a) $17,300. 14-14 CGM $517,300. 14-15 (a) 1, 2, 3, 5, 6, 7, 9, 10, 13, 14, 15, 16. (b) 4, 8, 10, 11, 12. 14-16 (a) $124,800; (b) $26,100. 14-17 (a) RM $3,150; FG $9,315; CGS $27,945. Problems P14-1A (a) DM $75,000; DL $43,000; MO $18,100; PC $22,100. P14-2A (a) DM $96,200; DL $78,000; MO $17,050; PC $8,500. P14-3A (a) $20,600. (e) $7,400. (h) $7,000. (b) CGM $17,000. P14-4A (a) Cost of goods manufactured $367,910. (b) Gross profit $181,790. (c) Total current assets $213,100. P14-5A (a) Cost of goods manufactured $572,200. (b) Net income $9,000. P14-6A (b) CGM $657,300. (c) NI $87,600; total assets $735,100. P14-1B (a) DM $20,000; DL $44,000; MO $17,100; PC $11,700. P14-2B (a) DM $46,000; DL $52,000; MO $13,350; PC $6,000. P14-3B (a) $17,300. (e) $4,900. (k) $21,500. (b) CGM $15,800. P14-4B (a) CGM $299,900. (b) Gross profit $165,400. (c) Total current assets $185,000. P14-5B...
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...Objectives……………………………………………………………………9 Devising Transfer of Learning…………………………………………………………...10 Designing Instruction…………………………………………………………………….11 Formulating Evaluations…………………………………………………………………13 Making Recommendations………………………………………………………………15 Format of Internship Program …………………………………………………………....16 Identifying Programming Staff…………………………………………………………..17 Budgets and Marketing…………………………………………………………………..18 Facilities………………………………………………………………………………….20 Appendices: Appendix A: Caffarella’s Interactive Model of Program Planning……………...22 Appendix B: Needs Assessment…………………………………………………23 Appendix C: Faculty Survey……………………………………………………..29 Appendix D: Student Survey…………………………………………………….30 Appendix E: List of Graduate Programs with Internship Components………….31 Appendix F: Internship Learning Agreement ……………………………………32 Appendix G: Possible Internship Sites for HALE Master’s Program…………...35 Appendix H: Sample Brochure…………………………………………………..36 Introduction The HALE master's program prepares individuals for entry-level leadership positions in postsecondary education, public agencies, and business settings. The program provides a broad understanding of educational systems from social, historical, cross-national, normative perspectives and an understanding of central issues in postsecondary teaching and learning, and a theoretical understanding of administration and leadership connected...
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