...Case-In-Point Analysis Marine algae and krill are very important to the environment in the Antarctic. Raven, P., Berg, L., and Hassenzahl, D. (2010) presents the case study “How Humans Have Affected the Antarctic Food Web” to examine the problem. The purpose of this paper is to identify any unintended consequences of humankind’s activities that have led to environmental problems, describe how scientific or technological activities are exacerbating or improving the existing situation, discuss how a proper application of the scientific method could have helped the problem, and address any alternative solution beyond the scientific method. Unintended consequences There are multiple human activities that have led to environmental problems. The first is the thinning of the ozone layer. This is the cause of man-made compounds, such as halocarbons. The Global Climate Change and Ozone Layer Protection (2005) website states “Halocarbons are formed when halogen gases such as fluorine, chlorine and bromine become attached to carbon. The smaller halocarbons turn into a gas quite easily and are the prime suspects in ozone depletion (What causes Ozone Layer Depletion?, para. 2). The depletion to the ozone layer leads to a global climate change. Raven, P., Berg, L., and Hassenzahl, D. (2010) explain: “As the water has warmed in recent decades around Antarctica, less pack ice has formed during winter months. Large numbers of marine algae are found in and around the pack ice, providing a...
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...Case-In-Point Analysis (Name Here) SCI/362 February 19, 2012 Michael Eslinger, Ph.D. Case-In-Point Analysis Global warming and food web declines in Antarctica are affecting more than most would have thought. The krill population plays a major role in the cycle of life for many mammals in this area but also for migratory mammals. This paper will expose food web declination in relation to global warming as well as what could have prevented it. This paper will also expose current projects to assist in rectifying the damage done. Icy, frozen, and barren Antarctica seems like the last place humans could affect any food webs on this continent. Impossible as it seems, humans have created an unnatural ebb and tide. Beginning with the large-scale whaling in Antarctica that started in 1904, the overexploitation of whaling projects devastated the whale population in the area. Because whales are the primary krill-eating mammals, reducing their numbers increased the krill population. However, by increasing the krill population and reducing the whale population, other krill-eating mammals increased their numbers creating an unnatural ecosystem. Global climate change has also affected this Hoth like continent. The thinning the ozone layer has brought concerns that the ultraviolet rays are damaging the algae in the area. According to Raven, Berg, Hassenzahl, “Increased ultraviolet radiation is penetrating the surface waters around Antarctica, and algal productivity has declined...
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...Case-In-Point Analysis Geoff Manbeck University of phoenix Environmental Issues and Ethics SCI-362 Brian Hoeft December 31, 2012 Case-In-Point Analysis The Salton Sea, once known as the accidental sea, became a popular tourist attraction which people would travel to for vacations (Ransriggs, 2011). People bought homes, built schools, restaurants, and yacht clubs; it was considered to be a miracle in the desert. Over the years the water at the Salton Sea became saltier than the ocean. Botulism poisoning killed millions of fish, and the heat, which reach the temperature of 120 degrees, made the air unbearable to breathe. A consequence was the sea began to flood (Ransriggs, 2011). The water at the Salton Sea was fed only by agricultural run-off, which increased the salt levels of the Salton Sea to levels that the fish could not survive. The death of 200 million fish had a large effect on the rest of the ecosystem, causing the death of the bird populations who rely on fish for food, increasing severe decaying of the dead fish, and creating a increased number of flies and other pathogens in their rotting carcasses (Ransriggs, 2011). The loss and harm to the populations of wild species at the Salton Sea is critical importance of migrating birds. The sea supports over 90% of the North American population species such as eared grebes, 30,000 American white pelicans, 2,000 brown pelicans, 25,000 snow and Ross’ geese, and 120,000 shore birds, which consist of 44 species (Ransriggs...
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...G4S today became a founder signatory of the new International Code of Conduct for Private Security Providers G4S, the world’s leading international security solutions group, today became a founder signatory of the new International Code of Conduct for Private Security Providers. Representatives from the world’s largest security solutions company were present in Geneva to sign the code, developed by the industry, civil society representatives and the Swiss, UK and US Governments. The Code sets out principles for security operations in so-called “complex environments” – areas experiencing or recovering from disaster or unrest and where governments and the rule of law are weak. It covers recruitment, vetting and training of staff, the use of force by security company staff, including the handling of firearms, health and safety and reporting and complaints handling. G4S CEO Nick Buckles said: “As the market leader, G4S recognises its responsibility to help embed the highest standards in the security industry. That is why we have previously supported many national initiatives to raise industry standards, and why today we are delighted to become one of the founding signatories to the International Code of Conduct. “We take the obligations set out in the Code seriously, and will work determinedly with the rest of our industry, the Swiss and other governments and representatives of civil society to try to develop an effective mechanism to oversee the functioning of the Code and...
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...ZhiQing | Student ID No.: | 22012511 | Unit Code & Name: | MNG91002 | Campus: | MDIS | Tutor’s Name: | Frankie-Lim | Assignment No: | 1 | Assignment Title: | Case Analysis Research – Striving for Best Academic Practice | Word Count: | 1193 | Due Date: | 21 Apr 2014 | Date submitted: | 20 Apr 2014 | Declaration: I declare that this assignment is my own original work and has not been submitted for assessment elsewhere. I acknowledge and irrevocably agree that the assessor of this assignment may, for the purpose of assessing this assignment: * Reproduce this assignment and provide a copy to another member of faculty for review and comment, including whether the work is an original work; and/or * Provide a copy of this assignment to a plagiarism checking service for review so that it may determine whether the assignment is an original work. The checking service may retain a copy of the assignment on its database for the purpose of future plagiarism checking. I have read and understand the Rules relating to Awards (Rule 3.17) as contained in the University Handbook. I understand the penalties that apply for plagiarism and agree to be bound by these rules. CHEN ZHIQING 20 Apr 2014 Signature (please type) Date Tutor's comments: Paper Title: Case Analysis Research –...
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...MSIS604/OMIS378 Information Systems Policy & Strategy Spring Quarter, 2013—2 April/13 June Instructor: Dr. Darrel A. (Del) Mank dmank@scu.edu Cell Phone: 408-605-3983 Office Hours: By appointment Office: Room 321W Lucas Hall Class Days: TTh Class Period: 5:45pm—7:00pm Class Room: 310 Lucas Hall Text: Schilling, Melissa A.; STRATEGIC MANAGEMENT of TECHNOLOGICAL INNOVATION, McGraw-Hill/Irwin, 4th Edition, 2013 ISBN 978-0-07-802923-3 Cases* Hewlett-Packard Merced Division SAP America VMware Inc., 2008 IBM and Eclipse (A) Oracle vs. salesforce.com Enterprise IT at Cisco (2004) Google Inc. *All Cases are from the Harvard Business Review and are available at the SCU Bookstore Course Objectives: • To develop an awareness of the range, scope, and complexity of the issues and problems related to the strategic management of ISTs. • To develop an understanding of the “state of the art” of the strategic management of IST and IST innovation. • To develop a conceptual framework for assessing IST capabilities. • To develop insight concerning the skills necessary to be effective as an IST manager. • To offer some practice in defining and working out strategic management problems related IST innovation and implementation. Course Description/Perspective: The course focuses on the strategic management and deployment of information systems and technologies (ISTs) to improve business competitiveness. The...
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...✓ Materials Needed Performance Measurement & Control Systems for Implementing Strategy: Text and Cases, by Simons, Robert. Prentice Hall, ISBN #0-13-234006-2 Cases in Management Accounting & Control Systems 4th Edition, by Allen, Brownlee, Haskins and Lynch, Pearson-Prentice Hall, ISBN #0-13-570425-1 Freakonomics: A Rouge Economist Explores the Hidden Side of Everything, by Steven D. Levitt and Stephen J. Dubner, Harper Collins, ISBN#0-06-073132-X ✓ University Communication with Students All email communication from the University is sent to the student’s wsu.edu address. Please be sure that you have set up the link to forward your personal email address (aol, hotmail, etc.) or you will miss announcements and information that is very important to you. This is the email I use to contact you regarding class matters. If you change your email address, be sure to update again. ✓ Catalog Course Description with Prerequisitites 3credits: Managerial evaluation of budgeting, cost accounting, and financial analysis techniques; their utilization in control of operations. (pre-requisite acctg 550 or equivalent). Please note that pre-requisites are strictly enforced and that students will be disenrolled if they do not have course pre-requisites). ✓ Instructor Course Objectives Knowledge and Skill Expectations: Students should have the knowledge and skill level to record economic events, read and analyze financial information through the topic areas covered...
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...discussing “case” materials in light of theoretical arguments advanced in “readings.” Case materials include standard Harvard Business School cases, book chapters about individuals (Robert Moses and Henry Kissinger), corporations (e.g., Lehman Brothers and Time Warner), and industries (e.g., the auto industry), and in-class videos (e.g., a “Bill Moyer’s Journal” segment on David Rockefeller). COURSE REQUIREMENTS Final course grades will be based on student performance on three written assignments and on student participation in class discussions. Written Assignments. Each student will be expected to submit two individual case analyses that indicate what the student learned from reading and discussing the case in question. The case analyses should be one single spaced typewritten page long and should be submitted the week after the case that they address is discussed in class. Individual case analyses will be graded on a scale from 1-3 and together will comprise 10% of a student’s final grade. Each student should also form a group with three to four other students to complete a case study of a real organization. The research for this case study can be carried out using primary sources (e.g., participation observation and/or interviews) or secondary sources (e.g., books, articles, or prepared cases about a target organization). Thus, group members need not have worked in an organization to use it as the subject of their final case analysis. Other case analysis topics...
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...handle the numbers in case analyses. It contains hints and tips to guide such analyses, and it is intended for all functional areas of business analysis. The hints and tips range from the conceptual to the practical, from the complex to the blatantly obvious. The note's underlying philosophy is that, in case analysis, it is not true that there are people who are good at numbers and people who are bad at numbers. Ability to do numbers is not innate; it's all a matter of approach. How you attack numbers is what counts. There are good numbers habits and bad numbers habits. This note has been written to help the reader develop good numbers habits. Part One: The Essentials • Take it slowly: more haste, less speed. • Never pick up your calculator until you know why you are doing a calculation— what you intend to do with the result, how you plan to interpret it. • Always seek a reaction to the calculation's result by asking questions such as: What does this mean? What does it imply? Am I surprised? Is it good, bad, or indifferent? • One useful trick is to guess at the answer before you perform the calculation. Then, when you do it, you can see whether you are surprised or not. If you are surprised, you have found something to think about. Is your intuition just off, or is the result sending you a message? Either way you benefit: you make progress with the case and/or you train your business intuition. • In the final analysis (pun intended), calculations...
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...Requirements for Written Case Analyses NOTE: Some requirements may seem demanding; however, they facilitate grading and enable papers to be returned in a timely fashion. Remember to put your name on the paper and you may used 2 sided print. 1. Answer the questions in the assignment in order. Number your answers to the questions to make it clear which question you are answering. No introduction or statement of the problem is required. 2. Use Tables and Exhibits to present quantitative analyses. Clearly show all calculations done to arrive at your answers and analysis. Where possible, use Tables and Exhibits to present calculations and quantitative analyses. You will be evaluated on the clarity of the presentation as well as the quality of the analysis. Font in Exhibits must be 10-point or larger; 12 point is preferable. This means the printed font (be careful if you use the “size” command!). 3. Don’t put case exhibits in your written case analysis. 4. Support your assertions with evidence drawn from case facts and your analysis. 5. Calculations are only the beginning of the analysis. You must interpret them and assess their managerial implications and significance for the decisions under discussion. Don’t be misled that your goal is just to solve the accounting problem. While you are expected to solve the accounting...
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...A Framework for Case Analysis Case analysis is a problem solving process. You are demonstrating in a systematic way how you have defined a key problem/issue, identified plausible, realistic alternatives (not necessarily limited by those suggested in the case), analyzed these alternatives using common criteria, and finally developed a complete set of recommendations. This process challenges your organizational and communication skills as much as your analytical and quantitative skills. Step 1. Situation Analysis. The first step in systematically analyzing an organization's marketing problems is to conduct a situation analysis. This is not part of the written case brief but it is needed before you can begin the problem solving process. Step 2. Define the Problem/Issue. Once you have conducted a thorough situation analysis, you can identify the problem(s) facing the organization. Be careful not to assume that the characters in the case are objective or accurate in identifying the problem or make a rush to judgment about the problem. Step 3. Identify plausible alternatives. What are reasonable options for solving the identified problem? While you should at least initially consider the options discussed in the case, do not assume that these are the best or even appropriate alternatives, especially if these options are not consistent with the problem. Alternatives should be plausible, not "straw men" that are just knocked aside in order to make a bee line for some obvious solution...
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...QUALITATIVE METHOD OF CASE ANALYSIS EOPT THEORY INTRODUCTION Qualitative Case Analysis, as distinct from the Quantitative method, deals with organizational issues that impede or prevent companies from being effectively organized. Qualitative Case Analysis is typically used in Organizational Behaviour, Human Resource Management, Organizational Change, Industrial Relations or any venue that is significantly impacted by human interaction. This type of analysis identifies inconsistencies, incongruities and conflicts that are sub-optimal and allows the analyst to prescribe solutions that address both the acute problems facing the organization (the individual events or actions observed) and the chronic, underlying conditions that promote these sub-optimal conditions. 1. OVERVIEW The Overview is a 5 – 7 sentence paragraph that establishes the context in which any analysis or decision must be made for the case in question. This section of the report indicates to the reader that the analyst (You) understands the circumstances of the organization’s dilemma. The writer must identify the key people involved, most critical event or events the have happened and the situation that has resulted. Finally, the writer must detail the apparent decisions that must be made. Note: This is not an Introduction and absolutely no conclusions are drawn at this point. The writer is merely explaining what she perceives is the present situation. This is extremely important as the writer...
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...Analysis of Business Issues, Writing In the Disciplines (WID) BADM 2003W (95440): BADM_2003W.SEC.12 Tuesday Combined Class: SEMESTER: Spring 2014 LOCATION & TIME: Duques 353, Tuesday 11:10 AM-12:25 PM PROFESSOR: Dr. Bret Crane Department of Management Office: Funger Suite 315N Email: bretdcrane@gwu.edu Office Hours: Tuesdays 1:00-2 PM or by appointment TEACHING ASSISTANTS: |Erin Vander Wall | | |Leigha McReynolds | | |Mark De Cicco | | |Tess Strumwasser | | |Daniel Berkhout | | |Sam Yates | | |Vicki Brown | | | ...
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...How to Solve a Case Study Cases are included in many courses in Administrative Studies to give students an appreciation of the hard realities of business and the constraints involved in decision making. By exposure to a variety of situations and diverse problems, the student can experience, to some degree, the challenges and dilemmas of the decision maker. Cases are usually based on real situations. For reasons of privacy and confidentiality, the persons, the companies, and the locations involved are typically disguised. When assigning case analyses, instructors expect that students will: • Study the information provided in each case, • Attempt to diagnose the nature of the problem or problems involved, • Search for alternative ways in which the problems can be resolved, • Recommend and justify the course of action that is most likely to be effective. The justification should rely, to a large extent, on theoretical principles. Sometimes students feel disappointed because the cases sometimes do not appear to be “dramatic.” However, because the cases do represent the realities of organizations, they are often likely to be somewhat mundane, at least to the outside observer. Most of the incidents are based on events that were actually faced by managers and their subordinates on a day-today basis. Very often, cases do not contain all the information that the student would like to have. This is often done intentionally, or at least knowingly, by the case writer. In real...
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...Cases are included in many courses in Administrative Studies to give students an appreciation of the hard realities of business and the constraints involved in decision making. By exposure to a variety of situations and diverse problems, the student can experience, to some degree, the challenges and dilemmas of the decision maker. Cases are usually based on real situations. For reasons of privacy and confidentiality, the persons, the companies, and the locations involved are typically disguised. When assigning case analyses, instructors expect that students will: • study the information provided in each case, • attempt to diagnose the nature of the problem or problems involved, • search for alternative ways in which the problems can be resolved, • recommend and justify the course of action that is most likely to be effective. The justification should rely, to a large extent, on theoretical principles. Sometimes students feel disappointed because the cases sometimes do not appear to be “dramatic.” However, because the cases do represent the realities of organizations, they are often likely to be somewhat mundane, at least to the outside observer. Most of the incidents are based on events that were actually faced by managers and their subordinates on a day-today basis. Very often, cases do not contain all the information that the student would like to have. This is often done intentionally, or at least knowingly, by the case writer. In real life, a manager must frequently make decisions...
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