...A Case Study of Currency Crisis: The Russian Default of 1998 Background of Russia Russian Federation was formed in 1991. The country tried to maintain a fixed exchange rate however, Russia had a “fragile fiscal position”(Economic Report) which turned unstable as the world markets changed. Up until 1997 Russia had slow but eventually a year of positive economic growth, at which point the country started to stumble. Russia launched a reform program in 1992. At the time of 1992, the monetary inherited from Soviet times resulted in an increase over 350 percentage of price level in a month. Rumbles was introduced in July 1992, inflation became the central concern in the relief. With limited foreign reserves, Russia joined the IMF and World Bank on June 1, 1992 and agreed several economic transition programs that would bring fund of billions of US dollars. After 4 years of economic stabilization and control of inflation rate, Russia’s inflation fell from 197% in 1995 to 47.7% in 1996 and 14% in 1997. In 1993, a short debt term instrument, Government Short Commitments (GKO), was introduced. It provided the government with an extra, non inflationary to finance its budget deficit. Russia’s fiscal deficit fell significantly, from 11% of GDP in 1994 to less than 5% of GDP in 1995. CBR’s foreign reserves increased from 4 billion US dollars in 1994 to 14.4 billion US dollars in 1995. However, one third of ruble short-term debt was held by foreign investors. Direct foreign investments...
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...2.0 Pros and cons of hedging Currency hedging First, according to Leveque, Kokenge and Rhodes (2013) and Western Union Holdings Inc. (n.d.), financial investors and business used currency hedging to minimize the risk they might be suffered when conducting business internationally. Some said, hedging can be connected to an insurance policy which minimizes the effect of foreign exchange risks. Besides, currency hedging enables an investors to minimize and direct the risk engaged in foreign investment, as well as reduce the losses. Also, it can be used to protect the value of the foreign currency cash flows of a multinational company by allowing hedgers or investors to reduce the impact of foreign exchange risks (Thinking Made Easy, 2010). Although...
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...International Financial Management – Case Study #2 Nodal Logistics and Custo Brasil Deadline: Monday, 11/10/2014 How to get the case Nodal Logistics and Custo Brasil by Michael Moffett Source: Thunderbird School of Global Management 11 pages. Publication Date: Nov 15, 2008. Prod. #: TB0049-PDF-ENG The easiest way is to go directly to: http://hbr.org/store You will need to create an account and to use a credit or debit card to process payments. You can purchase the case in either digital (PDF) or hard copy, as you prefer. It should be about $9. Harvard Business Publishing offers a new way to buy cases – as part of a “coursepack.” I have not had a chance to try this out. But the case should be available at a 50% discount using the following link: https://cb.hbsp.harvard.edu/cbmp/access/31390448 Rules for case studies The way we will handle case studies is the following. You should hand in a written analysis, addressing the points discussed below. While I will moderate this discussion, the actual analysis should originate from you, the students. Hence, while you will not be asked to offer a formal presentation (simply, the size of the class makes it unfeasible, in my opinion), you should come to class prepared to discuss and defend your analysis. I will take your in-class contribution into account when grading your case analysis. You can work alone, if you so prefer, but I recommend finding one or two people to cooperate with. So, just to be clear...
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...International Financial Management – Case Study #2 Nodal Logistics and Custo Brasil Deadline: Monday, 11/10/2014 How to get the case Nodal Logistics and Custo Brasil by Michael Moffett Source: Thunderbird School of Global Management 11 pages. Publication Date: Nov 15, 2008. Prod. #: TB0049-PDF-ENG The easiest way is to go directly to: http://hbr.org/store You will need to create an account and to use a credit or debit card to process payments. You can purchase the case in either digital (PDF) or hard copy, as you prefer. It should be about $9. Harvard Business Publishing offers a new way to buy cases – as part of a “coursepack.” I have not had a chance to try this out. But the case should be available at a 50% discount using the following link: https://cb.hbsp.harvard.edu/cbmp/access/31390448 Rules for case studies The way we will handle case studies is the following. You should hand in a written analysis, addressing the points discussed below. While I will moderate this discussion, the actual analysis should originate from you, the students. Hence, while you will not be asked to offer a formal presentation (simply, the size of the class makes it unfeasible, in my opinion), you should come to class prepared to discuss and defend your analysis. I will take your in-class contribution into account when grading your case analysis. You can work alone, if you so prefer, but I recommend finding one or two people to cooperate with. So, just to be clear, the maximum...
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...the semester. I am available basically when you need to meet. Sending an email may be the quickest way to reach me. Course Description This course will focus on the strategy and tactics needed for success in the international business environment. Strategic analysis will include the study of the economic, social, political, technological, and environmental settings of international business via text readings and case studies. Tactics will include completing a country-focused Political-Economic-Social-Technological (PEST) analysis and a company-focused Strengths-Weaknesses-Opportunities-Threats (SWOT) analysis. These skills will then be applied to a simulation in which teams develop strategies for selecting countries for market expansion and development. Required Texts 1. Global Business Today (6th Edition), Charles W. Hill (McGraw Hill, 2009) ISBN: 007338139x. 2. FOUR (4) Case studies ARE REQUIRED and available to download from Harvard Business School Press, Ref. Number: http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=cp&c=c22021. You will need to register first and use a credit card to download the cases. It is not permissible to photocopy another student’s cases: this is infringement of copyright and it is illegal. Highly Recommended: • There are also three (3) additional OPTIONAL readings available at the same Harvard Business School site. These readings will give you some background information on Japan (the focal company for the class project)...
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...ZARA Case Study By Chander Shekhar Sibal (WMP 6015) A Case Study submitted in fulfillment of the assignments for MIS WMP 2013 [pic] Indian Institute of Management, Lucknow Noida Campus 2011 Zara Case Study Q. 1. Zara is successful in managing IT. Using your learning’s from the case, explain how Zara is able to get productivity benefits from IT The firm tripled in size between 1996 and 2000, then skyrocketed from $2.43 billion in 2001 to $13.6 billion in 2007. By August 2008, sales edged ahead of Gap, making Inditex the world’s largest fashion retailer1. While the firm supports eight brands, Zara is unquestionably the firm’s crown jewel and growth engine, accounting for roughly two-thirds of sales2.The blend of technology-enabled strategy that Zara has unleashed seems to break all of the rules in the fashion industry. a) Efficiency in Design teams Rather than create trends by pushing new lines via catwalk fashion shows, Zara prefers to follow with designs where there’s evidence of customer demand. Data on what sells and what customers want to see goes directly to “The Cube” in La Coruña, where teams of some 300 designers crank out an astonishing 30,000 items a year. b) Speed of execution in bringing a new product idea to store & response to change In the fickle world of fashion, even seemingly well-targeted designs could go out of favor in the months it takes to get plans to contract manufacturers, tool up production...
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...Week 2 Thought Paper CJE4610 8/31/14 A case starts the moment the call is received. In many cases there is evidence or clues on the call itself. One of the things you can get from the call is a description of the incident, suspect information, and other various clues and information. Then when you get on scene your real investigation will begin. You may or may not have real life suspects or victims on scene. Once you get on scene you have to start processing information and the scene itself. You never know what clues you will get when you show up on scene. There are different types of evidence to collect when you process a scene. There is trace evidence, which includes hairs, fibers, glass and soil. The second is impression evidence, which includes fingerprints left on objects, and also palms, tires and cloth. The next kind of evidence is biological to include blood, teeth and skeletal remains. The fourth kind of evidence is firearms and weapons including the guns and ammunition. The last is probably the one that most people forget or disregard, are documents to include contracts, currency, passports, and other documents. In the case that was presented on page 126 there was a lot of evidence to be processed. The call originated as a disturbance from neighbors. The officers arrived and discovered a very disrupted house. From the pictures, there were obvious signs of a struggle with in the residence. So the description stated that when the officer arrived no one...
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...Introduction Reading problems stem from several sources. First, the student may not be able to read the words themselves. Indeed, word decoding development and discrepancies are the concern of many researchers and educators, predominantly for younger children and children with learning deficits. However, this concern has sometimes led to the abandon of the corresponding item of word decoding: sentence comprehension. It is clear that many readers be deficient in adequate reading abilities and knowledge to appreciate the sort of texts that encompass their classroom lives. World knowledge is mostly cooperative to considerate text genres such as narratives or novels. But students need domain-specific knowledge to understand their textbook material. Here in this assignment it is going to be discussed about the reading strategies and how it helps in communication in the businesses 1.1 All information about the natural or social world is based on the text data surrounded. School, work and the success of our social order depends on the capability to realize the material. Many children and adults are still under pressure to understand the text data. Following are some techniques to make them understood: Reading strategies Before reading Preview text type and text features: students should be thinking about what's going to read it before reading. Also, graphics, hyperlinks, and the information will be aware of what kind of writing. (www.ft.co.uk) Four corners and staying guide:...
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...Assignment 1, 2013 – Case Studies Tutorial-based group assessments Due: See ‘Due Dates for Case Study Submission’ section Marks: 30% of the total marks for the unit Background – Learning with Cases Harvard University, probably the most famous source of teaching cases, describes these resources as follows: “Teaching cases – also known as case studies – are narratives designed to serve as the basis for classroom discussion. Cases don’t offer their own analysis. Instead, they are meant to test the ability of students to apply the theory they’ve learned to a ‘real world’ situation … where good accounts of specific events can help exemplify and illuminate theory” (Harvard, 2000). The use of cases based on or around real organisations and/or current issues provides an entirely different approach to learning from that of lectures or more conventional tutorial exercises, where students solve specific problems in isolation from the world of business. Case preparation is a significant part of both undergraduate and postgraduate business study – particularly in the English-speaking world – and it is important to learn to do it effectively and efficiently. I have provided two introductory readings to help you with this process: “Learning Information Systems with Cases” (a pdf file available from your KXO223 MyLO resources) and “Notes on Writing a Case Study Report” (included in this document as Appendix A). Please begin by reading these carefully. Cases are usually based around...
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...ISSUES IN ACCOUNTING EDUCATION Vol. 26, No. 3 2011 pp. 593–608 American Accounting Association DOI: 10.2308/iace-50038 Wiki Art Gallery, Inc.: A Case for Critical Thinking Fred Phillips and Brandy Mackintosh ABSTRACT: This instructional case requires students to provide advice to a client who is currently a co-owner of a for-profit art gallery. The client is planning to purchase his coowner’s shares at a price to be determined based on their company’s recent financial performance. The company’s financial statements, prepared by the client’s co-owner, contain accounting choices and judgments that students should identify and evaluate using critical thinking skills. This case is suitable for use in introductory and intermediate financial accounting, and in introductory auditing and assurance courses. Accompanying the case is a set of teaching notes and assessment rubrics for use by instructors. THE CASE The Setting Wiki Art Gallery, Inc. (WAG) is a privately owned business started in 2006 by two students. Rob Wilco combined his entrepreneurial business interests with Stephen Conley’s knowledge of artwork to create an online art gallery, which they named WAG. WAG’s start-up years were challenging. The owners contributed their savings to the company, but initially earned little return on their significant investments of money and time. Propelled by a belief that their work would pay off, they persevered. Now, it appears their luck is changing. WAG became profitable in late 2009 and...
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...ISSUES IN ACCOUNTING EDUCATION Vol. 24, No. 2 May 2009 pp. 237–252 If You Need Love, Get a Puppy: A Case Study on Professional Skepticism and Auditor Independence Robert L. Braun and H. Lynn Stallworth ABSTRACT: The purpose of this teaching case is to expand students’ understanding of the concepts of professional skepticism and independence. The case is based on an actual incident and illustrates the exercise of professional skepticism by a staff auditor who finds himself in the uncomfortable situation of accusing a friend of fraud. The case demonstrates the difficult personal and professional choices that auditors must sometimes make. In analyzing the case, students consider auditor independence rules, as well as the concepts of independence in appearance and independence in mental attitude. Students are asked to identify the types of audit evidence and internal controls needed to detect and prevent the fraud, and to consider the appropriate audit response to an adverse situation. Keywords: auditing; professional skepticism; fraud; independence; internal controls; misappropriation of assets. L THE CASE ife is good, thought Will Stallard as he got into his truck that October morning. He could have been thinking of any one of a number of things—his wife of seven years, his beautiful baby girl, or his job as a staff auditor at Dykstra, Banister, and Huston (DB&H), a CPA firm with offices in Montgomery and Mobile, Alabama. Or, maybe it was the slight chill in the air and the...
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...ISSUES IN ACCOUNTING EDUCATION Vol. 24, No. 2 May 2009 pp. 237–252 If You Need Love, Get a Puppy: A Case Study on Professional Skepticism and Auditor Independence Robert L. Braun and H. Lynn Stallworth ABSTRACT: The purpose of this teaching case is to expand students’ understanding of the concepts of professional skepticism and independence. The case is based on an actual incident and illustrates the exercise of professional skepticism by a staff auditor who finds himself in the uncomfortable situation of accusing a friend of fraud. The case demonstrates the difficult personal and professional choices that auditors must sometimes make. In analyzing the case, students consider auditor independence rules, as well as the concepts of independence in appearance and independence in mental attitude. Students are asked to identify the types of audit evidence and internal controls needed to detect and prevent the fraud, and to consider the appropriate audit response to an adverse situation. Keywords: auditing; professional skepticism; fraud; independence; internal controls; misappropriation of assets. THE CASE ife is good, thought Will Stallard as he got into his truck that October morning. He could have been thinking of any one of a number of things—his wife of seven years, his beautiful baby girl, or his job as a staff auditor at Dykstra, Banister, and Huston (DB&H), a CPA firm with offices in Montgomery and Mobile, Alabama. Or, maybe it was the slight chill...
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...THE ON OT C OP YO CASE STUDY HANDBOOK RP OS T ON OP YO RP OT C OS T THE ON OT C Write Persuasively About Cases OP CASE STUDY HANDBOOK How to Read, Discuss, and William Ellet Harvard Business School Press Boston, Massachusetts YO RP OS T Copyright 2007 William Ellet All rights reserved Printed in the United States of America 11 10 09 08 07 5 4 3 2 1 No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of the publisher. Requests for permission should be directed to permissions@hbsp.harvard.edu, or mailed to Permissions, Harvard Business School Publishing, 60 Harvard Way, Boston, Massachusetts 02163. The copyright on each case in this book unless otherwise noted is held by the President and Fellows of Harvard College and they are published herein by express permission. Permission requests to use individual Harvard copyrighted cases should be directed to permissions@hbsp.harvard.edu, or mailed to the Permissions Editor, Harvard Business School Publishing, 60 Harvard Way, Boston, MA 02163. ON OT C Case material of the Harvard Graduate School of Business Administration is made possible by the cooperation of business firms and other organizations which may wish to remain anonymous by having names, quantities, and other...
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...MEANINGFUL WORK: EXPLORING BARRIERS INTERVENING AS WELL AS FACTORS ENHANCING EMPLOYEES’ ENGAGEMENT IN MEANINGFUL WORK. Course: Careers & Organizations Student: Isabelle van den Tol Studentnumber: 2509606 Contact: i.vandentol@student.vu.nl Coordinators: Prof. dr. Svetlana Khapova & Dr. Sylvia van de Bunt Datum: October 19th, 2015 MEANINGFUL WORK: EXPLORING BARRIERS INTERVENING AS WELL AS FACTORS ENHANCING EMPLOYEES’ ENGAGEMENT IN MEANINGFUL WORK. ISABELLE VAN DEN TOL 2509606 Vrije Universiteit Amsterdam Through interviews and literary findings, a qualitative case study has been done to enrich the theory about the factors enhancing and barriers intervening meaningful work. For this case study two interviews were conducted. Together with the literary findings several findings became apparent. There were three sources found that enhance the meaning of work, being: the self, the others and the work context. There were also several constraints found that are intervening the meaning of work. These constraints were the individualism within the jobs, the communication within the management team and the organizational pressure of being as efficient and effective as possible. These constraints together formed the barriers, which has a negative effect on the meaning of work. These findings were then discussed and concluded. Implications of the findings (e.g. limited amount of data) for both theory and practice are discussed. The area around Human Resource...
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...beginning of the 21st century, its CEO/ Chairman, Yang-Ho Cho undertook various transformation initiatives - for instance, improving service quality and safety standards, technology integration, upgrading pilot training, better business focus; putting in place a professional management team, improving corporate image through sponsorship marketing, etc. He gave a new corporate direction in the form of '10,10,10' goal. However, Korean Air is held up by a slew of challenges. Among which are inefficiencies of - Chaebol system of management, possible clash of its cargo business with its own shipping company, limited focus on the domestic market and growing competition from LCCs. How would Korean Air manage growth as a family-owned conglomerate? The case offers enriching scope for analysing a family business’s turnaround strategies, with all the legacy costs involved. Pedagogical Objectives • To discuss the (operational) dynamics of Korean Chaebols - their influence/ effects on the country’s industrial sector and the economy as a whole • To analyse how family-owned businesses manage the transition phase - from a supplier-driven economy to a demanddriven economy • To identify all the possible reasons for Korean Air ’s turbulent times and assessing whether they are controllable or not • To critically evaluate Korean Air ’s transformation efforts - in terms of growth, productivity and cost cuts, especially the efficacy of '10,10,10' goal in a family-run business • To identify various challenges...
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