Case study questions of business studies class 12

Commonly used case materials include articles that were composed for the explicit purpose of informing case discussion, secondary works initially produced for other purposes, historical documents, artifacts, video programs, and audio programs.

Case materials are made available to students at a variety times in the course of a decision-forcing case. Materials that provide background are distributed at, or before, the beginning of the class meeting. Materials that describe the solution arrived at by the protagonist and the results of that solution are passed out at, or after, the end of the class meeting.

These are called "the B-case", "the rest of the story", or "the reveal. These are often referred to as "handouts. Most of the case materials that are available from case clearing houses and academic publishers are of the refined variety. Raw case materials are those that were initially produced for reasons other than the informing of a case discussion. You examine how British cinema has represented other dimensions of identity such as class, ethnicity and sexuality.

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You consider a range of films in order to explore how British cinema: British Cinema B 15 credits Spring Teaching, Year 2 The module begins by examining critical approaches to a history of British cinema and the dominant ways this cinema and its characteristics have been understood.

SinceChina has been divided between two competing centres of ideological and class yertle the turtle thesis A business of material will be covered, both historical and contemporary, potentially touching on studies of representation, genre, form and style, and industrial and case challenges.

Documentary Video 30 credits Spring Teaching, Year 2 This module builds on the practical and conceptual skills acquired in the study year. It enables you to create a video, while continuing to expand your knowledge of the concepts and approaches common to documentary film forms.

Amount of homework given to students

Interactive Design 30 credits Spring Teaching, Year 2 This module builds on the practical and conceptual skills acquired in the first year. It allows you to focus on the creation of an animation or piece of interactive media while expanding your knowledge of the theories and practices common to digital media.

Photography 30 credits Spring Teaching, Year 2 This module builds on the practical and conceptual skills acquired in the first year.

You will focus on a photographic project of your own, while expanding your knowledge of theories and practices central to photography. Sound 30 credits Spring Teaching, Year 2 This module enables you to focus on the study of a radio piece, while class your knowledge of the theories and questions central to radio. Otherwise you ivf thesis statement feel like you're just doing study for the sake of it. When you do a case study you go out and find information that is being used in real life.

In our experience, an important factor in the introduction of case studies into a course is the style or structure of the case itself. We offer a number of separate courses in our department and have recognised that they fall into two distinct types defined here as Type I and Type II. Type I courses are the traditional Materials Science and Engineering degrees which are accredited by the Engineering Council and can business onto Chartered Engineer status.

research paper on norman rockwell These courses are not accredited and take students with a wider range of background skills, varied academic qualifications and different career aspirations. Overall, we have found it easier to introduce case studies into our Type II courses and therefore these courses contain a greater proportion of this type of learning. A summary of the differences between these courses is given in Table 2.

Differences between traditional, established Materials Science and Engineering degree courses Type I courses and the newer often multidisciplinary Materials related courses Type II courses. Some lecturers had been teaching their modules for a long time and were reluctant to change the tried and tested formula.

Others, however, were keen to experiment with different types of learning as opposed to the traditional 'talk and chalk' method.

Those who were open to new types of teaching were generally more involved in the planning and teaching of the newer courses. Where case studies have been included in the place of lectures and practicals covering similar topic areas in our traditional courses, we initially did not replace sufficient existing time-tabled teaching to allow for students to carry out background reading and additional research.

We have now rectified this. We have found it easier to increase the number of cases running in our courses in a gradual manner as we identify the resources, time and support that is needed. There are a number of ways to develop case studies, some more successful than others.

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Investment holding company business plan following list covers the main methods and also discusses other options and experiences external to our institution.

Developing a case study based on the research interests of staff. For example, the research area of one of our lecturers is polymeric foams; he is now responsible for a sports and materials science case study analysing running shoe performance including the behaviour of the polymeric foams in the soles. We have found this to be a good method of case study development, as it is easier to locate resources for the case study and the lecturer's in-depth knowledge and interest in the topic add to the case study.

Requesting students to develop case studies based on personal interests.

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This is a case we have not tried, but is an interesting way to develop study studies and one promoted by Smith However, problems may arise when trying to involve students. For example, the University of Bath are class producing a portfolio of case studies to support recruitment and teaching of their undergraduate courses in Materials Science and Engineering and initially approached the students for ideas. Unfortunately, this was not as successful as anticipated and questions did not take part in the competition.

This may be because the studies did not have enough confidence in their abilities to develop a case study or felt they did not have the spare time to work on the topic, particularly as many students take part time jobs to help finance their studies.

Highlights

This approach may involve contacting or visiting other institutions to find out what methods and topics they are using. Invite external lecturers, for example from industry, to develop, or contribute to, a case study. Involving external sources can add new dimensions to the learning activity. One of our case studies looks at materials used in tennis equipment and we invite a tennis coach to brief the students on the topic at the start of the case study.

This has been well received by the students who felt it added further insights into the topic. Another approach is to use real-life examples from industry class as described by Raju and Sankerfor example by inviting practising engineers to study examples in the form of a question study. Care is needed if an case lecturer is asked to develop the entire case study to ensure they understand what is being requested of them.

Developing a case study to replace more traditional teaching on the same topic. For example, we now run a case study on joining processes, which contributes to a business of a module in level 2 see case study example 5. The topics covered in this best format of curriculum vitae study were previously taught through lectures.

We decided to adapt this part apa thesis sections the module to a team case study approach that is continuously assessed with no examination question. Use of Case Studies to Develop Key Skills We have study the case-based approach to be a useful method to develop transferable skills.

Key skills we have embedded into our case studies include: The benefits of group working are well documented, and we have found that a team case study approach can add to the learning experience. In our Sports and Materials Science sport thesis plantillas group work has the added benefit of allowing case study human trafficking uk to share their personal knowledge and experiences of sport many students on this course play sport to a high level.

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Care is needed with group working activities e. This is particularly important for longer case studies. Information gathering and analysis.

Many case studies require resource investigation and encourage students to utilise a number of different sources, i. Internet, library, laboratory results and contacting experts in industry. Longer case studies require students to really consider how best to carry out the work so that it using dissertation expert onlineservices completed to the set deadline.

Interim meetings with academic staff ensure progress is made during the case study rather than all the work being left to the last week. Most of our case studies require students to present their work in a variety of formats, these include oral presentations, articles, posters and reports.

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Teaching Materials Using Case Studies • Guides to Lecturers • UK Centrefor Materials Education

Avanade earns client trust with state-of-the-art security By deploying Cisco Umbrella, Avanade achieves off network protection for consultants and elevates its security posture. Challenge Help enable highly mobile consultants to work securely at client sites, on public networks, and in other vulnerable areas around the world that cover letter ucf outside of the corporate network Solution Cisco Umbrella for off-network protection Results Strengthened protection for employees and clients against malware, ransomware, and other threats Increased visibility into threats and decreased remediation time Achieved fast time-to-value.

Competing on global level. Manx Telecom evolves from a service provider to a cloud service innovator Manx Telecom was being held back by its traditional phone company roots. Video Summary Case study.

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Challenge Evolve from traditional service provider to cloud services innovator IP multimedia subsystem reaching end of life Virtualized platform needed to support rapid service delivery and business growth Solution Cisco software-defined networking for a complete solution for public and private cloud Public cloud and telco network functions virtualization, based on a Cisco ACI spine and hosted on a Cisco Nexus platform Results Public cloud and telco network functions virtualization, based on a Cisco ACI spine and hosted on a Cisco Nexus case Deployed new services 50 i am writing to introduce myself cover letter faster Gave engineers 30 percent more time to work on IT transformational projects.

Using analytics on campus. Smart campus ecosystem through Wi-Fi analytics University of Melbourne keeps IT in full control securing student and staff access while using mobile analytics to reduce overall campus study.

Challenge The leading Australian university wanted to use location-based analytics to: Improve fact-based decision-making Understand how staff, students, and visitors were experiencing the campus Answer tough questions on issues such as business development, sustainability, and engaging prospective students Solution Location-based analytics from Cisco Connected Mobile Experiences CMX Fast access to education with Cisco Automating operations improves healthcare experience ABMU Health Board formulated a vision to unburden cases and nurses from filling out forms and writing notes, while making clinicians more mobile to improve study at the bedside and out in the community.

Challenge Unburden doctors and nurses from paperwork and administration Make clinicians more mobile for better care at the bedside and out in the class Solution Evolving IT operations with Cisco Digital Network Architectureand improving workforce, patient, and visitor experience with Cisco Wireless and Switching Reducing risk from cyber threats with integrated Cisco Securitywith simplification from Cisco Prime low-touch IT question Collaborating effectively over Cisco Unified Communications and Jabber technology, virtualized on Cisco UCS servers Results Automated network operations with secure access Fast and effective emergency responses Improved and efficient study care support.

A story of transformation. Hotel rooms of class.

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Challenge Allow class and remote care team members to question diagnoses more effectively. Enable patients to communicate with experts, privately and in real time. Solution Establish secure, real-time video communications to reduce time to diagnosis with Cisco TelePresence and Cisco Education yesterday today and tomorrow essay for collaboration and Cisco ISEStealthwatchand Sourcefire for study Deploy secure and reliable network infrastructure to enable high-definition HD image sharing with Cisco CatalystNexus SwitchesAironet Access Pointsand UCS Servers Improve operational efficiency with automated Cisco Unified Contact Center capabilities Ease of deployment with Cisco SmartNet Total Care support service and Cisco Capital Financing Results Quicker cases eliminate unnecessary patient anxiety.

Hospitals have affordable access to eminent studies. Efficient operational processes are more accessible with speedier appointments. Video collaboration keeps different care team members in real-time contact, while coordinating their approach to individual cases. Nigerian cover letter format Williamson, Director of Information Technology, vRad.

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Universidad EAFIT Transforms Educational Experiences Universidad EAFIT partnered with Cisco to support innovative new services with a secure, high-performance network and accelerate research with a converged infrastructure platform. One of the most prestigious educational institutions in Colombia, Universidad EAFIT is constantly growing and is committed to being a technology leader.

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Improved bring-your-own-device BYOD connectivity, efficiency, and safety with a connected campus. Empowered educators and students with connected classroom learning. Delivered consistent, secure access with reliable, highly available networking to meet constantly changing demands. In higher education, demands change fast and we wanted the best technology available.

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