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		<title>Secondary school music education: A case study in adapting to ICT resource limitations</title>
		<link>http://casestudy.co.in/secondary-school-music-education-a-case-study-in-adapting-to-ict-resource-limitations/2012/01/27/</link>
		<comments>http://casestudy.co.in/secondary-school-music-education-a-case-study-in-adapting-to-ict-resource-limitations/2012/01/27/#comments</comments>
		<pubDate>Fri, 27 Jan 2012 23:40:08 +0000</pubDate>
		<dc:creator>maddy</dc:creator>
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		<guid isPermaLink="false">http://casestudy.co.in/?p=3678</guid>
		<description><![CDATA[This article explores the current availability and use of information communication and technology (ICT) for music education purposes, and music technology resources and facilities, in Victorian government secondary schools. Survey data is presented providing a snapshot of the status of [...]]]></description>
			<content:encoded><![CDATA[<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;line-height:normal"><span>This article explores the current availability and use of information communication and technology (ICT) for music education purposes, and music technology resources and facilities, in Victorian government secondary schools. Survey data is presented providing a snapshot of the status of computer and technology resources in government secondary schools in several Metropolitan Regions. Discussion is focused on a case study into one particular secondary school and the perceptions of one music teacher and her students regarding class music. <a href="http://www.ascilite.org.au/ajet/ajet25/crawford.pdf"target="_blank">Read more....</a><p><marquee>Register to mark your comments</marquee></p><iframe src="http://www.facebook.com/plugins/like.php?href=http%3A%2F%2Fcasestudy.co.in%2Fsecondary-school-music-education-a-case-study-in-adapting-to-ict-resource-limitations%2F2012%2F01%2F27%2F&amp;layout=standard&amp;show_faces=true&amp;width=450&amp;action=like&amp;colorscheme=light&amp;height=80" scrolling="no" frameborder="0" style="border:none; overflow:hidden; width:450px; height:80px;" allowTransparency="true"></iframe><script src="http://feeds.feedburner.com/~s/?i=http://casestudy.co.in/secondary-school-music-education-a-case-study-in-adapting-to-ict-resource-limitations/2012/01/27/" type="text/javascript" charset="utf-8"></script>]]></content:encoded>
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		<title>Female Leadership and the Ethic of Care: Three Case Studies.</title>
		<link>http://casestudy.co.in/female-leadership-and-the-ethic-of-care-three-case-studies/2012/01/20/</link>
		<comments>http://casestudy.co.in/female-leadership-and-the-ethic-of-care-three-case-studies/2012/01/20/#comments</comments>
		<pubDate>Fri, 20 Jan 2012 23:40:08 +0000</pubDate>
		<dc:creator>newuser</dc:creator>
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		<category><![CDATA[Ethic Of Care]]></category>
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		<guid isPermaLink="false">http://casestudy.co.in/?p=1686</guid>
		<description><![CDATA[A study explored the ethical framework of care as a leadership attribute in three female principals at an elementary school, a junior high school, and a high school in northeast Pennsylvania. Recent studies of educational administrators reveal that new leadership [...]]]></description>
			<content:encoded><![CDATA[<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;line-height:normal"><span>A study explored the ethical framework of care as a leadership attribute in three female principals at an elementary school, a junior high school, and a high school in northeast Pennsylvania. Recent studies of educational administrators reveal that new leadership models and attributes, identified as the ethic of care, are emerging among both male and female administrators. Carol Gilligan and others demonstrate that there is a continuing need to conduct research regarding the experiences of women. This is the case in educational administration, in part because of a lack of research despite the growing numbers of women in administrative positions. Extended interviews explored four guiding questions related to extending the ethic of care to females in the male sex-typed role of the principal, transferring the personal ethic of care to the professional sphere, enacting the ethic in making decisions, and maintaining the ethic in the bureaucratic structure of schools...<a href="http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/17/14/e9.pdf" target="_blank">click here to read ahead</a>
</span></p>
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		<title>FEMALE AND GENDER LEADERSHIP</title>
		<link>http://casestudy.co.in/female-and-gender-leadership/2012/01/16/</link>
		<comments>http://casestudy.co.in/female-and-gender-leadership/2012/01/16/#comments</comments>
		<pubDate>Mon, 16 Jan 2012 11:40:13 +0000</pubDate>
		<dc:creator>newuser</dc:creator>
				<category><![CDATA[Miscellaneous]]></category>
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		<guid isPermaLink="false">http://casestudy.co.in/?p=1691</guid>
		<description><![CDATA[The theme/topic of thesis is: Female and Gender Leadership. The main issue or mater of thesis work is to make research of male and female leadership and management style. Investigate in order to be clear about male and female leadership [...]]]></description>
			<content:encoded><![CDATA[<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;line-height:normal"><span>The theme/topic of thesis is: Female and Gender Leadership. The main issue or mater of thesis work is to make research of male and female leadership and management style. Investigate in order to be clear about male and female leadership starting from definition of it, and continue with data collection in order to prove it. It is obvious that leadership is a male dominated one, and female have some advantages and disadvantages, also prejudice and differ style of leadership. It is very interesting to know and analyze leadership and management, which can bring some ideas and data transformation of some information to the thesis. One of the major things is to collect, analyze answers and identify leadership of male and female. Mostly, I am taking into account leadership style and management of both genders...<a href="http://casestudy.co.in/wp-content/uploads/2009/12/FULLTEXT02.pdf" target="_blank">click here to read ahead</a></span></p>
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		<title>MIS Sustainability in Sub-Saharan Africa</title>
		<link>http://casestudy.co.in/mis-sustainability-in-sub-saharan-africa/2012/01/03/</link>
		<comments>http://casestudy.co.in/mis-sustainability-in-sub-saharan-africa/2012/01/03/#comments</comments>
		<pubDate>Tue, 03 Jan 2012 23:40:01 +0000</pubDate>
		<dc:creator>maddy</dc:creator>
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		<guid isPermaLink="false">http://casestudy.co.in/?p=3810</guid>
		<description><![CDATA[Many national and international aid agencies, government and non-governmental organisations (NGO), see the introduction of Information and Communication Technology (ICT) as a rapid way of helping the economies and governance of less developed countries (LDC) through improved management and more [...]]]></description>
			<content:encoded><![CDATA[<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;line-height:normal"><span>Many national and international aid agencies, government and non-governmental organisations (NGO), see the introduction of Information and Communication Technology (ICT) as a rapid way of helping the economies and governance of less developed countries (LDC) through improved management and more effective dissemination of information. Attempts to achieve these aims by the introduction of several aid agency funded ICT schemes in The Gambia – a typical LDC – have failed. This paper suggests that such failures stem from two fundamental causes: the aid agencies do not understand the operational – human and physical – environment in which the ICT systems are to operate and, equally, the intended beneficiaries are unaware of how ICT systems can be usefully employed in their day-to-day tasks. Failure to correctly employ ICT systems has resulted in the wastage of scarce development funds and the diverting of scarce local skilled personnel away from other, productive tasks. To achieve real and sustainable benefits from ICT schemes in such LDCs a phased implementation project model is proposed which includes, in addition to the provision of hardware and software solutions, ICT awareness building and training of user personnel as well as ongoing monitoring of the system's impact. Before significant ICT project development starts management must understand and agree that the scheme's introduction will benefit their work. Moreover, they must fully commit to change and adapt their working procedures in ways that will enable them to benefit from the added functionality provided by the ICT system.
<a href="http://casestudy.co.in/wp-content/uploads/2010/06/MIS-in-Sub-Sahara.pdf"target="_blank">Read more..</a><p><marquee>Register to mark your comments</marquee></p><iframe src="http://www.facebook.com/plugins/like.php?href=http%3A%2F%2Fcasestudy.co.in%2Fmis-sustainability-in-sub-saharan-africa%2F2012%2F01%2F03%2F&amp;layout=standard&amp;show_faces=true&amp;width=450&amp;action=like&amp;colorscheme=light&amp;height=80" scrolling="no" frameborder="0" style="border:none; overflow:hidden; width:450px; height:80px;" allowTransparency="true"></iframe><script src="http://feeds.feedburner.com/~s/?i=http://casestudy.co.in/mis-sustainability-in-sub-saharan-africa/2012/01/03/" type="text/javascript" charset="utf-8"></script><ul><li><a href="http://casestudy.co.in/mis-sustainability-in-sub-saharan-africa/2012/01/03/" title="environmental displacement leave a comment">environmental displacement leave a comment</a></li></ul>]]></content:encoded>
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		<title>Tracking the Indian Railways&#039; turnaround saga</title>
		<link>http://casestudy.co.in/tracking-the-indian-railways-turnaround-saga/2011/12/06/</link>
		<comments>http://casestudy.co.in/tracking-the-indian-railways-turnaround-saga/2011/12/06/#comments</comments>
		<pubDate>Tue, 06 Dec 2011 11:39:59 +0000</pubDate>
		<dc:creator>maddy</dc:creator>
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		<guid isPermaLink="false">http://casestudy.co.in/?p=1008</guid>
		<description><![CDATA[It's a turnaround story that has not only amazed management experts but also caught the attention of premier global business schools like Harvard and Wharton - the dramatic return to profitability for the 154-year-old Indian Railways, among the world's largest [...]]]></description>
			<content:encoded><![CDATA[<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;line-height:normal"><span>It's a turnaround story that has not only amazed management experts but also caught the attention of premier global business schools like Harvard and Wharton - the dramatic return to profitability for the 154-year-old Indian Railways, among the world's largest railroad networks...<a href="http://indiainteracts.in/columnist/2007/07/21/Tracking-the-Indian-Railways-turnaround-saga/" target="_blank">click here for details</a>
</span></p>
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		<title>The Finance Talent Challenge: How Leading CFOs are Taking Charge</title>
		<link>http://casestudy.co.in/the-finance-talent-challenge-how-leading-cfos-are-taking-charge/2011/11/26/</link>
		<comments>http://casestudy.co.in/the-finance-talent-challenge-how-leading-cfos-are-taking-charge/2011/11/26/#comments</comments>
		<pubDate>Sat, 26 Nov 2011 23:40:02 +0000</pubDate>
		<dc:creator>maddy</dc:creator>
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		<guid isPermaLink="false">http://casestudy.co.in/?p=2147</guid>
		<description><![CDATA[A global study, conducted by Deloitte Touche Tohmatsu and the Economist Intelligence Unit, demonstrates how leading chief financial officers (CFOs) are leveraging talent in finance to assume a more strategic role. 
The study, which surveyed more than 600 senior finance [...]]]></description>
			<content:encoded><![CDATA[<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;line-height:normal"><span>A global study, conducted by Deloitte Touche Tohmatsu and the Economist Intelligence Unit, demonstrates how leading chief financial officers (CFOs) are leveraging talent in finance to assume a more strategic role. 
The study, which surveyed more than 600 senior finance executives and business leaders representing every major industry and region, reveals a disconnect between where the finance function needs to go and the talent it will need to get there. However, CFOs are developing deliberate strategies to attract and retain the right finance talent to meet strategic needs. <a href="http://public.deloitte.com/media/0524/us_bnet_FinanceTalentChallenge_0907.pdf?id=BNET_Talent"target=_blank>Read More...</a></span></p><p><marquee>Register to mark your comments</marquee></p><iframe src="http://www.facebook.com/plugins/like.php?href=http%3A%2F%2Fcasestudy.co.in%2Fthe-finance-talent-challenge-how-leading-cfos-are-taking-charge%2F2011%2F11%2F26%2F&amp;layout=standard&amp;show_faces=true&amp;width=450&amp;action=like&amp;colorscheme=light&amp;height=80" scrolling="no" frameborder="0" style="border:none; overflow:hidden; width:450px; height:80px;" allowTransparency="true"></iframe><script src="http://feeds.feedburner.com/~s/?i=http://casestudy.co.in/the-finance-talent-challenge-how-leading-cfos-are-taking-charge/2011/11/26/" type="text/javascript" charset="utf-8"></script><ul><li><a href="http://casestudy.co.in/the-finance-talent-challenge-how-leading-cfos-are-taking-charge/2011/11/26/" title="finance talent 2011">finance talent 2011</a></li><li><a href="http://casestudy.co.in/the-finance-talent-challenge-how-leading-cfos-are-taking-charge/2011/11/26/" title="starbucks bi case study">starbucks bi case study</a></li><li><a href="http://casestudy.co.in/the-finance-talent-challenge-how-leading-cfos-are-taking-charge/2011/11/26/" title="starbucks business intelligence case study">starbucks business intelligence case study</a></li></ul>]]></content:encoded>
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		<title>EU Code of Conduct on Arms Exports : a case study</title>
		<link>http://casestudy.co.in/eu-code-of-conduct-on-arms-exports-a-case-study/2011/11/15/</link>
		<comments>http://casestudy.co.in/eu-code-of-conduct-on-arms-exports-a-case-study/2011/11/15/#comments</comments>
		<pubDate>Tue, 15 Nov 2011 11:40:49 +0000</pubDate>
		<dc:creator>newuser</dc:creator>
				<category><![CDATA[Legal Cases]]></category>
		<category><![CDATA[Miscellaneous]]></category>
		<category><![CDATA[Aims]]></category>
		<category><![CDATA[Arms Exports]]></category>
		<category><![CDATA[case study]]></category>
		<category><![CDATA[Code Of Conduct]]></category>
		<category><![CDATA[Human Rights]]></category>
		<category><![CDATA[Member States]]></category>
		<category><![CDATA[Operative Provisions]]></category>
		<category><![CDATA[Regional Stability]]></category>
		<category><![CDATA[Sustainable Development]]></category>

		<guid isPermaLink="false">http://casestudy.co.in/?p=1794</guid>
		<description><![CDATA[The EU’s Code of Conduct on Arms Exports was introduced in 1998. Member states retain the power to grant or deny applications for licences to export arms, but the Code lays down criteria, and aims at harmonising practices across the [...]]]></description>
			<content:encoded><![CDATA[<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;line-height:normal"><span>The EU’s Code of Conduct on Arms Exports was introduced in 1998. Member states retain the power to grant or deny applications for licences to export arms, but the Code lays down criteria, and aims at harmonising practices across the EU. The Code of Conduct has two parts. The first is a series of eight criteria, which constitute grounds for refusing an application to export arms; these include the potential impact on human rights, internal and regional stability and sustainable development. The second is a set of operative provisions for implementing the Code...<a href="http://www.odi.org.uk/resources/download/2801.pdf" target="_blank">click here to read ahead</a>
</span></p>
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		<title>Understanding Inflation</title>
		<link>http://casestudy.co.in/understanding-inflation/2011/11/11/</link>
		<comments>http://casestudy.co.in/understanding-inflation/2011/11/11/#comments</comments>
		<pubDate>Fri, 11 Nov 2011 23:40:15 +0000</pubDate>
		<dc:creator>newuser</dc:creator>
				<category><![CDATA[Free Cases]]></category>
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		<category><![CDATA[Cliche]]></category>
		<category><![CDATA[Economic Boom]]></category>
		<category><![CDATA[economy]]></category>
		<category><![CDATA[inflation]]></category>
		<category><![CDATA[Jargon]]></category>

		<guid isPermaLink="false">http://casestudy.co.in/?p=1674</guid>
		<description><![CDATA[From Economic Boom to Global Melt Down - Inflation is one of the most common terms that has been used as a cliche in either of the economic states. Let us discover more about the term, its significance and its [...]]]></description>
			<content:encoded><![CDATA[<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;line-height:normal"><span>From Economic Boom to Global Melt Down - Inflation is one of the most common terms that has been used as a cliche in either of the economic states. Let us discover more about the term, its significance and its effects on the economy. The paper is the author's own attempt to decipher this economic jargon...<a href="http://sumeetkulkarni.wordpress.com/2007/04/19/inflation-for-dummies-by-a-dummy/" target="_blank">click here to read ahead</a></span></p>
<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;line-height:normal"><span><p><a href="http://casestudy.co.in/understanding-inflation/2011/11/11/"><em>Click here to view the embedded video.</em></a></p></span></p>
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		<title>Henry Ford A study of For the Innovator</title>
		<link>http://casestudy.co.in/henry-ford-a-study-of-for-the-innovator/2011/11/07/</link>
		<comments>http://casestudy.co.in/henry-ford-a-study-of-for-the-innovator/2011/11/07/#comments</comments>
		<pubDate>Mon, 07 Nov 2011 11:39:59 +0000</pubDate>
		<dc:creator>maddy</dc:creator>
				<category><![CDATA[Innovation Management]]></category>
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		<category><![CDATA[ford motors]]></category>
		<category><![CDATA[henry ford]]></category>

		<guid isPermaLink="false">http://casestudy.co.in/?p=1464</guid>
		<description><![CDATA[Ford was born on July 30, 1863. He was the first child of the six children born to a farmer family in Dearborn, Michigan. A born tinkerer of mechanical equipments, Ford set off at the young age of sixteen to [...]]]></description>
			<content:encoded><![CDATA[<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;line-height:normal"><span>Ford was born on July 30, 1863. He was the first child of the six children born to a farmer family in Dearborn, Michigan. A born tinkerer of mechanical equipments, Ford set off at the young age of sixteen to the nearby town of Detroit to work three years as a machinist’s apprentice. After his experience he went back to his home in
Dearborn working only part time for Westinghouse Engine Company and spending his spare time working in a small machine shop that he put together on his family’s farm...<a href="http://casestudy.co.in/wp-content/uploads/2009/11/Henry-Ford-A-study-of-For-the-Innovator.pdf" target="_blank">click here to read ahead</a>
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		<title>Facebook Case Study: Offline behavior drives online usage</title>
		<link>http://casestudy.co.in/facebook-case-study-offline-behavior-drives-online-usage/2011/10/25/</link>
		<comments>http://casestudy.co.in/facebook-case-study-offline-behavior-drives-online-usage/2011/10/25/#comments</comments>
		<pubDate>Tue, 25 Oct 2011 11:40:03 +0000</pubDate>
		<dc:creator>Mehul</dc:creator>
				<category><![CDATA[Computers and IT]]></category>
		<category><![CDATA[Miscellaneous]]></category>
		<category><![CDATA[100m]]></category>
		<category><![CDATA[750m]]></category>
		<category><![CDATA[acquisition]]></category>
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		<category><![CDATA[Colleges]]></category>
		<category><![CDATA[facebook]]></category>
		<category><![CDATA[Harvard Students]]></category>
		<category><![CDATA[Harvard Undergrad]]></category>
		<category><![CDATA[Hype]]></category>
		<category><![CDATA[Launch]]></category>
		<category><![CDATA[Page Views]]></category>
		<category><![CDATA[Popularity]]></category>
		<category><![CDATA[startup]]></category>
		<category><![CDATA[Student Directory]]></category>
		<category><![CDATA[Success Factors]]></category>
		<category><![CDATA[Undergrad Students]]></category>
		<category><![CDATA[Uvs]]></category>
		<category><![CDATA[Valuations]]></category>
		<category><![CDATA[Venture Financing]]></category>
		<category><![CDATA[Web Traffic]]></category>
		<category><![CDATA[Word Of Mouth]]></category>

		<guid isPermaLink="false">http://casestudy.co.in/?p=1077</guid>
		<description><![CDATA[Facebook was launched in February 2004 by Harvard undergrad students as an alternative to the traditional student directory. Its popularity quickly spread to other colleges in the US by word of mouth, and the site now registers close to 15M [...]]]></description>
			<content:encoded><![CDATA[<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;line-height:normal"><span>Facebook was launched in February 2004 by Harvard undergrad students as an alternative to the traditional student directory. Its popularity quickly spread to other colleges in the US by word of mouth, and the site now registers close to 15M monthly UVs and over 6B page views per month. Facebook has completed two rounds of venture financing at very high valuations, the first at a valuation of ~$100M and the second at ~$550M (valuations are unconfirmed). These valuations were driven by the multiple acquisition offers that Facebook has reportedly turned down (the latest was a rumored $750M offer). Facebook is already generating significant revenue, so despite all the valuation and web traffic metric hype, it has also established a very real business. The case further elaborates upon the launch, success factors and other dimensions of facebook, when it was just started...<a href="http://www.startup-review.com/blog/facebook-case-study-offline-behavior-drives-online-usage.php" target="_blank">refer the post</a></span></p>
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