strategy case study quantic

Provide details on what you need help with along with a budget and time limit. Questions are posted anonymously and can be made 100% private.

Studypool matches you to the best tutor to help you with your question. Our tutors are highly qualified and vetted.

Your matched tutor provides personalized help according to your question details. Payment is made only after you have completed your 1-on-1 session and are satisfied with your session.

• Homework Q&A
• Become a Tutor

All Subjects

Mathematics

Programming

Health & Medical

Engineering

Computer Science

Foreign Languages

Access over 20 million homework & study documents

Strategy project godrej properties limited case study quantic mba.

Sign up to view the full document!

24/7 Homework Help

Stuck on a homework question? Our verified tutors can answer all questions, from basic  math  to advanced rocket science !

Similar Documents

working on a homework question?

Studypool is powered by Microtutoring TM

Copyright © 2024. Studypool Inc.

Studypool is not sponsored or endorsed by any college or university.

Ongoing Conversations

Access over 20 million homework documents through the notebank

Get on-demand Q&A homework help from verified tutors

Read 1000s of rich book guides covering popular titles

Sign up with Google

Sign up with Facebook

Already have an account? Login

Login with Google

Login with Facebook

Don't have an account? Sign Up

Case Study – Nestlé Coffee Category Strategy

 spotlight on.

Category strategy.

 Client problem

OOH coffee shops were shaping consumer expectations of coffee consumption, Nestlé needed a way forward to ensure long-term growth.

 Approach

Leveraged a new set of consumer demand moments to identify growth drivers, which informed business choices about where to play and invest.

 Solution

Align the global and local teams from both Retail and OOH behind a common global strategy for where growth will come from via a category strategy. Executed in multiple pilot markets.

 Outcomes

Improved cross-functional alignment behind common consumer territories for growth.

Better integration of consumer opportunities into the strategic plan across departments, regions and globally.

Better, category-centric customer business plans.

“The best category strategy programme I’ve ever been on.” Coffee Managing Director, Nestlé

 We can help you solve commercial growth problems. Get in touch…

Gamers Are Becoming Less Interested in Games With Deep Strategy, Study Finds

Video games with deep levels of strategy are becoming increasingly unappealing, according to a new study.

The report from Quantic Foundry collected nine years of data from the researcher's own Gamer Motivation Profile tool, which tracks how appealing different aspects of games are to different people. Categories include Destruction, Excitement, Competition, Community, Challenge, Strategy, Completion, Power, Fantasy, Story, Discovery, and Design.

Quantic Foundry looked back on what's motivated gamers across the years and found all of these have remained relatively consistent except one: Strategy. "Gamers who score high on this component enjoy games that require careful decision-making and planning," its summary states. "They like to think through their options and likely outcomes.

"These may be decisions related to balancing resources and competing goals, managing foreign diplomacy, or finding optimal long term strategies. They tend to enjoy both the tactical combat in games like XCOM or Fire Emblem , as well as seeing their carefully devised plans come to fruition in games like Civilization , Cities: Skylines , or Europa Universalis."

But across its 1.7 million surveys, Quantic Foundry found that two thirds of strategy fans worldwide (except China, where gamers "have a very different gaming motivation profile") have lost interest in this element of video games. "67% of gamers today care less about strategic thinking and planning when playing games than the average gamer back in June 2015," the report reads.

"When we looked for long-term trends across the 12 motivations, we found that many motivations were stable or experienced minor deviations over the past nine years," Quantic Foundry said. "Strategy was the clear exception; it had substantially declined over the past nine years and the magnitude of this change was more than twice the size of the next largest change."

The trend was analysed but Quantic Foundry couldn't find any distinct separations between, for example, men and women or gamers based in or out of the U.S. It was likened to other trends related to a decrease in attention span, like shorter YouTube videos now generating more views and shorter lengths of time between cuts in films, but Quantic Foundry admitted "it's difficult to pin down cause and effect" and said there's a lack of evidence to solely blame social media, as many do.

"67% of gamers today care less about strategic thinking and planning when playing games.

The likes of Facebook, X/Twitter, TikTok, and other social media apps could have "accelerated the underlying trend", however. "Another potential hypothesis is that the increasing negativity, polarization, intrusiveness, and emotional manipulation in social media has created a persistent cognitive overload on the finite cognitive resources we have," Quantic Foundry said. "Put simply, we may be too worn out by social media to think deeply about things."

Regardless of the cause, Quantic Foundry said "it's clear that gamers have become less interested in strategic thinking over the past nine years," which "implies that gamers are now more easily cognitively overloaded when they play games and are more likely to avoid strategic complexity."

This trend may even affect how developers create and market games, though there are still plenty of strategy titles on the way. Capes, a gritty turn-based strategy role-playing game about villains ruling the streets and a new batch of superheroes having to rise up, launches just one week after this report was released on May 29, 2024.

Firaxis Games, the developer behind XCOM: Chimera Squad  and  Marvel's Midnight Suns , is also developing a new Civilization game but there's no word on a release date yet. A team of former Blizzard developers are working on Stormgate too , a real-time strategy game set in a post-apocalyptic future due out in the third quarter of 2024.

Ryan Dinsdale is an IGN freelance reporter. He'll talk about The Witcher all day.

EMBA Class of November 2024

Welcome to Quantic! Here's the course syllabus for your program. It's strongly recommended that you follow the schedule below to complete your required lessons per week.  In order to graduate and earn your degree, you must meet the course requirements as seen here .

Important Dates

• Starting date: August 14, 2023
• Winter Break: December 25 - January 7, 2024
• Capstone Project kickoff week: May 20-26, 2024
• Capstone Project check-in week: July 1-7, 2024
• Specialized Capstone Project check-in week: August 26 - September 1, 2024
• Capstone Project Due dates: Written portion: due by October 13, 2024 by 11:59 p.m. PDT / UTC-7 hours Presentation portion: October 27, 2024 by 11:59 p.m. PDT / UTC-7 hours
• Anticipated Graduation Date: November 26, 2024

Individual concentration exam and case study due dates can be found in their respective sections below.  Click on a concentration to expand into a week-by-week view.

Full Course Schedule

Still need help? Contact Us Contact Us

Using Trauma-Informed Teaching to Handle Sensitive Topics in Online Teaching: A Case Study from Divinity

How can Christian faith influence the practice of mental health care? How do we define mental health and mental illness — and what are the limitations of these concepts? How can Christian theology provide us with tools to ethically engage with challenges related to mental health care? When developing their new graduate-level course, Christian Approaches to Mental Health Care , Professors Warren Kinghorn and John Swinton created a course where students could explore these questions.

“Theology provides us with a language, a worldview and a set of practices that are vital for mental health care,” Swinton said. “The intention of this course is to help people to think theologically and provide people with other ideas and tools to help them care more fully and more faithfully.”

A hybrid, nine-week course, Christian Approaches to Mental Health Care is part of a new mental health track in the Divinity School’s Certificate in Theology and Health Care . Students attended an immersive week on Duke’s campus where they were introduced to key concepts; they attended course sessions the following eight weeks via Zoom.

“In the Theology, Medicine, and Culture Initiative, we invite students into deep engagement with the practices of health care in light of Christian theology and practice,” Kinghorn said. “This class is a natural extension of that aim, but now focused specifically on the practices of mental health care.” 

This Divinity course was aimed at both professionals who work in any context related to mental health care (e.g., counselors, social workers) and those who may have a personal interest in the material. First taught in Spring 2024 to over 30 students, the course covered a wide-range of topics that needed to be handled with care, including trauma, anxiety, and dementia. 

Challenges and Affordances of Teaching Online

How does one approach teaching sensitive topics online? Are there challenges unique to this environment? 

Swinton noted that the structure of a course using a web conferencing software like Zoom can present challenges.

“When you are in a standard class situation and difficult issues come up, people have the opportunity to find immediate support either from us as tutors or from classmates,” he said. “When you are doing a course online, that support is often not available. You switch off the camera and you are on your own.”

That being said, knowing this can be an issue without the buffer space at the beginning or end of the class session, Swinton and Kinghorn have worked to ensure their online sessions do offer support. Kinghorn noted that during his first foray into online teaching during the onset of the COVID-19 pandemic, he was concerned about engaging with sensitive topics in a virtual class setting.

“But I learned that if the class is structured in a way that leaves time and space for self-care, Zoom-based instruction has advantages,” he said. “Students generally join class from a space where they feel safe. They can titrate their own exposure in class, shifting position or even briefly turning off camera or microphone if necessary. If done well and in a trauma-informed way, I think that even the hardest topics can be addressed well through online pedagogy.”

Strategies to Teach a Trauma-Informed Course

What does it mean to be a trauma-informed instructor? How can Kinghorn and Swinton’s course act as an example for other courses?

“Adopting a trauma-informed approach is not accomplished through any single particular technique or checklist,” the CDC’s 6 Guiding Principles To A Trauma-Informed Approach reminds us, “It requires constant attention, caring awareness, sensitivity, and possibly a cultural change at an organizational level.”

Kinghorn and Swinton, however, do have specific strategies that worked for the specific context of their course. Given that this course covered topics such as depression, suicide, substance use issues, and more during the online weeks, the instructors informed students about upcoming content and encouraged them to approach these topics with care for themselves and for others. While there are different approaches to creating a trauma-informed environment, Kinghorn and Swinton focused on harm reduction in suggesting how instructors can think about this during a live course.

“My belief (as others have argued in the trauma-informed teaching literature) is that it should be a last resort for professors to invite students to opt out of a class due to difficult past experiences, as this kind of approach (if made systematic) can compound educational differences and marginalization— effectively giving educational access to those fortunate not to have particular trauma histories and excluding (even if student-driven) those who do,” Kinghorn said.  “I would much rather structure courses (as I think we did this semester) with the goal that every student, including those with recent loss or difficult trauma histories, feels a sense of welcome and belonging that enables them to participate in the good, hard work of the course.”

Swinton shared that choice is important to him in thinking about student participation.

“For example, if an online student has had someone close to them die by suicide either recently or historically and they feel that a class on this subject could be problematic for them, we would want to make sure that the person involved does not feel compelled to participate in the class if it is going to be harmful,” Swinton said of a hypothetical scenario. “It’s always going to be difficult with sensitive issues online, but we do the best we can to minimize the possibility of harm.”

Other strategies to help students feel like the course was a safe place for student learning included:

• Focusing on helping students create a connected community, which included putting them in consistent breakout room groups of 5-6 students for the semester
• Modelling honesty and humility as instructors  when receiving difficult questions during the immersive week
• Starting each class session with grounding practices (e.g., reading a psalm and pausing in silent reflection)
• Staying after class in Zoom to be available to students and ensuring presence and privacy by turning off recording features
• Providing clear guidelines about evaluations and deadlines, as well as sharing how students should communicate with faculty and teaching assistants
• Granting structured flexibility (e.g., offering a no-questions-asked 72-hour extension for one assignment over the semester)
• Respecting students’ privacy (e.g., not asking students to disclose why they need to turn in late work)

Teaching with Care

How might you begin to integrate trauma-informed practices into your own teaching? 

The first step, Swinton said, is to recognize that this is an issue instructors should take note of in all of their teaching.

Using Duke as an example, Kinghorn elaborated that while instructors should not be asking students to disclose their trauma, they can assume “that a majority or near-majority of every class of Duke students have survived trauma of some sort (recognizing the challenges of defining that term).”

“Assume that all students, including trauma survivors, are at Duke because they want to learn, want to engage difficult material well, and generally want to do good, hard work together,” he said. “Then ask: how specific to my subject matter can I invite students to do good, hard work in a way that respects their lived experience? That’s going to differ by class and by student but is the place to start.”

If you’d like to learn more about trauma-informed teaching, here are a few resources where you could start are:

• Trauma-Informed Teaching – University of Wisconsin, Lacrosse
• Trauma-Informed Pedagogy, Montclair State University
• Karen Costa’s Trauma Informed Pedagogy Course
• A feature of a recent Coursera course that integrated trauma-informed frameworks into its design
• SAMHSA, Trauma and Violence
• The Missouri Model: A Developmental Framework for Trauma-Informed Approaches
• CDC, 6 Guiding Principles to a Trauma-Informed Approach
• Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching

If you’d like to learn more about Warren Kinghorn and John Swinton’s work, here are a few places to start are:

• Finding Jesus in the Storm: The Spiritual Lives of Christians with Mental Health Challenges (2020)
• Wayfaring: A Christian Approach to Mental Health Care by Warren Kinghorn (July 2024)
• Developing Best Practices for Trauma-Informed Teaching and Learning

Preprint  

• Preprint egusphere-2024-1191

Introducing Iterative Model Calibration (IMC) v1.0: A Generalizable Framework for Numerical Model Calibration with a CAESAR-Lisflood Case Study

Abstract. In geosciences, including hydrology and geomorphology, the reliance on numerical models necessitates the precise calibration of their parameters to effectively translate information from observed to unobserved settings. Traditional calibration techniques, however, are marked by poor generalizability, demanding significant manual labor for data preparation and the calibration process itself. Moreover, the utility of machine learning-based and data-driven approaches is curtailed by the requirement for the numerical model to be differentiable for optimization purposes, which challenges their generalizability across different models. Furthermore, the potential of freely available geomorphological data remains underexploited in existing methodologies. In response to these challenges, we introduce a generalizable framework for calibrating numerical models, with a particular focus on geomorphological models, named Iterative Model Calibration (IMC). This approach efficiently identifies the optimal set of parameters for a given numerical model through a strategy based on a Gaussian neighborhood algorithm. We demonstrate the efficacy of IMC by applying it to the calibration of the widely-used Landscape Evolution Model, CAESAR-Lisflood, achieving high precision. Once calibrated, this model is capable of generating geomorphic data for both retrospective and prospective analyses at various temporal resolutions, and retrospective and prospective analyses at various temporal resolutions, specifically tailored for scenarios such as gully catchment landscape evolution.

• Preprint (PDF, 2202 KB)
• Preprint (2202 KB)
• Metadata XML

Status : open (until 22 Jul 2024)

Report abuse

Please provide a reason why you see this comment as being abusive. You might include your name and email but you can also stay anonymous.

Please provide a reason why you see this comment as being abusive.

Please confirm reCaptcha.

Model code and software

IMC calibration codes Chayan Banerjee, Kien Nguyen, Clinton Fookes, Gregory Hancock, and Thomas Coulthard https://drive.google.com/file/d/1o2Le5Lxf8hDyWmpD9BWeylyQGGzumg8e/view?usp=drive_link

Video supplement

Demonstration videos Chayan Banerjee, Kien Nguyen, Clinton Fookes, Gregory Hancock, and Thomas Coulthard https://drive.google.com/file/d/1v6JIj8lQ2uIKuglzVByZfF7fJAp0L8oH/view?usp=drive_link

Viewed (geographical distribution)

Chayan banerjee, kien nguyen, clinton fookes, gregory hancock, thomas coulthard.