...Unit 38: Business and the Economic Environment - Edexcel https://www.edexcel.com/.../Unit%2038%20Business%20and%20the%20... P4 explain how both fiscal and monetary policy decisions have affected a selected business. [IE]. M2 analyse the effects of fiscal and monetary policies for a. [DOC]Unit_39, Anon - VOCBUS https://vocbus.files.wordpress.com/2010/06/natunit39assignmentanon.doc Describe the effect on a selected business of variations in economic activity ... Outline how both fiscal and monetary policy decisions have affected a selected. [PDF]Unit 38: Business and the Economic Environment fc.nbvlc.org.uk/.../Unit%2038%20Business%20and%20the%20Economi... P4 explain how both fiscal and monetary policy decisions have affected a selected business. [IE]. M2 analyse the effects of fiscal and monetary policies for a. [DOC]GNVQ Part One ICT - BTEC Business btecbusiness.weebly.com/uploads/6/8/7/.../business_unit_38_btec_d.doc Analyse the implications of government policies for a selected business. D1 ... Explain how both fiscal and monetary policy decisions have affected a selected ... Explain how fiscal and monetary policy decisions have ... https://www.stuvia.com/.../explain-how-fiscal-and-monetary-policy-decis... 26 May 2014 - Explain how fiscal and monetary policy decisions have affected a selected business. Stuvia · United Kingdom · Ealing, Hammersmith and West ... How Fiscal Policy and Monetary Policy Affect the Economy ... education-portal.com/.../how-fiscal-policy-and-monetary-policy-affect-t...
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...The beautiful you…. ABOUT SCHON SCHON was introduced in the year 2004 with a foresight to dress the young females with the latest fashion and style in casual wear. SCHON in German means “BEAUTIFUL”. The Brand has been steadily marching ahead to meet the challenges of the fashion-conscious woman. Its zeal and vision to pioneer is being reflected by an almost self-effacing work-style, where the greater good ensures the individual good. As a result, SCHON is emerging as an elegant trendsetter for the feminine apparel industry. They are amongst the first few to modernize the traditional knitwear into the sophistication which makes a Fashion Statement every day, day by day... The Company believes in building a reliable and constructive relationship with its suppliers who provide the best quality in materials and the Consumer who has been appreciating the Product since a long time now. The success-secret of SCHON lies in its dedicated and diligent work force, led by a progressive management. The major focus remains on quality & design which has earned us the repute and appreciation of our customer. SCHON SPRING SUMMER COLLECTION- The SCHON Spring/Summer 2011 fashion collection is rich in tales that are seemingly worlds apart, but in fact have a common link: a passion for elegance. SCHON finds romantic tales of flowers; sparkling, sunny afternoons dominated by white; lively evenings ablaze with colour. CLASSIFICATION & SUB-CLASSIFICATION About the STORE…. Location:...
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...OCR Cambridge TECHNICALS Unit 1 Communication and Employment Skills Copyright Notice All material is Copyright ICT Interactive unless otherw ise stated. Each w orksheet can be photocopied w ithin the purchasing institute as long as they remain at the institute w hich made the initial purchase. No f orm of this resource can be transmitted electronically, digitally, mechanically, paper based, or otherw ise outside the purchasing institute w ithout prior permission of the publisher or author. Microsof t Window s, Window s NT, Vista, XP, Seven/Eight, Off ice 2003, Off ice 2007/2010 and/or other Microsof t's products ref erenced are either trademarks or registered trademarks of Microsof t. Macromedia/Adobe and/or other such Adobe products ref erenced are either trademarks or registered trademarks of Adobe. Dis claimer This resource has been created f or educational purposes only. The publisher or author has tried their very best to ensure that the resource pack is accurate and up -to-date. How ever, the publisher or author takes no responsibility if any of the inf or mation content is inaccurate or incorrect that may contradict or mislead in anyw ay at the time w hen the resource w as published. The publisher and author specif ically disclaim any responsibility f or any liability, loss, or risk, personal or otherw ise, w hich is incurred as a consequence, directly or indirectly, of the use and application of any of the contents of this resource. For purposes...
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...BTEC UNIT 4 Assignment: Verbal and Written Business Communication Getting started To complete this assignment you will need to produce a portfolio which looks at communications in business. The portfolio should be based around the following case study. Case Study The Red Lion Hotel is a medium sized business which has expanded over recent years and hopes to continue to do so in the future. Its business aim is to deliver quality accommodation and a first class service to guests staying in any of the 38 bedrooms. Following a recent building extension, the hotel now has 3 function rooms of varying sizes which can be used for weddings, christenings and conferences. In addition there is now a 30 foot swimming pool with Jacuzzi. Guests can choose to stay in the hotel on a bed and breakfast basis or half board as evening meals are available in the restaurant. You are employed as an administrative assistant reporting directly to the office manager. Your main responsibilities include, planning and organising bookings for events such as weddings and conferences, ordering stock, dealing with internal and external post, taking and producing minutes from departmental meetings and answering the telephones. Section One Written and Verbal Communications in Business Contexts Task 1 Identify, using examples, the purpose of written business communications in Four different business contexts within the life of the Red Lion Hotel; (U8-P1) Describe why each...
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...Deadline | |Final deadline |2nd November 2014 | |Duration (approx) | | | | |Qualification suite |BTEC Level 3 BTEC National Diploma in Business | |covered | | |Units covered |Unit 3: Introduction to Marketing | |Learning outcomes |Learning outcome 1: Know the role of marketing in organisations | |covered |...
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...Assignment: Business Environment Table of Contents: Executive Summary...................................................................................................................3 Assignment I- Task 1 P1. Type of business, purpose and ownership...........................................................................3 P2, M1. Different stakeholders that influence the purpose of the business...............................3 D1.Influence of stakeholders…………...………………………………………………..…...5 Assignment I- Task 2 P3, P4. Describe how two businesses are organized, and how the structure helps the businesses in fulfilling their purpose……………………………………………………….....5 Assignment II- Task 1 P5, M2. Two contrasting environments influence on business, and their challenges................8 P6, M3. Political, Legal, Social factors and challenges that affect the two businesses ...….....8 D2 Changes in political, legal, social, and economic factors may impact on organization strategy……………………………………………………………………………………......9 Bibliography............................................................................................................................11 Executive Summary: The business environment is a mix of all the internal and external factors that have influence on the business. All the factors that are under the control of the business do not form part of business environment. Some of the examples of these factors affecting...
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...PUBLIC SERVICES LEVEL 3 – 2016 UNIT 5 Part 1 – PHYSICAL PREPARATION NAME: Unit 5 - Assessment and grading criteria | To achieve a pass grade the evidence must show that the learner is able to: | To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: | To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: | P1 describe a fitness assessment for each of the major components of fitness | M1 explain the results of the fitness assessment and measure against relevant public service entrance test | D1 evaluate results of the fitness assessment, analyse strengths and recommend improvements | P2 describe the structure and function of the muscular-skeletal,cardiovascular and respiratory systems | | | P3 undertake a fitness activity,record and identify the short-term effects of exerciseon the major human bodysystems | M2explain the short and long term effects of exerciseon the major human bodysystems | | P4 describe the lifestyle factors that can affect health | M3explain the effects ofidentified lifestyle factors onhealth and fitness, whenapplying for public service and long-term employment | D2Evaluate the effects ofidentified lifestyle factors onhealth and fitness, whenapplying for public service and long-term employment | P5 Provide lifestyle improvement strategies that can have a positive effect on health | M4Explain lifestyle improvement...
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...BTEC National Diploma in Health and Social Care Unit 6 Personal and Professional Development in Health and Social Care LO1 Understand the learning process * Theories of learning * Influences on learning * Skills for learning * Support for learning * Learning opportunities LO2 Be able to plan for and monitor own professional development * Review at start of programme * Knowledge * Skills * Practice * Values and Beliefs * Career aspirations * Action plan for own development * Consider personal goals LO3 Be able to reflect on own development over time * Monitor and evaluate plan * Changes * Contexts * Professional development portfolio * Relevant experience * Support for development * Reflect on own development LO4 Know service provision in the health or social care sectors * Provision of services * Local health or social care * Health and social care workers What you will be taught 1. Understand the learning process * Theories of learning: theorists, * Skills for learning; * Support for learning; * Learning opportunities; 2. Be able to reflect on own professional development over time * Review at start of programme; * Knowledge; * Skills; * Practice; * Values and beliefs; * Career aspirations; 3. Be able to reflect on own development over time * Monitor and evaluate plan in terms of own development; * Professional development portfolio; * Relevant evidence;...
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...U5014042 ENGN2226 Portfolio Analysis of the Impact of Replacing Out-dated GPS Devices in a Taxi Fleet Name: Samuel Stefopoulos Student ID: u5014042 Course name: Engineering Systems Analysis Course code: ENGN2226 Lecturer: Chris Browne Assessment piece: Individual Portfolio Date submitted: 25th October 2013 U5014042 ENGN2226 Portfolio Summary GPS devices have become increasingly common due to the advancements of electronics. They can now be hand-held and are highly prominent on roads. This is particularly noticeable in taxis, as most cabs are now fitted with some form of GPS device and many fleets have enforced mandatory GPS policies. This document analyses the impact and worth of refitting a fleet of taxis the size of Canberra Cabs with new portable GPS devices. A series of systems analysis techniques were applied in the analysis of the devices in order to reduce the complexity of the components. A major period of device improvement was identified as the time between 2007 and 2009 based on a diffusion of innovations analysis. The analysis of two particular devices, the TomTom XL 310 (2007) and the Garmin Nuvi 1350 (2009), were used as a comparative measure of the improvements made in the time period. The devices chosen for analysis were ergonomically assessed in terms of their user interface. The major factors improved were found to be the prediction of text and consistency with other devices users may be familiar with. An experiment was then designed and performed to...
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...PROGRAMA DINAMIS Pendahuluan Dalam Kehidupan nyata sering dijumpai masalah pengambilan keputusan yang meliputi beberapa periode waktu. Program Dinamis adalah teknik untuk pengambilan keputusan yang digunakan untuk pengambilan keputusan yang terdiri dari beberapa tahapan. Permasalalahan yang akan diselesaikan diuraikan menjadi sub persoalan yang saling berhubungan. Tujuan Program Dinamis adalah mengoptimalkan urutan keputusan. Program Dinamis diterapkan pada persoalan bisnis dan industri, a.l. masalah penjadualan produksi, pengendalian persediaan, analisa jaringan, dan lain sebagainya. Contohnya seorang produsen menjadualkan tingkat produksi tahunannya ke dalam mingguan, bulanan atau triwulanan agar dapat memenuhi permintaan tahunan. Jika dia memproduksi lebih dari permintaan, dia harus mengeluarkan biaya persediaan, karena menyimpan kelebihan produksi. Sebaliknya jika produksi dibawah jumlah permintaan, dia akan mengalami kerugian dalam kesempatan membuat untung dan juga kehilangan kepercayaan pembeli. Dia mungkin juga harus membayar penalti karena tidak dapat memenuhi kontrak. Pimpinan produksi harus membuat urutan keputusan untuk setiap periode, yang akan berdampak pada keputusan berikutnya. Masalah optimasi pada kasus ini adalah meminimalkan keseluruhan biaya produksi dan persediaan (dua penalti, jika ada) yang memenuhi kebutuhan permintaan. Teknik pemecahan pada programa dinamis ini beragam, tergantung pada sifat dan struktur dari masalah yang diselesaikan. Hal ini...
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...TO SI UNITS Length: 1 ft 1 ft 1 ft 1 in. 1 in. 1 in. 1 ft2 1 ft2 1 ft2 1 in.2 1 in.2 1 in.2 1 ft3 1 ft3 1 in.3 1 in.3 1 in. 1 in.3 1 ft/min 1 ft/min 1 ft/min 1 ft/sec 1 ft/sec 1 in./min 1 in./sec 1 in./sec 3 0.3048 m 30.48 cm 304.8 mm 0.0254 m 2.54 cm 25.4 mm 929.03 10 4 m2 929.03 cm2 929.03 102 mm2 6.452 10 4 m2 6.452 cm2 645.16 mm2 28.317 10 3 m3 28.317 103 cm3 16.387 10 6 m3 16.387 cm3 0.16387 0.16387 10 mm 10 4 m3 5 3 Coefficient of consolidation: Force: 1 in.2/sec 1 in.2/sec 1 ft2/sec 1 lb 1 lb 1 lb 1 kip 1 U.S. ton 1 lb 1 lb/ft 1 lb/ft2 1 lb/ft2 1 U.S. ton/ft2 1 kip/ft2 1 lb/in.2 1 lb/ft3 1 lb/in.3 1 lb-ft 1 lb-in. 1 ft-lb 1 in.4 1 in.4 6.452 cm2/sec 20.346 103 m2/yr 929.03 cm2/sec 4.448 N 4.448 10 3 kN 0.4536 kgf 4.448 kN 8.896 kN 0.4536 10 3 metric ton 14.593 N/m 47.88 N/m2 0.04788 kN/m2 95.76 kN/m2 47.88 kN/m2 6.895 kN/m2 0.1572 kN/m3 271.43 kN/m3 1.3558 N · m 0.11298 N · m 1.3558 J 0.4162 0.4162 106 mm4 10 6 m4 Area: Stress: Volume: Unit weight: Moment: Energy: Moment of inertia: Section modulus: Hydraulic conductivity: 0.3048 m/min 30.48 cm/min 304.8 mm/min 0.3048 m/sec 304.8 mm/sec 0.0254 m/min 2.54 cm/sec 25.4 mm/sec CONVERSION FACTORS FROM SI TO ENGLISH UNITS Length: 1m 1 cm 1 mm 1m 1 cm 1 mm 1m 1 cm2 1 mm2 1 m2 1 cm2 1 mm2 1m 1 cm3 1 m3 1 cm3 1N 1 kN 1 kgf 1 kN 1 kN 1 metric ton 1 N/m 3 2 3.281 ft 3.281 10 3.281 10 39.37 in. 0.3937 in. 0.03937 in. 2 Stress: 2 3 ft ft 1 N/m2 1 kN/m2 1 kN/m2 1 kN/m2 1 kN/m2 1 kN/m3...
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...References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Jim Dobson Prepared by Dominic Sutton Publications Code BF017349 All the material in this publication is copyright © Edexcel Limited 2007 Essential principles for delivering a BTEC This specification contains the rules and regulations along with the units and associated guidance to enable centres to deliver a programme of learning for the Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport. The qualification structures set out the permitted combination of units learners need to complete the qualification. Each unit sets out the intended outcomes along with the content and...
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...The computer and hand-held calculator, for example, offer great potential to enhance the teaching and learning of mathematics. Students will have opportunities to discover, reason and communicate mathematics. They will engage in stimulating discussions and activities where they can explore possibilities and make connections. These qualitative changes require a change in the teaching and learning approaches; incorporating activity-based and learnercentred methodologies. The syllabuses are conceptualised after extensive consultation with teachers. We hope that teachers will find the document useful and continue to provide us with valuable feedback on syllabus matters. We wish you an enjoyable and successful teaching experience. Mathematics Unit Curriculum Planning and Development Division March 2006 2 CONTENTS Preface 4 PART A INTRODUCTION 1 Rationale 2 Aims of Mathematics Education in Schools 3 Mathematics Framework 3.1 Concepts 3.2 Skills 3.3 Processes 3.4 Attitudes 3.5 Metacognition 5 5 6 PART B PRIMARY MATHEMATICS CURRICULUM 4...
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...CMOS Analog Circuit Design (2nd Ed.) Homework Solutions : 9/20/2002 1 Chapter 1 Homework Solutions 1.1-1 Using Eq. (1) of Sec 1.1, give the base-10 value for the 5-bit binary number 11010 (b4 b3 b2 b1 b0 ordering). From Eq. (1) of Sec 1.1 we have bN-1 2 + b N-2 2 + bN-3 2 + ...+ b0 2-N = -1 -2 -3 ∑bN-i2-i i=1 N 1 1 0 1 0 1 × 2-1 + 1× 2-2 + 0 × 2-3 + 1 × 2-4 + 0 × 2-5 = 2 + 4 + 8 + 16 + 32 = 16 + 8 + 0 + 2 + 0 26 13 = 32 = 16 32 1.1-2 Process the sinusoid in Fig. P1.2 through an analog sample and hold. The sample points are given at each integer value of t/T. 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10 11 Sample times t __ T Figure P1.1-2 1.1-3 Digitize the sinusoid given in Fig. P1.2 according to Eq. (1) in Sec. 1.1 using a four-bit digitizer. Amplitude CMOS Analog Circuit Design (2nd Ed.) Homework Solutions : 9/20/2002 2 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 1 1111 1110 1101 1100 1010 1000 0110 0101 0011 0010 0010 1000 Amplitude 2 3 4 5 6 7 8 9 10 11 Sample times t __ T Figure P1.1-3 The figure illustrates the digitized result. At several places in the waveform, the digitized value must resolve a sampled value that lies equally between two digital values. The resulting digitized value could be either of the two values as illustrated in the list below. Sample Time 0 1 2 3 4 5 6 7 8 9 10 11 4-bit Output 1000 1100 1110 1111 or 1110 1101 1010 0110 0011 0010 or 0001 0010 0101 1000 ...
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...CHAPTER 0 Contents Preface v vii Problems Solved in Student Solutions Manual 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Matrices, Vectors, and Vector Calculus Newtonian Mechanics—Single Particle Oscillations 79 127 1 29 Nonlinear Oscillations and Chaos Gravitation 149 Some Methods in The Calculus of Variations 165 181 Hamilton’s Principle—Lagrangian and Hamiltonian Dynamics Central-Force Motion 233 277 333 Dynamics of a System of Particles Motion in a Noninertial Reference Frame Dynamics of Rigid Bodies Coupled Oscillations 397 435 461 353 Continuous Systems; Waves Special Theory of Relativity iii iv CONTENTS CHAPTER 0 Preface This Instructor’s Manual contains the solutions to all the end-of-chapter problems (but not the appendices) from Classical Dynamics of Particles and Systems, Fifth Edition, by Stephen T. Thornton and Jerry B. Marion. It is intended for use only by instructors using Classical Dynamics as a textbook, and it is not available to students in any form. A Student Solutions Manual containing solutions to about 25% of the end-of-chapter problems is available for sale to students. The problem numbers of those solutions in the Student Solutions Manual are listed on the next page. As a result of surveys received from users, I continue to add more worked out examples in the text and add additional problems. There are now 509 problems, a significant number over the 4th edition. The instructor will find a large...
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