...The Reality of Quick Response (QR) in the Japanese Fashion Sector and the Strategy Ahead for the Domestic SME Apparel Manufacturers Nobby (Nobukaza) Azuma School of Management Heriot-Watt University UK E-mail: nobukaza@aol.com N.Azuma@hw.ac.uk Fax: +44-(0) 131-451-3498 Abstract Quick Response (QR) has long been perceived as the essential survival strategy of the textile and apparel (T-A) manufacturers in the developed economies against offshore competition. However, the regionalization of global economies and active governmental investment in the T-A industry in the offshore countries has allowed the offshore QR to become increasingly feasible. This changing facet of QR may spell out more lucrative opportunities for Japanese "apparel firms", which have predominantly in-house creative and marketing functions, to widen the scope and the scale of their fashion business operations, since the economic upgrading in the Pacific Rim will create a huge consumer market that shares similar fashion trends as in the Japanese market. However, the apparel firms' production shift offshore has, on the other hand, threatened the existence of the domestic SME apparel manufacturers that have traditionally served their apparel firms customers, now that QR is no longer the sustainable competitive advantage of domestic manufacturing. The purpose of this paper is to explore the levels of QR implementation, identifying the potential pitfalls and drawbacks of the current QR initiatives in the Japanese...
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...THE UNIFORM TEXAS CPA EXAMINATION: REQUIREMENTS AND PROCESS Prepared for Dr. Newman by Stefanie Chen October 19, 2015 CONTENTS EXECUTIVE SUMMARY……………………………………………………………………..ii INTRODUCTION…………………………………………………………………………........1 REQUIREMENTS TO APPLY FOR AND SIT FOR THE TEXAS CPA EXAM…….............1 Moral character………………………………………………………………………….1 Degrees&150 hours…………………………………………………………………......2 Accounting, business, and ethics courses…………………………………………….....2 FOUR SECTIONS AND TEST STRUCTURES………………………………………….........5 Coverage and structure………………………………………………………………….5 THE RULES, TESTING WINDOWS, AND SITES……………………………………...........6 Rules…………………………………………………………………………………….6 Testing window………………………………………………………………………….6 Testing center……………………………………………………………………………6 PREPARE FOR AND TAKE THE UNIFORM CPA Exam…………………………………….7 Courses and options……………………………………………………………………...8 Taking the Uniform CPA Exam under rules…………………………………………….9 Receiving scores…………………………………………………………………………9 ADDITIONAL REQUIREMENT FOR TEXAS CPA…………………………………...........10 Submit a licensure application…………………………………………………………10 Ethics exam……………………………………………………………………………..10 Work experience in Texas……………………………………………………………...10 BENEFITS TO BECOME A TEXAS CPA…………………………………………………..11 CONCLUSIONS……………………………………………………………………………….11 WORKS CITED…………………………………………………………………………….....11 EXHIBITS AND NOTES……………………………………………………………………...12 APPENDIXES…………………………………………………………………………………17 Appendix 1-Application of Intent…………………………………………………...
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...even before they reached the permitting stage. And the cost of new capacity is also a major factor. A two day power blackout that struck in north east U.S on 14,2003 gave a wakeup call to regulators of the system which effected 50 million customers. But the risk of outages continued during peak demand periods due to capacity constraints. To reach the demand supply should be increased or gains should be encouraged and also the managements problems faced in ENERNOC should be solved by good strategy. Analysis: The major key consideration for adding a power plant is environmental consequences like global warming, energy related emissions of carbon dioxide(C02) which accounted 61% of all green house gas emissions(stated by IPCC). Demand response put conservationist and consumers in the same page by sharing incentives to provide service without increase in emissions. This is a short term solution for generating capacity but from the environmental perspective energy savings and reduction in emission still a global imperatives. EnerNOC...
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...Refera The Pre-Referral Process: Positive Behavior Interventions and Supports (PBIS) /Response to Intervention (RTI) Anika M. Taylor Special Education Foundations and Framework February 20, 2013 Schools and entire districts have embarked on multiple strategies to address challenging areas for students with disabilities and those at risk for behavioral and academic failures. Over the years, educators and policymakers have recognized the need to create, implement, and document practices that have proven to make an impact on student learning and behaviors. Many of the strategies used have focused on the collection of data and the collaboration between and amongst professionals. Today, educators agree that the key to effective interventions for students at risk for failure and those with disabilities lies in a comprehensive approach that fosters growth in student overall learning and behaviors. Several approaches were designed to meet the challenges that students experience as they engage in their learning. These approaches include two processes outlined in this discussion: Response to Intervention (RTI) and Positive Behavioral Intervention Support (PBIS). Response to Intervention (RTI) integrates assessments and intervention within a school wide, multi-level prevention system to maximize student achievement and reduce behavior problems. The RTI process helps to identify students for poor learning outcomes, provide evidence based interventions and...
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...as the Stroop effect. Studying this gives insight into the human mind. It can show how we handle interference across a number of different situations or how our automatic processes interact with and affect our controlled processes. The cause of the Stroop effect has been widely debated and researched over the years. Some researchers believe the cause is due to the fact that reading is such a well learned or even over learned process that it becomes automatic. When asked to identify ink colors of words reading the word causes distraction because reading is done much more often than naming ink colors. But where is the exact interference occurring in this process and why? It has been suggested that the interference occurs at the output or response stage as an individual struggles to express the correct color word from alternatives. Others believe the interference happens during encoding as an individual analyzes the word and is distracted from ink color. Still others would say it happens somewhere between the encoding and the output. All of these suggestions have various criticisms. The search for the correct answer to this phenomenon continues. Literature Review In an attempt to determine where the interference was taking place, Naish (1985) designed two experiments, the first to see if the interference occurred earlier than the output stage and the...
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...submitted satisfaction surveys during the previous year and to see what the expected number of responses should be in comparison with our peers. Methodology From January to June, 100 patient satisfaction surveys were placed throughout our facility advising patients to take one. These surveys had return envelopes attached to them, without paid postage. One designated individual was responsible for maintaining these surveys so as we could determine the number of surveys that were taken. The surveys that were placed in our office were printed on gray paper. Goal The goals of this study are to receive a comparable percentage of patient satisfaction survey responses in comparison with our facilities. Comparison/Benchmarks A 30% to 35% response rate is satisfactory according to a study, “Survey Response Rates and Overall Patient Satisfaction Scores,” published in the Journal of Nursing Care Quality 2003 Jul-Sept. And the Patient Survey Website June 2011 Article “What Does Patient Response Mean?”. Results At the end of the 6 month period, January to June, there were 71 surveys remaining of the original 100 placed throughout our facility by which we determined that 39 surveys had been taken. We received only 6 surveys back during this time period. This is a response rate of 15% which is 20% lower than our benchmarks. In attempts to increase the number of patient satisfaction survey responses we are getting, beginning in June, we will have our “Patient Satisfaction Survey” available...
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...research-based strategies intended to help the students navigate non-fiction text in all classes. The 2007 and 2008 Maine Educational Assessment (MEA) results showed steady growth in the area of literacy. When the results were released in 2009 only 4% of eighth grade students did not meet literacy standards with 81% meeting and an unprecedented 18% exceeding the standards. The data from the 2009 NECAP showed only 42% of Mountain Valley Middle School students were achieving at the proficient benchmark in math. The NECAP data also indicated students were not adequately responding to constructed response questions. It was decided for the 2010-11 school year that dedicated research and implementation of strategies and instructional methods would be put into place to drive toward better instruction in mathematics. Students would also be taught tools to better navigate short answer and constructed response questions. The RTI initiative was viewed as a good place to start making pedagogical changes to the school environment to make the necessary changes that would allow students to be more successful in their learning endeavors. School Profile Mountain Valley Middle School (MVMS) is located in the town of Mexico, Maine. It is part of the Region School Unit #10 (RSU10) based in Dixfield, Maine. It services students in sixth through eighth grade from the River Valley region of Oxford County, including the towns of Mexico, Rumford, Roxbury, Hanover and Byron. The River Valley region is rural...
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...businesses of all sizes can increase efficiency and productivity if the surveys are used efficiently. Often a thoughtfully designed online survey can save a business a lot of time and money. With Web-based surveys, a manager has control over the physical appearance and can create attractive and inviting forms. Web-based surveys can include radio buttons and drop-down lists that permit only one choice for the response. Check boxes allow multiple answers. Text boxes can be one line with a limited number of characters, or they may permit unlimited text entry. Careful consideration should be given to the following areas when planning an online survey: (1). Topic-what is the purpose of the survey? (2). Simplicity-online surveys must be defined, clear, and concise; otherwise responses will be negatively affected.(3). Type - determine the type of question that is best suited to answer the topic. (4). Test- have someone review the survey. Did they have trouble understanding anything? Revise the survey accordingly. (5).Market and publicize - this is the key to getting a good response rate and feedback. (6). Regularly monitor survey results and, after assessing, be sure to act on feedback. Dillman (2000, pp 366-394) provides the following guidelines for the design of web based surveys: 1....
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...Response To Intervention EDU620 March 11, 2013 Abstract Throughout the years, educators and administrators have embraced the Universal Design for Learning (UDL) and Response to Intervention (RTI). These two methods, when coupled together, complement one another because they both are a usable tool that captures all students’ progress whether they are a struggler or not. However, it has been founded that RTI combines both intervention and assessments to create a prevention process that could possibly enhance students’ growth and decrease any behavioral problems. Responses to Intervention have been proven to be a positive resource when working along with any technological tools or resources, which students have accessible to them in the classroom. Introduction The earlier the intervention the greater the chance a struggling child will have of overcoming any learning challenges he may encounter. All students should have the opportunity to excel within the classroom. When implemented, Response to intervention (RTI) can decrease some of the barriers that may be obstacles for some children. The paper will outline findings about RTI, how it supports assistive technology, and the outcome when RTI is not utilized in the learning environment. Summary of RTI Findings Response to intervention has been around for quite a while. Its purpose is to offer a high level of pertinent instruction based on a child’s needs....
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...A Selection from Survival Statistics Copyright ( David S. Walonick, 1997 - 2010 All Rights Reserved ISBN 0-918733-11-1 Published by: StatPac, Inc., 8609 Lyndale Ave. S. #209A, Bloomington, MN 55420 Tel: (715) 442-2261 Fax: (715) 442-2262 Web: http://statpac.com Email: sales@statpac.com |[pic] |Right now you can order | |You must be completely satisfied |Survival Statistics | |or we will refund the entire purchase price. | | | |for just $29.95 | | |Order online and we'll email you instructions on how to | | |download the book. | | |Click Here To Order | Designing and Using Questionnaires This is the information age. More information has been published in the last decade than in all previous history. Everyone uses information to make decisions about the future. If our information is accurate, we have a high probability...
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...Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data. For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner: High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom. Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining...
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...Elina Ioannou P12201589 Lecturer: Prof. Bogumil Ulanicki | De Montfort University 2/24/2015 | ContentsPage Introduction………………………………………………………………………………….3 Parameters of the open loop 1DoF torsional system…………………….4 Position Proportional Control plotting data………………………………….6 Parameters of transient responses and their affect by gain Kp……..11 Position Proportional control with velocity feedback plotting data.15 Parameter of transient responses and their affect by gain Kd……….20 Speed Proportional feedback control……………………………………………23 The response of closed loop system due to increase of Kp values…24 Derivation of Closed loop system transfer function (fig. 2.2.2)………25 Changes of the location of poles due to changes of Kp and Kd Values……………………………………………………………………………………………25 Conclusion……………………………………………………………………………………..28 References……………………………………………………………………………………..29 Introduction All rotating machinery systems experience torsional oscillations to some degree during start up, shut down and continuous operation. Consequently, the evaluation and analysis of the torsional response characteristics of rotating and reciprocating equipment represent the reliability of a system. The Control and Dynamics Laboratory 1 was carried out to measure and investigate the dynamic characteristics of a simple single degree-of-freedom torsional mechanical system with the support of ECP program. The experimental system included...
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...1.4 The macroeconomic impacts of oil price shocks 1.4.1 A short history of a controversial topic Since the 1973 OPEC (Organization of Petroleum Exporting Countries) oil embargo, the role of rapid, unanticipated increases in oil prices has been a topic of intense interest, among both economists and the lay public. Considering the magnitude of widespread national recessions during the 1970s, the controversy surrounding research on the macroeconomics of oil price shocks may seem surprising: why would anyone doubt the capacity of oil price shocks to cause the major movements in GDP (Gross Domestic Product) which have been observed in so many countries? Possibly most important in fueling the controversy is the small share of GDP that oil and its close substitutes have comprised in most economies: 1.5% to 3% prior to the 1973 episode. Experienced macroeconomists doubted that even a sizeable shock to such a small part of the economy could have the observed effects. Second, the 1973 episode itself was not a clean experiment because a number of other major factors were emerging at the same time. The world economy was just getting off the post-Bretton Woods fixed exchange rate regime. A number of countries, including the United States, was teetering on the brink of recession at the time of the 1973 shock; in the United States in particular, monetary policy tightened right around the time of the 1973 shock. Separating these effects and deciding the role ...
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...use questionnaires because of their low response rate and lack of validity. Also, some people may give false information so some researchers like to stick to interviews and experiments for increased accuracy. I will explore why sociologists shy away from using questionnaires. Positivists favour questionnaires because they achieve the main positivist goals of reliability, generalisability and representativeness. However, questionnaires present a range of practical disadvantages that damage the reliability. Hites study of ‘Love, passion and emotional violence’ is an example of how these questionnaires have a low response rate. Hites sent out 100,000 questionnaires to Americans, only 4.5% were returned, merely 4,500 people. The major problem with this is that the people who have a lot more time on their hands, such as the unemployed or socially isolated, will return them, and the full-time working people will not have time to fill it out, so the researcher will only get a minimal perspective on the society he’s viewing. A higher response rate could be achieved if follow-up questionnaires are sent out or if the researcher collects them in person, but this is time consuming and costs more money. In today’s technologically advanced world, researchers can send out questionnaires in the email which is very handy for all people as they can sit from their own home and fill out the questionnaire and email it back. Another reason for a low response could be the time...
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...The response to intervention (RTI) process is a 5 week process to evaluate students. If a student is underperforming in the classroom, that student may need additional support, including a student with a learning disability. The RTI evaluation process is objective and therefore beneficial to identify the academic, social, and behavioral challenges of underperforming students. First of all, the students that benefit are the ones that do not have a disability but may need additional support to perform to standards in the general education classroom. Secondly, the approach is different than the original IQ-achievement, because it identifies students with learning disabilities who may be able to perform to standards with proper support. The RTI process has been successful and, because of its success, its use has been expanding since 2004. The RTI process is so successful because of the simplicity, its inherent coordinated organizational structure and the common sense that it allows in addressing underperformance. There are 5 elements of an RTI framework. First there is the prevention and intervention tier. Every student is different and therefore there are three tiers available for those with and without disabilities. The first tier is a high-quality, universal general education program that uses good teachers to teach in general classrooms. Interventions take place when students do not meet the requirements and/or expected growth. These underperforming students receive supplemental...
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