...1) The objective of every supply chain is to maximize the value generated for the manufacturing component of the supply chain. a) True b) False 2) Activities involved in the Customer Relationship Management (CRM) macro process include c) planning of internal production and storage d) order fulfillment e) marketing f) supply planning g) demand planning. 3) A company's supply chain strategy h) defines the set of customer needs that it seeks to satisfy through its products and services i) specifies the portfolio of new products that it will try to develop j) specifies how the market will be segmented and how the product will be positioned, priced, and promoted k) determines the nature of procurement and transportation of materials as well as manufacture and distribution of the product l) determines how it will obtain and maintain the appropriate set of skills and abilities to meet customer needs 4) The key weakness of the ________ view is that different functions within a firm may have conflicting objectives. m) Intrafunctional scope n) Intraoperation scope o) Interfunctional scope p) Intercompany scope q) None of the above 5) Seasonal inventory is inventory that is built up to counter predictable variability in demand. r) True s) False 6) Which of the following is not a major driver of supply chain performance? ...
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...Politics Edexcel Unit 3 and 4 Unit 3 June 2013 Section B Liberal democracy is a contradiction in terms.’ Discuss. To what extent is socialism defined by its rejection of capitalism? ‘The notion of a stateless society is merely an anarchist fantasy.’ Discuss. Section A = Explain the key ideas associated with revisionist socialism. On what grounds have conservatives supported paternalism? Explain the link between liberalism and constitutionalism. Why do anarchists view the state as inherently evil and oppressive? Why did Marx believe that capitalism is doomed to collapse, and how did he think this collapse would occur? Jan 2013 Section B To what extent do conservatives support tradition and continuity? ‘Anarchism is merely an extreme form of socialist collectivism.’ Discuss. To what extent have modern liberals departed from the ideas of classical liberalism? Section A = On what grounds have conservatives justified private property? Explain the link between liberalism and individualism. Why have democratic socialists believed that the victory of ‘gradualism’ is inevitable? On what grounds have anarchists rejected constitutionalism and consent? Explain how the neoliberal and neoconservative views of the role of the state differ June 2012 Section B Conservatism merely reflects the interests of the privileged and prosperous. Discuss To what extent have socialists favoured the common ownership of wealth Liberalism is defined by...
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...University 01/2010 – Present Director Assistant, Canadian Chamber of Commerce in Shanghai 06/2009 – 08/2009 • Designed 2010 Expo Guide for Canadians in Shanghai. • Coordinated events on Canada’s Day and assisted Administrative Director with related projects • Located and entered data into several databases; made phone calls, and ensured timely mail processing. • Assisted administrative team members with clerical function. Dining Service Associate, University of Minnesota – Twin Cities 09/2009 – 12/2009 • Maintained inventory of standard dining service supplies and assists manager coordinate attendants. Member, Actuarial Club in University of Minnesota – Twin Cities 01/2009 – 12/2009 • Arranged the preparation of Casualty Actuarial Society (CAS) exam Volunteer, Students Today Leaders Forever 03/2009 – 12/2009 • Assisted the donation of food to Minnesotans at risk of hunger. Volunteer, in school for the Mute and the Deaf in Zhoushan, Zhejiang Province 2006 – 2009 • Taught disabled students Mandarin. Policy-analyst, Model United Nation in Shanghai K.J. Senior High School 2006 – 2008 • Analyzed UN policies for Model UN conferences HONORS/ AWARDS Honor Program, Awarded by Associate Dean of University of Minnesota – Twin Cities Global Excellent Scholarship, Awarded by University of Minnesota – Twin Cities Dean's List, Awarded by University of Minnesota – Twin Cities st th 1 prize, World 20 Odyssey of Mind Competition in China Area 09/2008 – 12/2009 09/2008 – 12/2009 Fall 2008, Fall 2009...
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...BLAW 2210 Term Paper Career Preparation My top two career choices are corporate financial analysis in investment banking and actuary. I will be discussing the legal environment of my career choices, taxing authorities, entity structure, graduate school in order to obtain certain license, self-assessment of my chosen careers. First, I will discuss how I can work as a corporate financial analysis in investment banking. After that, I will talk about what I need prepare to be an actuary. 1.corporate financial planning and analysis The responsibility of a corporate financial planing and analysis is to support management planning and decision making by identifying, maintaining, and evaluating information,as well as recommending actions. * Legal environment * Entity structure Investment banking is concerned with the primary function of assisting the capital market in its function of capital market intermediation, i.e. the movement of financial resources from those who have them means investors, to those who need to make use of them means issuer for generating profit. Therefore, it can be inferred that investment banks are those institutions that are the counterparts of banks in the capital market in the function of intermediation in resources allocation. Investment banks carried on carious activities it helps companies and governments and their agencies to raise money by issuing and selling securities in the primary market. They assist public and private corporations...
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...(etc.) : Cambridge University Press, 2000 LLB 428.43 SAH Pejovic, Vladimir IELTS preparation and practice: Reading and writing Oxford : Oxford Univeristy Press, 2006 LLB 428 CAM* IELTS with answer 2: (1b+2c) Cambridge : Cambridge Univerity Press, 2003 Summary: It containes: four complete tests for Academic candidates ENG Exams – IELTS * Catt, Carolyn Language Passport, Preparing students for the IELTS interview New Zealand : Addison Wesley Longman, 1966 ENG Exams – IELTS * IELTS with answer 1: (1b+2c) Cambridge : Cambridge Univerity Press, 2003 Summary: It containes: four complete tests for Academic candidates 428 JAK* Jakeman, Vanessa IELTS Practice Tests Plus London : Longman, 2001 LLB 428 SAH* Sahanaya, Wendy IELTS preparation and practice Oxford : Oxford Univeristy Press, 2006 ENG Exams – IELTS * Deakin, Greg Practice tests for IELTS Melbourne : Indonesia Australia Language Foundation, 1996 LLB 428 SAH Sahanaya, Wendy IELTS. Preparation and Practice. Reading and Writing . Academic Module Oxford : Oxford University Press, 2001 LLB 428 SAH Sahanaya, Wendy IELTS Preparation and Practice. Listening and Speaking Oxford University Press Melbourne, 2001 ENG Exams - IELTS CAM* IELTS with answer 3: (1b+2c) Cambridge : Cambridge Univerity Press, 2003 Summary: It containes: four complete tests for Academic candidates LLB 428 SAH* Sahanaya, Wendy IELTS preparation and practice: Listening and Speaking (1b+2c) Oxford : Oxford Univeristy Press, 2006 LLB 428 JAK* Jakeman, Vanessa Inside into...
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...Learning Strategies Development Study Skills and Habits Questionnaire Name______________________________ Date______________ Instructions: Please answer each question using the 5 point scale, to best reflect what you ACTUALLY DO or HAVE DONE as a student. The information can be used to help identify areas of strength and potential change, so be as open as you can be! Scale: 1 = rarely or never like me 4 = fairly like me 2 = not often like me 3 = sometimes like me 5 = a lot or always like me Health Habits 1. I eat healthy food every 3-4 hours, while awake. 1 2 3 4 5 2. I sleep 7-8 hours on a regular schedule, at night.. 1 2 3 4 5 3. I am physically active (exercise, sport, walking) for at least 5 hours/week. 1 2 3 4 5 4. I have 30-60 minutes of unstructured down time, daily. 1 2 3 4 5 Time Management 1. 2. 3. 4. 5. 6. I find it easy to stick to a study schedule. When I decide to study, I can start and keep going. I spread out my study time, to avoid cramming. I have enough time in my week to study. I spend more time on difficult courses. My on-line time is under control: it doesn’t interfere with other things. 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 Attitude 7. I am able to study subjects that I don’t really like. 8. I like learning, not just the thought of a good job. 9. I attend class. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Concentration 10. 11. 12. 13. I concentrate...
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...Rudiments Practise Final Examination This test is marked out of ZAA. Name 1) Write the following scales in whole notes, in the treble clef, USING ACCIDENTALS instead of a key signature a) b) c) d) e) C Minor, Natural D Major, ascending only chromatic scale starting on E Flat, descending only F Minor Harmonic, ascending only Lydian scale starting on G, descending only form, ascending only lt5 Rudiments Practise Final Exam - page 2 2) Add the proper clef, key signature, and accidentals where necessary, so as to form the following scales: a) B flat Major, from submediant to submediant b) D sharp minor rnelodic, from dominant to dominant c) F rninor harmonic, from supertonic to supertonic d) G Major, from tonic to tonic e) A flat minor, natural form, from subdominant to subdominant tL5 Rudiments Practise Final Examination - page 3 3) Write the following notes using accidentals if required. DO NOT USE A KEy SIGNATURE. a) b) the Mediant of A major. the Subdominant of F Minor. c) the Leading Note of C Sharp Major. d) the Tonic of D Minor. e) the Submediant of E Flat Major. 0 the Supertonic of G Sharp Minor. g) the Dominant of C Major h) the Leading Note of E Minor (Harmonic) i) j) the Mediant of B Flat Major. the Subdominant of B Minor. ll0 4) a) Th.t following pa.ssage has a changing rneter in many of the bars. Add the correct time signature for each measure directly on th; music. lt0 Rudiments...
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...exit survey-Provide information regarding Lesson Plan, Assessment and Quizzes-Tutorial Activity: * Discuss about 4 process of management that have been practised as a student in their daily life or during an event that they involved. * Share the process by a short and simple presentation. * Answer past year exams question on Ch1 (Quiz 10 minutes)-Students need to draw mind map for Chp 1 on white board and do short review -Blended Learning: Share how a company involved in POLC for an event for the organization | 7/12/14-13/12/14 | Week 2 | Chapter 2 (Planning)-Students need to draw mind map for Chp 2 on white board and do short review -Tutorial Activity: * Answer past year exams question on Ch2(Quiz 10 minutes) * If planning is important, why do some managers choose not do it? Submit a short presentation about planning barriers and the benefit of the planning.-Blended Learning:Students are request to share their planning that they have prepare to study in UiTM | 14/12/14-20/12/14 | Week 3 | Chapter 3 (The Nature Of Decision Making)-Students need to draw mind map for Chp 3on white board and do short review -Tutorial Activity: * Answer past year exams question on Ch3 (Quiz 10 minutes) * Form a group of 4 persons. Students need to discuss their expereince in making decisons . * Eg: To choose study at UiTM or other colleges, choose to purchase mobile phone or computers. * Analyze whether the decison made is according to desicion making process...
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...Explain the role of Assessment in teaching and learning process. 1.1 Explain the function of assessment in learning and development. “Assessment is a way of finding out if learning has taken place. It enables you to ascertain if a student has gained the skills, knowledge and/or attitudes needed at a given point towards their programme of learning”. Gravells (2010 page 110). It is primarily a gauge for the teacher and student to be able to measure progress against set criteria. Assessment can be broken down according to its purpose, that of assessment for learning, assessment as learning, assessment of learning and evaluation. Assessment for learning may begin with initial and diagnostic assessments where a teacher can learn from a student any previous learning/study that will assist in the forthcoming teaching. This can take the form of testimonies from previous teachers, portfolios, certificates and conversation. This will allow the teacher to identify a starting point and capability of a student to achieve the required outcome in the learning they are about to perform. In my own role of teaching Professional Updates the students will present a workbook linked with the coming PU lesson which they will have completed prior to the PU training. I will examine and mark the workbook to check on their knowledge and understanding. This will give me an indication of a student’s strengths and weaknesses before the training commences and allows me to tailor the lesson plan to...
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...Learning Strategies Development Study Skills and Habits Questionnaire Name______________________________ Date______________ Instructions: Please answer each question using the 5 point scale, to best reflect what you ACTUALLY DO or HAVE DONE as a student. The information can be used to help identify areas of strength and potential change, so be as open as you can be! Scale: 1 = rarely or never like me 4 = fairly like me 2 = not often like me 3 = sometimes like me 5 = a lot or always like me Health Habits 1. I eat healthy food every 3-4 hours, while awake. 1 2 3 4 5 2. I sleep 7-8 hours on a regular schedule, at night.. 1 2 3 4 5 3. I am physically active (exercise, sport, walking) for at least 5 hours/week. 1 2 3 4 5 4. I have 30-60 minutes of unstructured down time, daily. 1 2 3 4 5 Time Management 1. 2. 3. 4. 5. 6. I find it easy to stick to a study schedule. When I decide to study, I can start and keep going. I spread out my study time, to avoid cramming. I have enough time in my week to study. I spend more time on difficult courses. My on-line time is under control: it doesn’t interfere with other things. 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 Attitude 7. I am able to study subjects that I don’t really like. 8. I like learning, not just the thought of a good job. 9. I attend class. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Concentration 10. 11. 12. 13. I concentrate...
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...This answer was marked to be 16/18 with the only criticism to be to label the theories I used. Religious behaviour refers to any behaviour that is influenced by the religious beliefs that a person has. For example people may go on a pilgrimage and follow certain food laws. It is important to include more types of religious behaviour beyond church attendance because someone can go to church and not believe or not go to church and believe. This is why I am using an inclusive definition which would include doing a quick prayer before an exam or if someone gets ill. In item A it mentions that people go to religious services for the community and the contact with others. As all young people are in compulsory education until they turn 18 they may not feel a need to go to church as they will have all the social interaction at school. This is shown by all the group work and that they will have lunch with many of their peers. This is a strong reason because it gives one explanation as to why younger people are less likely to go to church. However, it can be criticised by saying that not all students will have a positive experience of school. Some may be bullied or pushed out to the point that they may be truant. This means that they will not get as much social interaction with others. In contrast Voas and Crockett looked at why older people may be more religious. They stated that as people got older they got more religious because they are closer to death and therefore they...
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...questions you need to be able to use the Language Constituents and relate these to Context. So revision of Language Constituents, word classes, grammar etc is important eg you need to be quick and confident recognising features like imperatives, passive voice, noun phrase structure, different pronouns, modal verbs etc. And of course be able to comment on their effects: TERM – DEFINITION - EXAMPLE – COMMENT ON EFFECT [See the checklist overleaf.] (5) Theories and Issues. Read and makes notes on ‘Language: A Student Handbook’ (you have to give this book back after Easter). Particularly useful for you are Chapters 4, 5, 6, 7, 9, 11. (1,2 and 3 are also useful if you have time.) (6) Resources. Use the resources on the VLE. a. See Past Exam Papers, Mark Schemes and Examiners’ Reports b. See sections on Language Diversity and Child Language Development c. See section on Grammar Revision. Eg Test your terminology i. Go to section 9 ‘Grammar Revision’ – look at the resources. ii....
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...|Title of Unit: Narrative writing - (Controlled Assessment 7.5%) | |Term: 1 | |Year: 10 | |Duration: 3/4 weeks | |Overview: | |WJEC provides a list of narrative tasks from which the candidates must choose one. These tasks are replaced each year. The tasks for 2015 are: | | | |(a) Write a story beginning: ‘I’m not coming and that’s the end of it.’ | | | |(b) Happy Days | | ...
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...The board exams and stress seem to go hand in hand for the vast majority of students who undertake this sort of coming of age ritual across India each year. Lost appetites, under-confidence, nervousness, anxiety and even depression are no strangers to the youngsters who are conditioned to look upon these exams as the be-all and end-all of academic achievements in school. Not a year goes by without the media reporting a number of suicides and suicidal attempts by children as young as 14 to 17 due to the fear of the boards, or their poor performance in the same. Small wonder then, that the stress inflicted upon these hapless students has become quite a concern for parents, schools and society alike. These youngsters primarily undergo stress due to two factors. The first is the hype that surrounds the board examinations. While they are no different from the dozens of exams the students have already undertaken during their school life, schools, teachers and parents approach the boards with apprehension akin to fear and this in turn seeps into the students. From the time students enter Class IX, teachers start mentioning their boards looming large next year. Once in Class X, the pressure is relentless, with continual pressure for improved performances in time for the boards. This attitude is also reflected by parents, who view the boards with trepidation as a good score in Class X alone can ensure admission into a subject stream of choice. For Class XII students also, their...
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...and medical regulatory bodies’ official websites documenting information on the licensing process for IMGs from each respective country; in-depth examination and comparison of the licensing processes outlined on these sites; and compilation of a comprehensive list of similarities and differences. Findings: While difficult entry requirements are imposed in Canada, once full registration is achieved IMGs have the same membership rights as Canadian medical graduates and their separate status (nominally) ends. In Australia, IMGs are allowed relatively easy access to temporary or conditional licenses, especially in designated underserviced areas or areas of need in order to fulfil resource demands. However IMGs are predominantly restricted to practise in limited and less prestigious positions within the medical hierarchy. Discussion: The Canadian...
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