...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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...RAFFLES GIRLS' PRIMARY SCHOOL SEMESTRAL ASSESSMENT 1 MATHEMATICS (PAPER 1) PRIMARY 5 Name: ( ) Form Class: P5 Banded Math Class: P5 Duration: 50 min Date: 10 May 2011 Your Score (Out of 100 marks) Your Score (Out of 40 marks) Parent's Signature INSTRUCTIONS TO HAMninATFS 1• Do not turn over this page until you are told to do 2. Follow all instructions carefully. so. 3. Answer ALL questions and show all working clearly. 4. NO calculator is allowed for this paper. Pagel of 12 SECTION A (20 marks) Questions 1 to 10 carry 1 mark each. Question 11 to 15 carry 2 marks each. For each question, four options are given. One of them is the correct answer. Make your choice (1, 2, 3 or 4). Shade your answer (1, 2, 3 or 4) on the OAS provided. All diagrams are not drawn to scale. 1. How many ten-dollar notes make up $201 010? (1) (2) (3) (4) 10 20 2 010 20101 2. What is the product of 83 * 700? (1) (2) 581 5 810 (3) 58100 (4) 581 000 Page 2 of 12 3. Find the volume of the cuboid shown below. 28 m (1) (2) 84 m3 140 m3 (3) (4) 168 m3 840 m3 What is the missing number in the box? • 9 d) 6 2 3 (2) (3) (4) 8 14 15 ->• k txpress — as a mixed number. c 38 (D (2) 3* 4 4 (3) (4) 94 9! 2 Page 3 of 12 6. Which of the following figures cannot be tessellated? (D (2) (3) (4) ( ) 7. In 43.21, which digit is...
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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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...DEA Tutorial Abstract Data envelopment analysis (DEA) is a linear programming based technique for measuring the relative performance of organisational units where the presence of multiple inputs and outputs makes comparisons difficult. This tutorial paper introduces the technique and uses an example to show how relative efficiencies can be determined and targets for inefficient units set. The paper also considers a number of practical issues of concern in applying the technique. Introduction There is an increasing concern with measuring and comparing the efficiency of organisational units such as local authority departments, schools, hospitals, shops, bank branches and similar instances where there is a relatively homogeneous set of units. The usual measure of efficiency, i.e.: [pic] is often inadequate due to the existence of multiple inputs and outputs related to different resources, activities and environmental factors. This problem can be illustrated for depots of a large retailing organisation which distributes goods to supermarkets. In this case the inputs for an efficiency measure are taken to be the value of the stock and the recurrent costs mainly in the form of wages, as those are resources supporting the operation of the depots. Stock is reasonably an input to an efficiency measure as an efficient depot will attempt to give a good service at lower stock levels, saving on capital and space. The outputs correspond to activities of the depots and are measured by...
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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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...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 business operations are customers...
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...Demand Quantification for Fuel Requirements, Energy Source, Conversion Technology and Siting, and Powerplant Design in the Province of Iloilo Design Paper by Gino P. Jardinico BS Mechanical Engineering Student: 2011-15731 Submitted to the Department of Mechanical Engineering College of Engineering University of the Philippines In Partial Fulfilment of the Requirements of ME 188 Power Plant Engineering Department of Mechanical Engineering College of Engineering University of the Philippines Diliman Quezon City December 2015 ii Abstract The study is aimed (1) to quantify the demand for fuel requirements and powerplant capacity in the province of Iloilo for the next 30 years, and (2) prioritize the energy sources, conversion technologies and powerplant sites available in the province. Electricity consumption from the five sectors (residential, commercial, transportation, industrial, and agricultural) were calculated using different models and assumptions. These values were projected to the year 2045 in order to predict the total electricity demand on the daily, weekly, monthly and yearly bases. There is an average of 262.28 MW demand from the computed consumptions which was translated to fuel requirements considering the existing, upcoming, decommissioning, and the reserve. A total of 284.77 MW plant capacity was calculated for 2045. Assuming that bituminous coal will be used as the main fuel for running a Coal-fired powerplant in the future, a fuel requirement of 12.25...
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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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...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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...Green Supply Chain Management : Logistics and Distribution Prabhakar Ravishankar White Paper Important Confidentiality Notice This document is disclosed only to the recipient to whom this document is addressed to and is pursuant to a relationship of confidentiality under which the recipient has obligations to confidentiality. This document constitutes confidential information and contains proprietary information belonging to MphasiS Limited. The confidential information is to be used by the recipient only for the purpose for which this document is supplied. The recipient must obtain MphasiS Limiteds written consent before the recipient or any other person acting on its behalf, communicate any information on the contents or the subject matter of this document or part thereof to any third party. The third party to whom the communication is made includes individual, firm or company, or an employee or employees of such a firm and company. The recipient, by its receipt of this document, acknowledges that this document is confidential information and contains proprietary information belonging to MphasiS Limited and further acknowledges its obligation to comply with the provisions of this notice. The contents of this document are provided in commercial confidence, solely for the purpose of evaluating whether the contract should be awarded to MphasiS. The information contained in this document represents the views and opinions of MphasiS on the issues discussed, as of the date...
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...BTEC Level 3 National Health and Social Care Unit 1 Developing effective communication in health and social care This mandatory unit enables learners to understand effective communication within health or social care settings, some of the many barriers to effective communication and ways to overcome them. Learners will gain the necessary interpersonal skills to communicate with a range of people within the sector and will have the opportunity to identify and analyse the effectiveness of their own communication skills. This is a 10-credit unit and can be taught in 60 guided learning hours, with learners also expected to complete non-supervised individual study time. This is a mandatory unit for all qualifications. On completion of this unit, learners should: LO1 Understand effective communication and interpersonal interaction in health and social care LO2 Understand factors that influence communication and interpersonal interaction in health and social care environments LO3 Understand ways to overcome barriers in a health and social care environment LO4 Be able to communicate and interact effectively in a health or social care environment Unit contents The scheme of work for this unit (page 13) links to the following resources to help you deliver Unit 1. LO1 Lesson plan LO2 LO3 LO4 AS10, AS11, AS12 LP Activity sheet AS1, AS2, AS3, AS4 AS5, AS6, AS7, AS8, AS9 Stretch and support AS1, AS2, AS3, AS4 AS6, AS8, AS9 ...
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...Control Charts and Introduction to Six Sigma Session 12: Control Charts and Introduction to Six Sigma concepts Control Charts and Introduction to Six Sigma Control Charts - Topics of Discussion – – – – – Control Chart History Control Limits Individuals and Moving Range Charts X-bar and R Charts Subgrouping Control Charts and Introduction to Six Sigma Typical Process Metrics • • • • • • • • • Cycle times Lead times Productivity Schedule variance Budget variance Employee satisfaction Customer satisfaction Safety incidents System users (# hits) • • • • • • • • • Days sales outstanding Customer service calls Request for quotes Proposal development Attrition/retention Bid win rate Transactional defects Sales orders Revenue dollars What are some metrics associated with your projects? What are some metrics associated with your projects? Control Charts and Introduction to Six Sigma Control Charts – “While every process displays Variation, some processes display controlled variation, while other processes display uncontrolled variation” (Walter Shewhart). – Controlled Variation is characterised by a stable and consistent pattern of variation over time. Associated with Common Causes. – Process A shows controlled variation. X-Bar Chart for Process A X-Bar Chart for Process A UCL=77.20 UCL=77.20 75 X a C a fo P ce B -B r h rt r ro ss 8 0 U L 7 .2 C= 7 7 Sample Mean 7 0 X= 0 8 7 .9 L L 6 .7 C= 4 0 6 0 5 0 Special Causes 0 5 1...
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...*3963103* [3963] – 103 T.E. (Petroleum) (Semester – I) Examination, 2011 DRILLING & PRODUCTION OPERATIONS (2003 Course) Time : 3 Hours Max. Marks : 100 Instructions : 1) Question Nos. 1 and 5 are compulsory. Out of the remaining attempt 2 questions from Section I and 2 questions from Section II. 2) Answers to the two Sections should be written in separate books. 3) Neat diagrams must be drawn wherever necessary. 4) Black figures to the right indicate full marks. 5) Use of Logarithmic Tables, Slide Rule, Mollier Charts, Electronic Pocket Calculator and Steam Tables is allowed. 6) Assume suitable data, if necessary. SECTION – I 1. What are different systems on a drilling rig ? Explain any one in detail with suitable diagramme. 18 2. a) Calculate Bottom hole pressure if well depth is 2500 m and mud weight is 1.2 gm/cc. b) Calculate mud weight if mud gradient is 0.87 psi/ft. ′ c) Calculate volume bbl/meter for drill pipe O.D. = 5′ inch and I.D. = 4.276 inch. 2 2 2 10 8 8 16 d) Draw circulation system on a drilling rig. 3. a) Discuss IADC classification of a bit in details. b) Discuss different factors affecting rate of penetration in details. 4. Write short note on : i) Coring ii) Fishing tools iii) BOP iv) Directional well P.T.O. [3963] – 103 -2- *3963103* SECTION – II 5. a) Discuss different types of casings and function of the casings in brief. b) Discuss different types of well completion techniques. 6. a) Discuss primary cementation process with...
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...1 Basic Arithmetic TERMINOLOGY Absolute value: The distance of a number from zero on the number line. Hence it is the magnitude or value of a number without the sign Directed numbers: The set of integers or whole numbers f -3, -2, -1, 0, 1, 2, 3, f Exponent: Power or index of a number. For example 23 has a base number of 2 and an exponent of 3 Index: The power of a base number showing how many times this number is multiplied by itself e.g. 2 3 = 2 # 2 # 2. The index is 3 Indices: More than one index (plural) Recurring decimal: A repeating decimal that does not terminate e.g. 0.777777 … is a recurring decimal that can be written as a fraction. More than one digit can recur e.g. 0.14141414 ... Scientific notation: Sometimes called standard notation. A standard form to write very large or very small numbers as a product of a number between 1 and 10 and a power of 10 e.g. 765 000 000 is 7.65 # 10 8 in scientific notation Chapter 1 Basic Arithmetic 3 INTRODUCTION THIS CHAPTER GIVES A review of basic arithmetic skills, including knowing the correct order of operations, rounding off, and working with fractions, decimals and percentages. Work on significant figures, scientific notation and indices is also included, as are the concepts of absolute values. Basic calculator skills are also covered in this chapter. Real Numbers Types of numbers Unreal or imaginary numbers Real numbers Rational numbers Irrational numbers Integers Integers are whole numbers...
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