Just-in-Time Inventory Management - 2072 Words

Just-in-Time is an inventory management philosophy that aims to reduce inventories by implementing systems and processes to supply a product or service exactly when it is needed, and how it is needed in the production process. The concept of JIT is widely accepted today by many American manufacturing companies, and it is a means of controlling costs through striving to maintain lean inventories—in fact, the concept of JIT was introduced in the early 1980’s to the U.S. as a concept know as â€Å"zero inventories†. This inventory control concept involves close relationships with vendors or suppliers, who are able to provide components of the product direct to the work-in-process area, in a â€Å"pull† type fashion, whereby the components are†¦show more content†¦Considering the fact that the shifting of inventory from the hospital to the supplier is going to raise the supplier’s inventory level, it is reasonable to conclude that the supplie r might raise their rates. In addition, if JIT systems are not managed properly, they inherently raise the risk of stock outages of inventory—in the health care environment, medical supply outages can be life threatening. The second article discussed is titled, â€Å"Just-In-Time Inventory Management: Implementation of a Successful Program†, from a 1995 edition of Review of Business. This article describes the basic process of implanting JIT in an organization, and provides an excellent summary of the management philosophy in general, however, it concludes with a similar cautionary note to the first article. To begin, this article discusses the three basic stages of JIT: Kanban systems, Production planning, and Global management philosophy. Each stage is more advanced than the prior, and the article notes that any organization utilizing any of these levels of JIT, describes itself as a JIT based company. The Kanban, derived from the Japanese words kan (card), and ban (signal), is the most basic form of JIT. The Kanban is a materials movement trackingShow MoreRelatedTHE PRACTICE IMPLEMENTATION OF JUST IN TIME INVENTORY (JIT)MANAGEMENT SYSTEM IN PROCTER AND GARMBLE LTD. NIGERIA. THE PROBLEMS AND CHALLENGES1869 Words   |  8 Pagesï » ¿ PRESENTATION ON : THE PRACTICE IMPLEMENTATION OF JUST IN TIME INVENTORY (JIT)MANAGEMENT SYSTEM IN PROCTER AND GARMBLE LTD. NIGERIA. THE PROBLEMS AND CHALLENGES PRESNETED BY : ADEOYE AKEEM ADEGBENGA. CENTRE FOR POSTGRADUATE AND RESEARCH, KULLIYAH OF MAMAULAT, INSANIAH UNIVERSITY COLLEGE. TABLE OF CONTENTS. 1. Executive Summary 2. Company’s background 3. Introduction – JIT 4.0 Findings and Analysis Read More Just In Time Systems Essay1405 Words   |  6 Pagesand maintaining a stock of inventory items has long been an arduous task for many business owners. The old method of cataloging by part or item number has all but disappeared since the proliferation of electronic catalogs and the use of computer software and web-based ordering/monitoring systems. Inventory management is necessary for owners who want to maintain a stocking service for quick turnaround to help ensure total customer satisfaction. An item on a managed inventory list must be maintained toRead MoreWeek 6 Bus 6501680 Words   |  7 Pageschain inventory management method can be affected depending on the situation of the retailer. Studying the control method for problems in inventory, which would include both, excesses in inventory as well as shortages, and hoping to minimize loss. Use of SCM as a Method of Inventory Control I have decided to do the final for Managerial Finance on the use of the SCM method as a form of inventory control, because I have worked in a business that has used many different forms of inventory controlRead MoreInventory Systems Paper1372 Words   |  6 PagesInventory Systems Summary Inventory control systems are used so that companies can track materials or products. Before technology was so readily available, employees of companies had a harder time tracking inventory. Today one can go into a large retailer and ask an employee to check if an item is in stock and all the employee would have to do is check a little hand held device. The four types of inventory systems that Team A decided to research and discuss were: Advanced Tracking System (ATS)Read MoreAn Overview Of Inventory Management1745 Words   |  7 PagesAn Overview of Inventory Management Lijuan Wei Abstract —There are some complex and compelling challenges that global manufacturing industries should face, which includes price fluctuation, supply-chain inefficiencies and increasing customer expectations. In order to meet the demand of this economic environment, manufacturers need to find innovative, smarter ways to face those challenges. Thus, the efficient inventory management becomes urgent to manufacturers and it could help improve profitabilityRead More JIT manufacturing and inventory control system Essay1053 Words   |  5 PagesJIT Just-in-time production is considered to be on the leading edge of technological advancement. With improvements in the virtually every industry, maintaining an effective production line while minimizing inventory costs is a very feasible option. Just-in-time systems are designed to keep inventory costs at a minimum, unlike the ways of old, with large warehouses loaded with back inventory. With technology allowing instantaneous communication around the world, production lines and stores doRead MoreEssay on Case 8-2: Throsel-Teskey Drilling723 Words   |  3 PagesThrosel-Teskey Drilling Situation: ï‚ · Alison Burkett - purchasing manager at Throsel-Teskey Drilling Inc. (TTD) o Reports to John Dietrich, the president, maintained a substantial equity interest in the company. o Responsible for sourcing and materials management. o Reporting to Alison was Ken Jenner, materials manager, and Emerson Parrish, warehouse manager ï‚ · Throsel-Teskey Drilling Inc.: Merged with Teskey-Dean Drilling Inc. (Teskey-Dean) o A mining services company performed diamond drilling o Had moreRead More Supply Chain Management Essay867 Words   |  4 PagesSupply Chain Management According to our class text Supply Chain Management’s goal is to create fast, efficient, and low-cost network of business relationships to get a company’s product from concept to market. In order to understand the goal we must know that the supply chain is the process the raw materials of a product go through in order to be available to the consumer. The relationships that the business creates are needed in order to create the product, each process the product goesRead MoreEssay on Operation1079 Words   |  5 PagesSlide 1. Inventory Management ( ALZAM ) Gd evening everyone, my name is ALZAM. Today my group members and I will be presenting our case study on inventory management. Let me introduce my group members, Jefren, Jerrick, Alan, Victor and Kelvin. Our presentation will last abt 20 mins Slide 2. Introduction (ALZAM) Let me start off by introducing inventory management. Its part of Supply Chain Management that contain systems and processes of maintaining the appropriate level of stock in a warehouseRead MoreInventory Management Practices in Selected Medium-Scale Boutiques in Sta.Rosa, Laguna1357 Words   |  6 PagesINVENTORY MANAGEMENT PRACTICES IN SELECTED MEDIUM-SCALE BOUTIQUES IN STA. ROSA CITY, LAGUNA Chapter 1: Introduction and Background of the Study Introduction Inventory to many small business owners is one of the more visible and tangible aspects of doing business. Raw materials, goods in process and finished goods all represent various forms of inventory. Each type represents money tied up until the inventory leaves the company as purchased products. In a literal sense, inventory

Bartleby, the Hero in Herman Melville’s Short Story...

Bartleby, The Hero in Herman Melville’s short Story Bartleby the Scrivener In Herman Melville’s short story Bartleby the Scrivener, Bartleby is the hero. The reasons as to why Bartleby is considered the hero of the story are that first, the character refuses to write in his job in the law office. He even starves himself to death by refusing to eat, but in the end, the spirit of Bartleby still remains alive and haunts the narrator. Throughout his life, the narrator remains haunted by the spiritual pride and continues to struggle with the principles of morality and justice. Bartleby is also a hero because he not only shows his courage towards confronting the society using his will power, but he also shapes the conscience of the†¦show more content†¦This aspect of Bartleby’s heroism affects the story by developing a new theme to the story and developing the character of the narrator who is part of the story as the boss to Bartleby. It develops the theme of association between chronometrical time and the world of the spirits. It also changes the character of the narrator because he develops a new attitude towards time, and the world of spirits, which changes his normal way of belief. The narrator of the story becomes shocked when he discovers that Bartleby, who only feeds on ginger nuts, has never left the office. This is actually the first time that the narrator experiences the spiritual power that Bartleby possesses. The narrator is so much business oriented that he only looks at the world in terms of profits. However, when he encounters this aspect of the spirit of Bartleby, his attitude towards life changes. He begins appreciating the fact that Bartleby deserves better treatment, not in the capitalist way. The narrator even sees what is a right, just as an asset, but this perception is later changed by Bartleby’s spirit: â€Å"What earthly right have you to stay here? Do you pay any rent? Do you pay my taxes? Or is this pro perty yours?† (Melville, 41). The perception of the narrator, of everything including rights of Bartleby as assets prevents the narrator from understanding the spiritual aspect of the pride in Bartleby. Although the narratorShow MoreRelated Comparing Loss of Self in Soldiers Home, Pauls Case, and Bartleby1442 Words   |  6 PagesLoss of Self in Hemingways Soldiers Home, Cathers Pauls Case, and Melvilles Bartleby the Scrivener  Ã‚     Ã‚  Ã‚   Hemingways Soldiers Home, Cathers Pauls Case, and Melvilles Bartleby the Scrivener all present a loss of self. These stories prove that there is a fine line between finding ones self and losing ones self. I believe this loss can occur at any age or station of life. This idea is seen in each storys main character. Hemingways Soldiers Home depicts a young man inRead More Herman Melvilles Bartleby, the Scrivener Essay3521 Words   |  15 PagesHerman Melvilles Bartleby, the Scrivener The narrator states fairly early on in Herman Melvilles Bartleby, the Scrivener that both he and Bartleby are sons of Adam (55). The phrase plays on a double entendre, referring to both the Calvinist Biblical Eden and to the view of America as the new Eden. Many recent critics have traced the biblical aspects of this and other elemen ts of the story, claiming the character of Bartleby as a Christ-figure, and as such carries out the role of aRead MoreEssay on The Haunting of Humanity: Herman Melville2719 Words   |  11 Pages Herman Melville (1819-1891) is an American writer who is widely acclaimed, among his most admired works are â€Å"Bartleby, the Scrivener† and â€Å"Benito Cereno† which both first appeared as magazine pieces and only published in 1856 as part of a collection. â€Å"Bartleby† was a story reflecting on the business world of the mid-19th century se t in New York none of its most famous and sometimes dangerous street: Wall Street. Bartleby a strange but intriguing man becomes employed in a legal office and in hisRead MoreAnalysis of Herman Melville ´s Bartleby, the Scrivencer Essay2703 Words   |  11 Pages Herman Melville (1819-1891) is an American writer who is widely acclaimed, among his most admired works are â€Å"Bartleby, the Scrivener† and â€Å"Benito Cereno† which both first appeared as magazine pieces and only published in 1856 as part of a collection. â€Å"Bartleby† was a story reflecting on the business world of the mid-19th century se t in New York none of its most famous and sometimes dangerous street: Wall Street. Bartleby a strange but intriguing man becomes employed in a legal office andRead More Bartleby, the Villain in Bartleby, the Scrivener Essay2873 Words   |  12 PagesBartleby, the Villian in  Bartleby, the Scrivener      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Herman Melvilles short story, Bartleby, the Scrivener, poses many moral questions, but refuses to answer them nicely and neatly. Unfortunately, Melvilles ambiguities have lead to some unusual interpretations concerning the ethics of the unnamed lawyer who narrates the story.   While it may seem perfectly obvious to most of us that he goes out of his way to be sensitive to Bartlebys needs, beginning with the narrators allowing

An Inspector Calls 13 Free Essays

We don’t live alone. We are members of one body. We are responsible for each other. We will write a custom essay sample on An Inspector Calls 13 or any similar topic only for you Order Now How does Priestly present this theme through the use of character, action and dramatic devices? ‘An Inspector Calls’ by ‘J. B Priestly’ is a post world war 2 drama set in 1912. The play is set in the industrial town of Brumley, the play is set in the front room of the Birling household. The play follows the classical unities rule where the play is set in one place, this allows future interpretations of the play to be less imaginative in where they set it, but it does mean that they can add more detail to the set as it never changes. The Birling family is a lower upper class family who have benefited from the industrial revolution. In the Birling family there are four members and one soon to be member of the Birling family; there is Mr Arthur Birling, Mrs Sybil Birling, Sheila Birling and Eric Birling. The soon to be family member is Gerald Croft. During act one they get a visit from Inspector Goole. Inspector Goole is a very secretive character who likes to keep his card close to his chest. The inspector is here to piece together events that led to a girl’s suicide; this girl is called Eva Smith. Pristley is socialist, he believes in equality between everybody; he uses the inspector as his mouthpiece for his socialist views. The Birling family have capitalist views, these are that not everyone is equal; you have to work and earn money to be successful. They are also quite a smug family, who only have interests for there own priorities. The Inspector wants to teach the Birlings about social responsibility; social responsibility is about looking after everyone is your community, not just your own interests. The play itself is set in 1912, but it was written in 1945 and first performed in 1946. This gives the audience hindsight into events that have happened in between that time. Mr Birling mentions the Titantic being ‘unsinkable, absolutely unsinkable’, although the audience knows this isn’t true as the Titanic sank on its maiden voyage. The characters in ‘An Inspector Calls’ are very important, as they’re views and beliefs play a huge part in the story. Mr Birling is self-centred man, with only interests in money. He believes money is more important than people. He would rather sack someone instead of giving them a small pay rise, even if they were a very skilled worker, as in the case of Eva Smith. He is an avid believer in capitalism, he is a social climber, he started his business with nothing and climbed up the social ladder to where he his now. Mrs Birling is a very arrogant and snobby person; she chairs a charity called the ’Brumley Women’s Charity’. It was set up to help unprivileged women try get back on there feet if they are exceptionally poor. Although, Mrs Birling uses it as a social status to make her look like an individual that has social responsibility. Mrs Birling is the complete opposite, she abuses her position as chair of the board, she has a big influence on the board, which she uses to turn down Eva Smiths application. She has the least respect for the Inspector of all the characters. She tries – unsuccessfully – to intimidate him and force him to leave, then lies to him when she claims that she does not recognise the photograph that he shows her. Gerald Croft is the fiance of Sheila. Gerald is the son of a very wealthy business man who is in a trade war with Mr Birling and his company. Gerald and Sheila coming together in marriage is seen as a huge gain towards a partnership between the two businesses. Gerald is in his fortys, he has views of both the older generation and the younger generation. The inspector is worried that Gerald will follow the views of the older generation. The inspector see’s the younger generation’s views as the way forward in life as the older generations views are capitalist and self-centred. The two younger characters in the play, Eric and Sheila Birling are seen by the inspector as a shining light of hope for the future of the family as there views are open to new ideas. Eric is seen by his parents as being venerable so they have kept him on a close watch. Eric seems  embarrassed and awkward right from the start. The fist mention of him in the script is  Ã¢â‚¬Å"Eric suddenly guffaws,†Ã‚  and then he is unable to explain his laughter, as if he is nervous about something. (It is not until the final act that we realise this must be because of his having stolen some money). Sheila is the fiancee of Gerald; she has views of the younger generation, but let her anger come over her when in the clothes shop Milwards in which Eva Smith worked in. Sheila used her famiy’s wealth to force the Milwards manager to sack Eva because Eva smirked; Sheila claimed that Eva was mocking her. Although she has probably never in her life before considered the conditions of the workers, she shows her  compassion immediately she hears of her father’s treatment of Eva Smith:  Ã¢â‚¬Å"But these girls aren’t cheap labour – they’re people. † Within  the play  Ã¢â‚¬ËœAn Inspector Calls’, Priestly uses numerous dramatic devises to get across his message of moral, class and political influence. The first hints of his central themes are imposed when Priestly describes the scene and setting of the first act. An immediate perception is given off towards the audience of ‘heavily comfortable house. ’ With this being a place of constant setting, a reflection of real time and naturalism is released. The lighting prescribed for the scene also creates the mood of  the play. Priestly states within his stage directions the lighting should be ‘pink and intimate’ prior to the inspector arrives a shaded glow of rose tint then should grow ‘brighter and harder’. In context and example of these stage directions are as pursued. ‘The dining room of a fairly large suburban house, belonging to a prosperous manufacturer. It has good solid furniture of the period. At the moment they have all had a good dinner, are celebrating a special occasion, and are pleased with themselves’. Another devise used to enhance  the play  writer’s dramatic concepts is the use of dramatic irony. These are used when the knowledge of the audience exceeds those of the characters within  the play. This technique of dramatic irony is in attendance when Mr Birling makes self-assured conjectures about the coming war and the ship Titanic being unsinkable. For example Priestley uses techniques to expose Birling’s naivety and generation gap. Tension is also secured throughout  the play  as each character holds significant connection with the suicide victim, Eva Smith, who represents the universal populace. By making Eva a representation rather than a real character the moral of  the play  is taken more literally. The contribution from each character also produces a deeper and more involved structure towards  the play’s plot. Timing which features as a critical decisive; with stage directions of speech, movement exits, entrances and sounds. A strategic illustration of this is the arrival of the Inspector instantaneously, subsequent to Mr Birling notifying Gerald about his imminent knighthood and regards of how ‘a man has to look after himself and his own. ’ The Inspector, the true mouth piece of Priestly adds a dramatic tone. The character is directed with the use of pace and tension and presents each idea and enquiry without conjunction, by observing and exposing each statement from an individual’s account. This method slowly throws light on the core of Eva’s life and the real effect of classes on a wider population. Inspector Goole is the eponymous character in An Inspector Calls’ by Priestley who has many functions. Primarily, he is introduced to the play to interrogate the Birling  Family  and Gerald Croft, but Priestley also uses him to move the plot forward and as a device for the writer to voice his opinion, furthermore he controls movement on stage, encourage the characters and audience to learn from their mistakes and to create moments of tension and mystery. The Inspector creates moments of tension in the play, mainly at the end of Acts One and Two where something happens and the audience is waiting for someone to confess their relation to the death. Inspector holds up a hand. We hear the front door. They wait, looking towards the door. Eric enters, looking extremely pale and distressed. He meets their inquiring stares. Curtain falls quickly. At this moment, the audience would be on the edge of their seat and because the Three Acts are continuous, this act change is just in the right place for creating a cliff-hanger. This also happens at the very end of Act one where I have quoted above, and these moments aren’t just at the end of the acts, they can also be in the middle caused by a passing comment. â€Å"Naturally I don’t know anything about this girl† claims Mrs Birling. Inspector â€Å"well, we’ll see, Mrs Birling†. This is just a very short sentence but it gives the audience a hint of what is to come next and that Mrs Birling has a connection to the death and they just want to find out what it is. I think the Inspector is very successful in putting Priestley’s point across and that he captures the audiences’ attention really well with his gripping speech. The Inspector is the creator of all of the drama, tension, intrigue and mystery in the play An Inspector Calls’ and he is used incredibly well to capture the audience’s attention. I think that Priestley, as well as using him as the main character in terms of development in the storyline, has really just used him to echo his own views. This is to give a rather obvious moral to this play saying that everybody’s actions affect everyone else and no one should be selfish as it could influence someone’s life greatly in a chain of events. Priestlys message is still relevant as the gap between the classes is ever increasing, How to cite An Inspector Calls 13, Papers

Downsizing has both positive and negative aspects. Essay Example For Students

Downsizing has both positive and negative aspects. Essay In most cases Ibelieve that the business benefits most. When downsizing occurs a companyis able to cut costs and reorganize, in essence becoming more efficient. This newfound efficiency in the long run benefits everyone becausecompanies are able to provide quality products at lower prices due tolowered production expenses. Certainly the employees who are dismissed in the process ofdownsizing do not immediately (if ever) benefit from the process. Havingyour employer view you as expendable is a tough blow to take, both to theego and to the pocketbook. Being laid off as a result of downsizing canhave its benefits, however. I always try to view things from an optimisticperspective. A door closing can be sign that a person should look inanother direction, because most likely another opportunity is awaiting. This is not always the case, as we saw in the events that occurred inconjunction with GMs off-shoring jobs from Flint, Michigan to Mexico. People in Flint were left with seemingly no options toward which to turn. The decision to downsize would be an extremely difficult one. Circumstancessurrounding the company would be vital considerations, as downsizing shouldnot be taken lightly. Many people are affected, and proper steps should betaken to ensure as seamless of a transition as possible. I agree withpoints brought up in chapter three of The Heroic Enterprise, one being thatservices should be provided to newly unemployed people to help them stay ontheir feet. Morale of remaining employees must also be maintained,providing assistance with what could possibly be additional workloads andresponsibilities due to the department downsizing. Private business can and does have a role in public education. It isdefinitely in the best interest of private companies to get involved withschool systems, as this will provide better qualified human capital forthem in the future. If people get the education and training they needwhile in school, companies will have less training to worry about (and payfor themselves) in the future. Private schools must obtain their own funding since it is notprovided by the state, as in the case of public schools. It does not makesense, however, for companies to only contribute to these private sectors. Only focusing on private schools severely limits the potential labor poolthat will exist when these children grow into working (at least hopefullyworking) adults. We know there is a great discrepancy between theeducations provided to students in most private schools, versus those inpublic school. As we saw in the PBS special about Ohio public schools,however, there are also drastic differences between public schools. These extremes need to be lessened. It would not be appropriate totake away from those children who are exposed to great possibilities, greattools and a plethora of available activities in their school environments. There must be something done to bring the bottom level schools up to par,though. Children in poor schools, exposed to decrepit buildings and measlymaterials are being shorted in terms of their education. This in term has adetrimental effect on their future possibilities. Children who begin withgreat potential learn that they are not valued enough to be well educatedin poor school systems. The big question here is funding. In most cases the dollars spent perpupil in suburban schools are much greater than the spending per pupil ininner city or rural schools. The American way implies that all people arecreated equal, so how can this be? Why does one child deserve less thananother because of where they live? The answer is that they do not, thatall children deserve the same treatment and opportunities. Unfortunately,making policy to solve this problem seems to be a difficult task. .u65af1c5fabb59f8c6a05fef786762551 , .u65af1c5fabb59f8c6a05fef786762551 .postImageUrl , .u65af1c5fabb59f8c6a05fef786762551 .centered-text-area { min-height: 80px; position: relative; } .u65af1c5fabb59f8c6a05fef786762551 , .u65af1c5fabb59f8c6a05fef786762551:hover , .u65af1c5fabb59f8c6a05fef786762551:visited , .u65af1c5fabb59f8c6a05fef786762551:active { border:0!important; } .u65af1c5fabb59f8c6a05fef786762551 .clearfix:after { content: ""; display: table; clear: both; } .u65af1c5fabb59f8c6a05fef786762551 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u65af1c5fabb59f8c6a05fef786762551:active , .u65af1c5fabb59f8c6a05fef786762551:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u65af1c5fabb59f8c6a05fef786762551 .centered-text-area { width: 100%; position: relative ; } .u65af1c5fabb59f8c6a05fef786762551 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u65af1c5fabb59f8c6a05fef786762551 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u65af1c5fabb59f8c6a05fef786762551 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u65af1c5fabb59f8c6a05fef786762551:hover .ctaButton { background-color: #34495E!important; } .u65af1c5fabb59f8c6a05fef786762551 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u65af1c5fabb59f8c6a05fef786762551 .u65af1c5fabb59f8c6a05fef786762551-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u65af1c5fabb59f8c6a05fef786762551:after { content: ""; display: block; clear: both; } READ: James Rockafeller EssayOne final issue raises questions in my mind as well. What do we dowhen spending is increased and the results still do not follow? This may bethe case in looking at Columbus public schools. Funding has been increasedand graduation rates are still much lower than desired. The problem may bebigger than funding. Money in education is extremely important but otherequally, if not more, important factors play into the situation. It takeseveryone to educate a child: parents, teachers and administrators. I am notsaying that good parents, teachers and administrators are not present inthe poorer school districts, but I do think that the best qualifiedcandidates for these jobs are going to

Cape Mob 2013 Syllabus free essay sample

Subjects examined under CAPE, may be studied concurrently or singly. The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE Diploma, awarded to candidates who have satisfactorily completed at least six Units including Caribbean Studies. The third is the CXC Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and Communication Studies. For the CAPE Diploma and the CXC Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years. Recognised educational institutions presenting candidates for CXC Associate Degree in one of the nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded. Candidates will not be awarded any possible alternatives for which they did not apply. We will write a custom essay sample on Cape Mob 2013 Syllabus or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page CXC A24/U2/12 i Management of Business Syllabus ? RATIONALE T he dynamic environment within which businesses operate today present both challenges and opportunities for business leaders. The growth in economic and social needs in most economies also constitutes another area of great challenge. As students proceed beyond the Caribbean Secondary Education Certificate (CSEC) level, in pursuit of their career goals, they must be cognisant of the changing socio-economic climate within which modern businesses operate. Management of Business students must understand the principles that govern the human and operational interactions within a business, and must be aware of how a business operates within a society. Moreover, it is imperative that students possess a comprehensive understanding of the markets in the region in addition to knowledge of the global marketplace. The CAPE Management of Business syllabus provides opportunities for students to develop the required knowledge and understanding of management principles and practices. The syllabus also provides students with the requisite skills required to address managerial problems and the challenges faced by businesses. In addition, the syllabus seeks to inculcate tenets of the Ideal Caribbean. Students are therefore encouraged to adopt appropriate and acceptable attitudes, values and ethical practices related to business activities. These skills will enable students to function not only in existing business organisations, but also as successful entrepreneurs. Additionally, the syllabus provides a good foundation for further study of Management of Business and other related disciplines at the tertiary level. The syllabus aims to: 1. develop an understanding of the integrated nature of business organisations and the environment in which they operate; develop an awareness of how global issues impact the development of business organisations with special reference to the Caribbean; provide basic information on principles, legal issues, and practices of modern management with special reference to the Caribbean; develop critical thinking skills that involve analysis, problem solving; evaluation, decision making and 2. 3. 4. CXC A24/U2/12 Engage class in discussions and debates on types of business organisations to enable students to recognise advantages and disadvantages of one business organisation over another. Assign different students to listen to business news (both regional and international) and make an oral presentation to the class to sensitise students to local and regional developments. Use newspaper clippings on business news for class discussions and students’ journals (online journals, blogs). Factors influencing distribution decisions. Types of distribution channels (including direct, indirect). Introduction to logistics strategy. Types of distribution strategies (intensive, selective, exclusive). 8. Promotion Strategy (a) (b) Objectives of promotion. Tools of promotion and their relative advantages: (i) (ii) (iii) (iv) advertising; personal selling; sales promotion; publicity. 10. Internet Marketing (a) (b) (c) (d) Development of Internet marketing. Opportunities created by Internet marketing. Challenges posed by Internet marketing. Importance of e-commerce to business organisations. CXC A24/U2/12 31 UNIT 2 MODULE 2: FUNDAMENTALS OF MARKETING (cont’d) Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives in Module 2, teachers are advised to engage students in the teaching and learning activities listed below. 1. 2. 3. Engage students in simulated case studies related to marketing. Engage students in group projects to foster teamwork. Encourage students to participate in panel discussion on marketing issues conducted by external resource persons. CXC A24/U2/12 32 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT GENERAL OBJECTIVES On completion of this Module, students should: 1. 2. appreciate the nature of entrepreneurship; develop an awareness of the characteristics of small business management. SPECIFIC OBJECTIVES Students should be able to: 1. 2. explain the nature and characteristics of entrepreneurship; explain the relationship between business organisations and the economic system in which they operate; assess the criteria for measuring size and growth of business; assess the challenges and opportunities faced by small businesses; describe the types of assistance agencies offer to small businesses; develop a business plan. 3. 4. 5. 6. CONTENT 1. The Nature and Characteristics of Entrepreneurship (a) (b) (c) (d) Definition of entrepreneurship. Corporate Entrepreneurship (intrapreneurship). Social Entrepreneurship. Characteristics of successful entrepreneurs. 2. Business and Economic Systems (a) (b) Economic systems in which businesses operate (free economy, mixed economy, planned economy). The impact of the economic system on business decision-making. CXC A24/U2/12 33 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT (cont’d) 3. Size and Growth of Business (a) Criteria for measuring size and growth: (i) (ii) (iii) (iv) (b) output; labour force; market share; capital structure. Advantages and disadvantages of small firms vs. large firms: (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) size and financial requirements; the economies of scale; strategies for growth; management and control; lack of record keeping; working capital deficiencies; poor management skills; regulation and Legislation. 4. Major Challenges and Opportunities faced by Small Businesses including (a) (b) (c) (d) (e) (f) (g) Identifying successful business opportunities. Sourcing capital (finance). Selection of business types (sole trader, partnership, company). Determining a location. Globalisation and trade liberalisation. E-commerce. Intellectual property. CXC A24/U2/12 34 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT (cont’d) 5. Types and Nature of Assistance Available to Small Firms (a) Agencies that Assist Small Businesses: (i) (ii) (iii) (b) Governmental Agencies; Non-governmental Agencies; Financial Institutions. Types of Assistance Offered to Small Businesses: (i) (ii) (iii) financial; technical; education and training. 6. Preparation of a Business Plan for a Small Business (a) (b) (c) Definition of a Business Plan; Executive Summary; Business Description: (i) (ii) (c) legal establishment history; start-up plans. Business Environment Analysis: (i) (ii) (iii) target market; customer needs; location. (d) (e) Industry Background. Competitor Analysis: who are your competitors. CXC A24/U2/12 35 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT (cont’d) (f) Market Analysis: (i) (ii) (iii) (g) customer needs; where they are; how to reach them. Marketing Plan: (i) (ii) (iii) pricing strategy; promotion strategy; distribution strategy. (h) Operations Plan: (i) (ii) cost of production; machinery. (i) Managerial Summary: (i) (ii) management personnel; staffing. (j) Financial Plan: (i) (ii) (iii) (iv) (v) (vi) profit and loss; cash flows; break-even analysis; source of funds; business ratios; assumptions. CXC A24/U2/12 36 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT (cont’d) Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives in Module 3, teachers are advised to engage students in the teaching and learning activities listed below. 1. Decide on a â€Å"product† or â€Å"service† company and allow students to determine what each company will produce or offer. Assign students to develop a questionnaire to investigate if there is a need to start a company of their choice. Develop a yearly sales estimate and a cash flow budget for their company. Establish and operate a small store to sell items used by students in the school, involving the steps of: ordering, banking, inventory, cost and sales analysis, sales. Create a list of costs to start the business. Encourage students to work in groups to â€Å"sell† specific items to the rest of the class using the sales and marketing methods discussed in the class. Students critique business plans and offer suggestions for improvement. 2. 3. 4. 5. 6. 7. RESOURCES Birchall, John and Morris, Graham Business Studies, Surrey: United Kingdom: Thomas Nelson and Sons Ltd. , Walton-on-Thames, 1995. Building a Dream: A Comprehensive Guide to Starting a Business of Your Own, Toronto: McGraw Hill Ryerson, 1993. Business Studies, Lancaster: Causeway Press Limited, 1993. Business Studies, United Kingdom: Longman Group Ltd. , 1994. Principles of Internet Marketing: South Western College Publishing, 2000. Good, Walter S. Hall, Dave, Jones, Rob and Raffo, Carlo Hammond, Susan Hanson, Ward CXC A24/U2/12 37 ? OUTLINE OF ASSESSMENT Each Unit of the syllabus will be assessed separately. The same scheme of assessment will be applied to each Module in each Unit. Grades will be awarded independently for each Unit. The Assessment will comprise two components, one external component and one internal. Candidates must complete the School-Based Assessment for the first Unit that they write. Candidates may carry forward the School-Based Assessment mark from the first Unit written to the second Unit (irrespective of the mark earned), or opt to complete the School-Based Assessment for the second Unit as well. EXTERNAL ASSESSMENT FOR EACH UNIT Paper 01 (1 hour 15 minutes) This paper consists of forty-five (45) multiple-choice items. There are fifteen (15) items on each Module. (80 per cent) 30 per cent Paper 02 This paper consists of three (2 hours 30 minutes) corresponding to a Module in section will contain two essay Students are required to attempt one from each section. SCHOOL-BASED ASSESSMENT FOR EACH UNIT Paper 03/1 sections, each the Unit. Each type questions. three questions, 50 per cent (20 per cent) A research paper of approximately 2,500 words, based on any topic covered in any one, two or all three Modules of the Unit being assessed. The School-Based Assessment for each Unit requires that candidates undertake a project which must demonstrate their skills in research, analysis, evaluation and presentation of information. Candidates who, in the same year, register for both Units of CAPE Management of Business may opt to: (a) (b) submit a separate School-Based Assessment assignment for each Unit; or submit a single School-Based Assessment assignment from either Unit 01 or Unit 02. Candidates who opt for (b) must indicate from which Unit the School-Based Assessment assignment was selected. Paper 03/2 Private candidates are required to write an Alternative Paper – Paper 03/2. Details are on page 43. CXC A24/U2/12 38 MODERATION OF SCHOOL-BASED ASSESSMENT School-Based Assessment Record Sheets are available online via the CXC’s website www. cxc. org. All School-Based Assessment Record of marks must be submitted online using the SBA data capture module of the Online Registration System (ORS). A sample of assignments will be requested by CXC for moderation purposes. These assignments will be re-assessed by CXC Examiners who moderate the School-Based Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’ comments will be sent to schools. All samples must be delivered to the specified marking venues by the stipulated deadlines. Copies of the students assignment that are not submitted must be retained by the school until three months after publication by CXC of the examination results. ASSESSMENT DETAILS External Assessment by Written Papers (80 per cent of Total Assessment) Paper 01 (1 hour 15 minutes – 30 per cent of Total Assessment) 1. Numbers of Questions All questions are compulsory. This paper will consist of 45 multiple-choice questions. There will be 15 questions from each Module. 2. Syllabus Coverage (a) (b) Knowledge of the entire syllabus is required. The intention of this paper is to test candidates’ knowledge across the breadth of the syllabus. 3. Mark Allocation (a) (b) (c) One mark will be assigned for each question. The total number of marks available for this paper is 45. This paper contributes 30 per cent towards the final assessment. 4. Use of Calculators Candidates may use silent non-programmable calculators. CXC A24/U2/12 39 Paper 02 (2 hours 30 minutes – 50 per cent of Total Assessment) This paper will be divided into three sections, each section corresponding to a Module of the Unit. 1. Composition of Paper (a) (b) (c) (d) (e) This paper will consist of six essays or extended response questions. There will be two questions in each section. Candidates are required to attempt three questions, one from each section. The total number of marks available for the paper is 75. This paper contributes 50 per cent towards the final assessment. 2. Syllabus Coverage (a) Each question requires a greater depth of understanding than those questions in Paper 01. The purpose of this paper is to test candidates’ in-depth knowledge of the syllabus. (b) 3. Question Type Questions require an extended response involving reasoning, analysis and synthesis. 4. Mark Allocation Each question is worth 25 marks. 5. Award of Marks Marks will be awarded for: (a) (b) clear logical reasoning; evidence of ability to analyse a problem step by step and to apply principles and practices, skills and knowledge to reach a logical conclusion; evidence of problem solving ability; evidence of the ability to synthesise information. (c) (d) Full marks will be awarded when candidates meet all criteria. CXC A24/U2/12 40 SCHOOL-BASED ASSESSMENT The Project Paper 03/1 School-Based Assessment is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for the School-Based Assessment are linked to the syllabus and should form part of the learning activities to enable the student to achieve the objectives of the syllabus. During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their School-Based Assessment assignments. These marks contribute to the final marks and grades that are awarded to students for their performance in the examination. The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of School-Based Assessment. The guidelines provided for the assessment of the assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the SchoolBased Assessment component of the course. In order to ensure that the scores awarded by teachers are consistent with the CXC standards, the Council undertakes the moderation of a sample of the School-Based Assessment assignments marked by each teacher. Presentation of Project The aims of the project are to: (a) (b) (c) promote self-learning; allow teachers the opportunity to engage in the formative assessment of their students; allow students to enhance their understanding of the nature of organisations through local studies; business (d) allow students to display evidence of careful observation and some degree of originality in their work; allow students to analyse business information gathered and make practical decisions; explore more fully, some areas of the Unit which may not be assessed adequately in an external examination. (e) (f) 2. Requirements Students must choose a firm (or simulate a firm) on which they would do their investigative research project. The project should afford students the opportunity to pursue areas of personal interest. Students must undertake a project which embraces any one, two, or all three Modules within the Unit being assessed. CXC A24/U2/12 41 Primary Sources of Data Candidates can use primary sources of data in their research activities. These include information gathered through questionnaires, and face to face interviews. Secondary Sources Secondary sources of data can also be used. These include newspapers, trade and professional journals, magazines, (such as News Week, Times) and documentation on the firm studied. An early start to planning project work is highly recommended. Each candidate should know the requirements of the project and its assessment procedures, as part of the orientation to the Unit. Teachers should guide the candidates in choosing appropriate projects that relate to the candidates’ interest and the specific objectives identified. A schedule of the dates for submitting project work (agreed by teachers and candidates) should be established. A teacher should offer guidance in the data collection process and the preparation of the report. Project Reports A candidate’s project should be presented in a soft folder bearing the candidate’s number, name of subject and the date submitted. The project document should comprise: (a) (b) (c) title; table of contents; introduction: (i) topic/aim of the project; (ii) background. literature review; methodology; presentation of data; analysis of data; interpretation of results; conclusions and recommendations; references and citations. (d) (e) (f) (g) (h) (i) (j) CXC A24/U2/12 42 The report (approximately 2500 words) should be typed double-spaced or hand-written legibly. Skills to be assessed 1. Knowledge and Understanding: candidate’s ability to demonstrate knowledge and understanding of the objectives being assessed in the Module. candidate’s ability to collect, classify and communicate information. candidate’s ability to distinguish relationships among components of the business environment.

David Pham Tran Essays - Elections, Psephology, Politics

David Pham Tran Essays - Elections, Psephology, Politics David Pham Tran ELECTORAL COLLEGE DEBATEAGAINST In a fair democracy, everyone's vote should count equally but the electoral college is violating this principal by making some votes are more equal than others. Ohio reflecting its population should have 20 votes but the electoral college only gave it 18 votes and the remaining 2 votes went to Rhode Island. Ex: 1 Vermont vote = 3 Texans vote. The purpose of the electoral college is to be a compromise between election of the president by the vote of Congress and the popular vote of the people.The founding fathers established the electoral college in the United States Constitution, believing that it would be both a buffer and provide fair power to all states regardless of size. This goal is failing because the candidates aren't caring about these small states like the intended goal suggested (to be fair among all big and small states)\ The electoral college makes candidates focus on getting the vote of certain states and ignore other states A President can win with only a small percentage of the popular vote by taking advantage of the electoral college. Ex: Trump won the election with less popular votes The electoral college gives votes to states basing on the population in each state. A census only happens once every decades. Some states will increase or decrease in population and 2 presidential terms occur between every census which could mean that the electoral votes are exactly reflecting to the population of each state. The electoral college gives too much power to the swing states and allows the presidential election to be decided by a handful of states. The electoral college prevents Americans living in U.S territories from voting in the election. (Virgin Island, Puerto Rico, and the Northern Marianas). 4.1 million Americans/votes are being ignored because of where they live. American flags are flying over these lands, shouldn't American laws apply to them too? In the Insular cases in 1901, a series of U.S Supreme Court rulings on the legal status and rights of the people in the Philippines and Puerto Rico under U.S territorial rule, the judge basically said that these land are inhabited by "Alien races" and the Constitution doesn't have to apply to them. Its been 116 years and this hasn't changed. The Dimpled Chad CITATION CGPGrey. "The Trouble with the Electoral College."YouTube, YouTube, 7 Nov. 2011, www.youtube.com/watch?v=7wC42HgLA4k. "Millions of Americans can't vote for president because of where they live."Public Radio International, www.pri.org/stories/2016-11-01/millions-americans-cant-vote-president-because-where-they-live. "What is the purpose of the electoral college?"Reference, IAC Publishing, www.reference.com/government-politics/purpose-electoral-college-c9f12a8548d434ee.

Intermediate Accounting Project Essay Example | Topics and Well Written Essays - 500 words

Intermediate Accounting Project - Essay Example aturity by enterprises reported at amortized cost, trading securities which are debt and equity securities reported at fair value with earnings including the unrealized gains and losses and bought and held primarily for selling, and available-for-sale securities which are debt and equity securities reported at fair value with unrealized gains an losses excluded from earnings serving as a separate component in shareholder’s equity and which are neither classified as held-to-maturity securities or trading securities. The statement was mainly in response to the concerns expressed by the regulators and other financial market players related to the recognition and measurement of investment in debt securities, most specifically the ones held by financial institutions. Despite providing the various standardized procedures related to debt and equity, there were certain issues that came to surface with FAS 115. The fair value measurements application in the financial reporting by all the statements of Financial Accounting Standards differed among the various dozens of pronouncements that necessitated a fair value measurement. As the time passed by, these different financial statements referring to different accounting concepts created various inconsistencies in applying the fair value measurements, thus meaning no standardization provided to the financial market. These inconsistencies and worries of the preparers of the financial statements regarding calculating the fair values in absence of the quoted market prices brought in the Accounting Standards Codification 820 (ASC 820). This coding is an umbrella under which all the various standards are pooled up, thus leading to easy referencing and maintaining of the most up to date records. This coding according to FASB would bring in increased consistency, reliability and comparability to the financial reporting. This coding was required because it simplifies access, improves accuracy of the research, alleviates risk of