OpenLLM-France/wikimedia huggingface dataset:
# Costs and Value of Credit Reports

| Unit 3.2-Costs and Value of Credit | Introduction | Assessment Factors | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |

## Unit 3.2- Costs and Value of Credit

Credit reports are an important investment of international managers to make. Although sometimes costly, offering payment terms to new international customers without conducting the appropriate due diligence can be much more costly in the long run. Assessing the type of credit reports to obtain and the necessary data to evaluate with help justify this cost.

### Unit Objective

The goal of this material is to introduce you to the cost of credit reports used when extending appropriate payment terms to international customers. This information will also provide you with an understanding of the value of information provided in a credit report. By the end of this unit you will be able to
* identify the cost of credit reports.
* identify the value of the information contained in the credit report.

### Unit Outline

* Introduction
* Credit Report Assessment Factors
* Summary
* Resources
* Activities
* Assessment
Correlation: Materials from this unit correlate with NASBITE CGCP's Knowledge Statement 04/03/02: Knowldege of costs, usage and value of credit reports)
# Costs and Value of Credit

| Unit 3.2-Costs and Value of Credit | Introduction | Assessment Factors | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |

## Unit 3.2- Costs and Value of Credit

Credit reports are an important investment of international managers to make. Although sometimes costly, offering payment terms to new international customers without conducting the appropriate due diligence can be much more costly in the long run. Assessing the type of credit reports to obtain and the necessary data to evaluate with help justify this cost.

### Unit Objective

The goal of this material is to introduce you to the cost of credit reports used when extending appropriate payment terms to international customers. This information will also provide you with an understanding of the value of information provided in a credit report. By the end of this unit you will be able to
* identify the cost of credit reports.
* identify the value of the information contained in the credit report.

### Unit Outline

* Introduction
* Credit Report Assessment Factors
* Summary
* Resources
* Activities
* Assessment

### Resources

Correlation: Materials from this unit correlate with NASBITE CGCP's Knowledge Statement 04/03/02: Knowldege of costs, usage and value of credit reports)
# Costs and Value of Credit/Assessment

| Unit 3.2-Costs and Value of Credit | Introduction | Assessment Factors | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |
# Costs and Value of Credit/Resources

| Unit 3.2-Costs and Value of Credit | Introduction | Assessment Factors | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |

## Resources

Exporting – From Start to Finance, Wells & Dulat - McGraw Hill The Global Entrepreneur, Foley - Jamric Press International Coface North America - www.coface-usa.com Credit Management Information & Support - www.creditworthy.com

### Web resources

Credit Reports Worldwide - www.creditreportsworld.com Dun & Bradstreet – www.dnb.com Experian – www.experian.com FCIB - www.fcibglobal.com Graydon America - www.graydonamerica.com Hoovers – www.hoovers.com SJ Rundt & Associates - www.rundtsintelligence.com OECD – www.oecd.org
US Dept of Commerce – International Company Profile – www.export.gov

### Attachments

Sample Credit Report
# Costs and Value of Credit/Summary

| Unit 3.2-Costs and Value of Credit | Introduction | Assessment Factors | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |

## Summary

There are a variety of costs associated with gathering credit information. These costs vary based on the type of information you are gathering, the company and country you are gathering about as well as the ways you need this type of information. It is important for a global business professional to know where to get the information, the estimated costs and the time it will take to gather the information. For budgeting you must take into consideration the estimated costs to have a better feel for the overall costs of doing business in your global markets.
# Determinant/Field/Upper triangular matrix/Fact/Proof

This follows with a simple induction directly from the recursive definition of the determinant.
# Determinant/Laplace expansion/Fact/Proof

For $j=1$, the first equation is the recursive definition of the determinant. From that statement, the case $i=1$ follows, due to fact. By exchanging columns and rows, the statement follows in full generality, see exercise.
# Determinant/Laplace expansion/Fact

Let $K$ be a field, and let $M={\left(a_{ij}\right)}_{ij}$ be an $m\times n$-matrix over $K$. For $i,j\in \{1,\ldots ,n\}$, let $M_{ij}$ be the matrix which arises from $M$, by leaving out the $i$-th row and the $j$-th column.
(for $n\geq 2$ and for every fixed $i$ and $j$)
    $\det M=\sum _{i=1}^{n}(-1)^{i+j}a_{ij}\det M_{ij}=\sum _{j=1}^{n}(-1)^{i+j}a_{ij}\det M_{ij}\,.$
# Determinant/Multiplication/2x2/Example/Exercise

Check the multiplication theorem for determinants of the following matrices
    $A={\begin{pmatrix}5&7\\2&-4\end{pmatrix}}\,\,{\text{ and }}\,\,B={\begin{pmatrix}-3&1\\6&5\end{pmatrix}}.$
# Determinant/Inverting algorithm on general matrix/Exercise

Perform the procedure to find the inverse matrix of the matrix
    ${\begin{pmatrix}a&b\\c&d\end{pmatrix}}$
under the assumption that $ad-bc\neq 0$.
# Determinant/Field/Upper triangular matrix/Fact

For an upper triangular matrix
    $M={\begin{pmatrix}b_{1}&\ast &\cdots &\cdots &\ast \\0&b_{2}&\ast &\cdots &\ast \\\vdots &\ddots &\ddots &\ddots &\vdots \\0&\cdots &0&b_{n-1}&\ast \\0&\cdots &\cdots &0&b_{n}\end{pmatrix}}\,,$
    $\det M=b_{1}b_{2}\cdots b_{n-1}b_{n}\,.$
In particular, for the identity matrix we get $\det E_{n}=1$.
# Determinant/Leibniz formula/Fact

For the determinant of an $n\times n$-matrix
    $M={\left(a_{ij}\right)}_{ij}\,,$
    $\det M=\sum _{\pi \in S_{n}}\operatorname {sgn} (\pi )a_{1\pi (1)}\cdots a_{n\pi (n)}\,$
# Engineering Projects/Poppit/Howard Community College/Fall2011/501 EME
### Problem Statement

In our process as a group we used statistics to try and figure out how to beat poppit. Using the human average by playing a series of games and recording data then comparing with-in our team.

### Team Members

Put each team members name here with links to their personal page here. Real names do not have to be used.
       User:CFurby/enes100/poppit
       User:Ckpress/enes100/poppit
       User:ARoberts/enes100/poppit
10/10 points 1sfoerster 17:52, 7 September 2011 (UTC)

### Summary

Using different methods:
1. Left to right
2. Right to left
3. Top to bottom
4. Bottom to top
5. Chunks
6. Doubles
7. Color elimination
       Team Averages
CFurby avg: 22.3
ARoberts avg: 20.6
Ckpress avg: 27.1

### Poster

No picture

### Story

We were assigned the task of creating a program to pop all the balloons in the computer game Poppit. So we decided it would be best to find our average number of balloons left over to see if popping all the balloons every game was feasible. We had each team member play the game using a variety of different techniques such as: Left to right, right to left, top to bottom, bottom to top, chunks, doubles, and color elimination. After an estimated 2 hours of play per teammate, our average number of balloons left over by teammate were: CFurby 22.3, ARoberts 20.6, and Ckpress 27.1. This information gave our team a 23.3 average number of balloons left over.

### Decision List

We decided to use statistics to figure out the human average as and approach to how to reduce the left over balloons when playing poppit. Each of the three team members would play a set of twenty plus games and record he/she average. We approached the task by using many different methods. First method was popping the ballons from left to right. Second method was from Right to left, top to bottom, bottom to top, then in chunks, doubles, and finally color elimination.

### Material List

There are no materials

### Software List

Programs and softwares use were poppit and excel

### Time

Time took was was around 2hrs per team member to play poppit and record data

### Next Steps

Steps:
1. Come up with a problem statement
2. Figure out what we as a group will do to solve the problem
3. Used statistics to solve them problem
4. Assign individual task to each member of the group (play poppit, and record data)
5. Play poppit a set number of times
6. Record the left over balloons (after a set number of games)
7. Calculate the average
8. Compare with members in the group
9. Analyze and write feed back on what we have done
# Engineering Projects/Poppit/Howard Community College/Fall2011/501 boring

Copy the outline of the electronic sections of the team done information below:

### Problem Statement

Identify if the matrix set-up is truly random in terms of both ratios of balloons as well as initial groupings of balloons.

### Team Members

Put each team members name here with links to their personal page here. Real names do not have to be used.
       thanson2045
       hkang0839
       Drew_Dollas

### Summary

We counted the number of balloons of each color and came to the conclusion that the setup is random to an extent. The number of ballons of each color is random within a certain range (~15-45) and that once the number of balloons of each color is picked then the setup and placement of all of the balloons within the grid is truly random. team weekly reports.

### Decision List

Which part of the project specifically we wanted to focus on and advance. We ended up deciding on exactly how random the setup of the game is.

### Software List

Google Chrome

### Time

Estimated 1-2 hours per person over the weekend. Actual time ended up being slightly over 2 hours per person.

### Next Steps

Testing further and confirming our findings about how random the game is and also attempting to recreate a simpler version of the game that creates matrices of a similar nature.
# Engineering Projects/Poppit/Howard Community College/Fall2011/501 jupiters
### Problem Statement

Determine a way to play the game Poppit in such a way as to clear the screen of all balloons every time.

### Team Members

This is a Poppit project team called Jupiter
* A. Yapici
* N. Delaney
* C. Diffendal
team pages 10/10 ... good job 1sfoerster 17:55, 7 September 2011 (UTC)

### Summary

We began our process using a very simple mathematical hypothesis. When that failed to produce satisfactory results, we moved on to figuring out different ways to target single balloons. We eventually developed a strategy that consistently produces a satisfactory low score, but never managed to eliminate every balloon.

### Story

Our initial strategy involved determining whether the number of each color of balloon was the same for each game, or if there was a pattern to determine how many balloons there were. Over the course of building statistics, we discovered that the number of each color of balloon appears to be random.
The next strategy we developed was to eliminate the largest groupings of balloons of the same color first, moving down toward the smaller groups. The average amount of balloons left at the end of the game for this method was 23. We then moved on to attempting to match single balloons to larger groups. We tried moving balloons from the bottom of the grid to the top, and from the top to the bottom. Between these two methods, working from the bottom up yielded better results. We also tried focusing on eliminating columns of balloons, both from the edges to the center, and the center to the edges. The lowest score yielded starting from the center was 3 balloons remaining, and the lowest score working from the edges was 8.
The strategy we determined to be most effective was to target single balloons. The method by which we attach single balloons to larger groups is to eliminate columns from the center of the grid to the edges, with a focus on eliminating balloons on the bottom of the grid.
Lastly,we have tried the programming language even though it was unsuccessful. We had all the data we needed and we worked on how could we put these data into Processing program and create a software? We used some examples some tutorial in the program to understand how it works.It was very challenging. In the end, we could not create a software to play against the Poppit.

### Material List

In order to complete this project the only materials needed were a computer with Internet connection. Our Computation Notebooks were the only things needed to be purchased but it was class requirement so we already had them before the assignment started.

### Software List

* Google Chrome
* Processing

### Time

Our team was assigned to complete the project in a three week period with at least was 8 hours a week per team member. A total of 48 work hours was estimated to complete the project. At the end of the project we accumulated 25 hours of work invested into the project.
# Engineering Projects/Poppit/Howard Community College/Fall2011/501 dragons

Copy the outline of the electronic sections of the team done information below:

### Problem Statement

Figure out the typical or average startup configuration of balloons in terms of color and grouping.

### Team Members

These are the team members of the Dragons!
       Zchill
       Dkromer1996
       Mderrick4950
5/10 points .. back links don't work 1sfoerster 17:49, 7 September 2011 (UTC) can not grade user pages if the back links don't work 1sfoerster 17:53, 7 September 2011 (UTC)

### Summary

We gathered data of the start up screens in the game Poppit, and team weekly reports.

### Poster

Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

### Story

Tell a story of the project. Describe how tasks were split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were. This is a longer version of the summary with links to all the details collected associated with the project. These links could be to software, links to videos, links to project pages with pictures, etc. Think of the story as a summary of the team weekly reports on one long page rather than a short paragraph like the summary.

### Decision List

Our only decision was to decide how we would go about finding our statistics. We decided to count all the balloons on the opening screen of Poppit, and divide them by color.

### Material List

We only used our own computers with internet access to see the opening screens of Poppit. No other materials were needed or used for this project.

### Software List

We used no software for this project.

### Time

Time estimates and actual time consumed measurements helps justify salaries (grades). The only way to gain respect for estimated project time and costs is to practice.

### Tutorials

Most projects consist of making instructions to jump start the next team, shrink the learning of tools and software to the minimum, advice on where to purchase materials, how to assemble, etc. Tutorials modified or created are described here with links.

### Next Steps

The next steps would be to find averages of colors and balloons, and see if a statistics formula could be used.
# English-Chinese/Asteroid

An asteroid is a small object in the Solar System that travels around the Sun. It is like a planet but smaller. They range from less than 1km to 1000km across. A few asteroids have asteroid moons.
小行星 是 太阳系中 围绕 太阳 运行的 一个 小天体。它 就像 一个 行星，但 更小。它们的 直径 从 不到 1千米 到 1000千米 不等。很少 小行星 有 小行星卫星。
# English-Chinese/Asthenosphere

The asthenosphere is part of Earth's mantle. It is about 100km to 350km under the surface. It is the lower part of the upper mantle, and behaves as a hot viscous liquid.
软流圈 是 地球的 一部分。表面下 约 100km 至 350km。它是 上地幔的 下部，表现为 热粘性液体。
# English-Chinese/Asia

Asia is the largest continent in the world. It is located in the northern hemisphere. The west of Asia is connected to Europe. Asia and Europe are collectively called Eurasia. Some of the oldest human civilizations originated in Asia, such as Sumer, China and India. Asia was also home to the Persian Empire, the Mongol Empire and the Ming Empire.
亚洲是世界上最大的大洲。 它位于北半球。 亚洲西部与欧洲相连。 亚洲和欧洲统称为欧亚大陆。 一些最古老的人类文明起源于亚洲，如苏美尔，中国和印度。 亚洲也是波斯帝国，蒙古帝国和明朝帝国的所在地。
# English-Chinese/Asia is the world's largest continent by land area and population

Asia is the world's largest continent by land area and population, home to 4.4 billion people; more than half of the world's population.
按陆地面积和人口计算，亚洲是世界上最大的大陆，拥有44亿人口; 占世界人口的一半以上。
# English-Chinese/Aside from water, proteins are the most abundant kind of molecules in the body

Aside from water, proteins are the most abundant kind of molecules in the body.
除了水，蛋白质是体内最丰富的分子。
# English-Chinese/Associated symptoms of migraine

Associated symptoms of migraine may include nausea, vomiting, and sensitivity to light, sound, or smell.
偏头痛的相关症状可能包括恶心，呕吐以及对光，声音或嗅觉的敏感性。
# Finite field/Smooth projective curve/Vector bundle/Affineness and nonexistence of curves/Fact/Proof

Due to fact and fact, for both properties the same numerical criterion does hold.
# Finite field/Smooth projective curve/Vector bundle/Finite annihilation/Harder-Narasimhan-criterion/Fact

Let $K$ denote a finite field (or the algebraic closure of a finite field) and let $X$ be a smooth projective curve over $K$. Let ${\mathcal {S}}$ be a locally free sheaf over $X$ and let $c\in H^{1}(X,{\mathcal {S}})$ denote a cohomology class. Let ${\mathcal {S}}_{1}\subset \ldots \subset {\mathcal {S}}_{t}$ be a strong Harder-Narasimhan filtration of $F^{e*}({\mathcal {S}})$. We choose $i$ such that ${\mathcal {S}}_{i}/{\mathcal {S}}_{i-1}$ has degree $\geq 0$ and that ${\mathcal {S}}_{i+1}/{\mathcal {S}}_{i}$ has degree $<0$. We set ${\mathcal {Q}}=F^{e*}({\mathcal {S}})/{\mathcal {S}}_{i}$. Then the following are equivalent.
* The class $c$ can be annihilated by a finite morphism.
* Some Frobenius power of the image of $F^{e*}(c)$ inside $H^{1}(X,{\mathcal {Q}})$ is $0$.
# Finite field/Smooth projective curve/Vector bundle/Finite annihilation/Harder-Narasimhan-criterion/Fact/Proof

Suppose that (1) holds. Then the torsor is not affine and hence by fact also (2) holds.
So suppose that (2) is true. By applying a certain power of the Frobenius, we may assume that the image of the cohomology class in ${\mathcal {Q}}$ is $0$. Hence the class stems from a cohomology class $c_{i}\in H^{1}(X,{\mathcal {S}}_{i})$. We look at the short exact sequence
    $0\longrightarrow {\mathcal {S}}_{i-1}\longrightarrow {\mathcal {S}}_{i}\longrightarrow {\mathcal {S}}_{i}/{\mathcal {S}}_{i-1}\longrightarrow 0,$
where the sheaf on the right hand side has a nonnegative degree. Therefore the image of $c_{i}$ in $H^{1}(X,{\mathcal {S}}_{i}/{\mathcal {S}}_{i-1})$ can be annihilated by a finite morphism due to fact. Hence, after applying a finite morphism, we may assume that $c_{i}$ stems from a cohomology class $c_{i-1}\in H^{1}(X,{\mathcal {S}}_{i-1})$. Going on inductively we see that $c$ can be annihilated by a finite morphism.
# Finite field/Vectors/Generating system/Exercise

Let $K$ be a finite field with $q$ elements, and let $V$ be an $n$-dimensional vector space. Let $v_{1},v_{2},v_{3},\ldots$ be an enumeration (without repetitions) of the elements from $V$. After how many elements can we be sure that these form a generating system of $V$.
# Finite field/Smooth projective curve/Vector bundle/Strongly semistable degree 0/Trivializable/Fact/Proof

We consider the family of locally free sheaves $F^{e*}({\mathcal {S}})$, $e\in \mathbb {N}$. Because these are all semistable of degree $0$, and defined over the same finite field, we must have (by the existence of the moduli space for vector bundles) a repetition, i.e.
    $F^{e*}({\mathcal {S}})\cong F^{e'*}({\mathcal {S}})\,$
for some $e'>e$. By fact, the bundle $F^{e*}({\mathcal {S}})$ admits an étale trivialization $\varphi \colon Y\rightarrow X$. Hence the finite map $F^{e}\circ \varphi$ trivializes the bundle.
# Finite field/Smooth projective curve/Vector bundle/Strongly semistable degree nonnegative/Finite annihilation/Fact/Proof

If the degree of ${\mathcal {S}}$ is positive, then a Frobenius pull-back $F^{e*}({\mathcal {S}})$ has arbitrary large degree and is still semistable. By Serre duality we get that $H^{1}(X,F^{e*}({\mathcal {S}}))=0$. So in this case we can annihilate the class by an iteration of the Frobenius alone.
So suppose that the degree is $0$. Then there exists by fact a finite morphism which trivializes the bundle. So we may assume that ${\mathcal {S}}\cong {\mathcal {O}}_{X}^{r}$. Then the cohomology class has several components $c_{i}\in H^{1}(X,{\mathcal {O}}_{X})$ and it is enough to annihilate them separately by finite morphisms. But this is possible by the parameter theorem of K. Smith (or directly using Frobenius and Artin-Schreier extensions).
# Finite field/Smooth projective curve/Vector bundle/Strongly semistable degree 0/Trivializable/Fact

Let $K$ denote a finite field (or the algebraic closure of a finite field) and let $X$ be a smooth projective curve over $K$. Let ${\mathcal {S}}$ be a strongly semistable locally free sheaf over $X$ of degree $0$.
    $\varphi \colon Y\longrightarrow X$
$\varphi ^{*}({\mathcal {S}})$
# Finite geometric series/R/Exercise

Let $x$ be a real number, $x\neq 1$. Prove for $n\in \mathbb {N}$ by induction the relation
    $\sum _{k=0}^{n}x^{k}={\frac {x^{n+1}-1}{x-1}}\,.$
# Finite geometric series/Real/Exercise

Let $x$ be a real number, $x\neq 1$. Prove that for $n\in \mathbb {N}$ the relation
    $\sum _{k=0}^{n}x^{k}={\frac {x^{n+1}-1}{x-1}}\,$
holds.
# English-Chinese/The film was terrible!

The film was terrible!
这部电影 很恐怖！
# English-Chinese/The first-line psychiatric treatment for schizophrenia is antipsychotic medication; with olanzapine being one such medication

The first-line psychiatric treatment for schizophrenia is antipsychotic medication; with olanzapine being one such medication.
精神分裂症的一线精神病治疗是抗精神病药物治疗; 奥氮平是一种这样的药物。
# English-Chinese/The eye detects light and converts it into an electrochemical pulse in the neuron

The eye detects light and converts it into an electrochemical pulse in the neuron.
眼睛 检测 光 并 将其 转换 成 神经元 中 的 电化学 脉冲。
# English-Chinese/The factories nearby have made the lake more acid

The factories nearby have made the lake more acid.
附近的工厂使湖水更加酸。
# English-Chinese/The factors causing hemorrhoids include chronic constipation or diarrhea, sitting on the toilet for a long time and straining during defecation

The factors causing hemorrhoids include chronic constipation or diarrhea, sitting on the toilet for a long time and straining during defecation.
引起痔疮的因素包括慢性便秘或腹泻，长时间坐在马桶上以及在排便时紧张。
# English-Chinese/The earth is the home of plants and animals because it has water

The earth is the home of plants and animals because it has water. The creatures on the earth have greatly changed its surface.
地球是植物和动物的家园，因为它有水。 地球上的生物已经大大改变了它的表面。
# English-Chinese/The eye is a circular organ used to sense light, so animals can see things. About 97% of animals have eyes

The eye is a circular organ used to sense light, so animals can see things. About 97% of animals have eyes.
眼睛是用来感知光线的圆形器官，所以动物可以看到东西。 大约97％的动物有眼睛。
# English-Chinese/The established property of their cholesterol-lowering effects has led to acceptance of oats as a health food

The established property of their cholesterol-lowering effects has led to acceptance of oats as a health food.
降低胆固醇作用的特性使燕麦被认为是保健食品。