zilongwang/ReadingBank huggingface dataset:
FORM NO. MGT.2 Register of debenture holders/other securities holders [Pursuant to section 88(1)(b) and ( c) of the Companies Act, 2013 and rule 4 of the Companies (Management and Administration) Rules, 2014] Name of the company: Registered office address: (TO BE MAINTAINED SEPARATELY FOR EACH CLASS OF DEBENTURES/OTHER SECURITIES IN RESPECT OF EACH HOLDER) of debentures/other securities: Nominal value per unit (in Rs.): Total no. of debentures/other securities held: NO. Personal details Name of the debenture holder/other security holder: Name of joint holders, if any: Address/Registered address (in case of body corporate): E-mail Id: PAN/CIN/Registration No.: Unique Identification No: Father's/Mother's/Spouse's name: Occupation, if any: Nationality: In case debenture holder/other security holder is a minor: Name of Guardian: Date of birth of minor: Details of holding Date of becoming debenture holder/other security holder: Date of receipt of nomination: Name and address of nominee: No. of debentures/securities kept in abeyance, if any: Record of lien on debentures/securities , if any : Date of cessation as debenture holder/other security holder: Details of Security Whether repayment of the debentures/other securities is secured: Yes/No If secured, date of registration of charge with the ROC: Charge Identification Number allotted for the charge Brief particulars of the assets to secure such debentures/other securities: Instructions Particulars of interest mandates, of attorney and other instructions, if any: Instruction for sending notices of meetings, etc., if any: Details of debentures/other securities Allotment No./ transfer No. Date of allotment/ transfer No. of debentures/ other securities allotted/ transferred Distinctive numbers (both inclusive) Folio of transferor, if applicable Name of the transferor, if applicable From To (1) (2) (3) (4) (5) (6)
Date of issue/ endorsement of certificate Certificate No. Amount ( Rs.) If debentures/ securities issued for consideration other than cash, brief particulars thereof Payable Paid/ deemed to be paid Due (7) (8) (9) (10) Date of transfer/ transmission/ redemption forfeiture of securities No. of units transferred/ transmitted/ forfeited/ redeemed Distinctive numbers (both inclusive) From To Folio of transferee Name of the transferee (11) (12) (13) (14) (15) Balance left (after transfer, transmission, redemption etc) Other remarks Authentication (16) (17) (18)
C. Shares held by Custodian for GDRs & ADRs Grand Total (A+B+C) (ii) Shareholding of Promoters SlN o. Shareholder's Name Shareholding at the beginning of the year Share holding at the end of the year No. of Shares % of Shares of the company %of Shares Pledged/ encumbered to total shares No. of Shares % of total Shares of the company %of Shares Pledged/ encumbered to total shares % change in share holding during the year 1 2 3 Total (iii) Change in Promoters' Shareholding ( please specify, if there is no change) Sl. No. Shareholding at the beginning of the year Cumulative Shareholding during the year No. of shares % of total shares of the company No. of shares % of total shares of the company At the beginning of the year Date wise Increase/ Decrease in Promoters Share holding during the year specifying the reasons for increase/decrease (e.g. allotment/transfer/bonus/ sweat equity etc): At the End of the year (iv) Shareholding Pattern of top ten Shareholders (other than Directors, Promoters and Holders of GDRs and ADRs): Sl. No. Shareholding at the beginning of the year Cumulative Shareholding during the year For Each of the Top 10 Shareholders No. of shares % of total shares of the company No. of shares % of total shares of the company At the beginning of the year Date wise Increase/Decrease
FROZEN PLASMA 18201-FRESH FROZEN PLASMA 1 OF 2 18202-FRESH FROZEN PLASMA 2 OF 2 Fresh Frozen Plasma Clinical Fresh Frozen Plasma 4d Apheresis Clinical FFP 18210-FRESH FROZEN PLASMA APHERESIS 18211-FRESH FROZEN PLASMA 1 OF 2 APHERESIS 18212-FRESH FROZEN PLASMA 2 OF 2 APHERESIS Fresh Frozen Plasma Paediatric Clinical Frozen Plasma Paediatric 4c Paediatric WB Clinical FFP (1 of 4) 18241-FRESH FROZEN PLASMA PAEDIATRIC 1 OF 4 18242-FRESH FROZEN PLASMA PAEDIATRIC 2 OF 4 18243-FRESH FROZEN PLASMA PAEDIATRIC 3 OF 4 Cryoprecipitate Cryoprecipitate 5a WB Cryoprecipitate 10100-CRYOPRECIPITATE 10100-CRYOPRECIPITATE 10100-CRYOPRECIPITATE Cryoprecipitate Apheresis Cryoprecipitate 5b Apheresis Cryoprecipitate 10110-CRYOPRECIPITATE APHERESIS 10110-CRYOPRECIPITATE APHERESIS 10110-CRYOPRECIPITATE APHERESIS Cryo-Depleted Plasma Cryo-depleted Plasma 6a WB Cryo-depleted Plasma PLASMA 18400-CRYO-DEPLETED PLASMA 18400-CRYO-DEPLETED PLASMA Cryo-Depleted Plasma Cryo-depleted Plasma 6b Apheresis Cryo-depleted Plasma 18410-CRYO-DEPLETED PLASMA APHERESIS 18410-CRYO-DEPLETED PLASMA APHERESIS 18410-CRYO-DEPLETED PLASMA APHERESIS
Week Week start date Topic Textbook readings Assignment due Book club leaders (team letter) 1 Week of Jan. 25 Introduction to course Corporate Social Responsibility and Business Ethics 2 Week of Feb. 1 Corporate Social Responsibility and Business Ethics Free markets 23 Things they Don’t Tell You About Capitalism: Thing 1 professor 3 Week of Feb. 8 Free markets; Companies being run in the best interests of their owners 23 Things they Don’t Tell You About Capitalism: Thing 2 Book club assignments (Prof. Gorman will handle this week’s chapters) professor 4 Week of Feb. 15. Washing machines vs. internet; Governments and business 23 Things they Don’t Tell You About Capitalism: Thing 4 23 Things they Don’t Tell You About Capitalism: Thing 12 Book club assignments A,B 5 Week of Feb. 22 Entrepreneurship; Markets 23 Things they Don’t Tell You About Capitalism: Thing 15 23 Things they Don’t Tell You About Capitalism: Thing 16 Book club assignments C,D 6 Week of Feb. 29 Post-industrial age; capital has a nationality 23 Things they Don’t Tell You About Capitalism: Thing 9 23 Things they Don’t Tell You About Capitalism: Thing 8 Book club assignments E,F 7 Week of March 7 Equality of opportunity; management as a discipline 23 Things they Don’t Tell You About Capitalism: Thing 20 What Drucker Do Now?: Chapter 1 Book club assignments G,H
8 Week of 14 The practice of management; management challenges of the 21st century What Would Drucker Do Now?: Chapter 2 What Would Drucker Do Now?: Chapter 3 Book club assignments (note this is a long chapter) I,A 8.5 Week of March 21 SPRING BREAK 9 Week of March 28 (note campus is closed March 31 for Cesar Chavez Day) Public and social sectors Management as a discipline What Drucker Do Now?: Chapter 6 Ethical Chic: Tom’s (Chapter 1) B,C 10 Week of April 4 Values & responsibility Wall Street & finance Companies we know and think we love What Would Drucker Do Now?: Chapter 4 What Drucker Do Now?: Chapter 5 Ethical Chic: Timberland (Chapter 2) Book club assignments D,E,F 11 Week of April 11 Companies we know and we love Ethical Chic: Starbuck’s (Chapter 3) Ethical Chic: Apple (Chapter 4) Book club assignments G,H 12 Week of April 18 Companies we know and think we love by China: “bashing” or not? Ethical Chic: Trader Joe’s (Chapter 5) Ethical Chic: American Apparel (Chapter 6) by China: Chapter 1 Written analysis #1 will be due by Wednesday, April 20 I,A,B 13 Week of April 25 Death by China: quality of food Death by China: Chapter 2 Death by China: Chapter 6 Book club assignments C,D
1st Semester - First Year 2nd Semester - Year ENG 1010 MTH 1310 CAS 1010 or CAS 1710 ____ ____ BUS 1850 Freshman Comp: Composing Arguments Finite Math for Mgmt & Soc Science Public Speaking or Interpersonal Communication Elective Introduction to Business ENG 1020 MTH 1320 ___ ____ ___ ____ BUS 1950 Freshman Comp: Analysis, Research & Doc. Calculus for Mgmt & Soc Science Historical Arts and Humanities Elective Business Communication 1st Semester - Second Year 2nd Semester - Second Year ___ ____ ECO 2010 ACC 2010 CIS 2010 ___ ____ Natural and Physical Science (Global Diversity suggested) Principles of Macroeconomics Principles of Accounting I Foundations of Information Systems Arts & Humanities Elective ___ ____ ECO 2020 ACC 2020 MGT 2210 ___ ____ Natural and Physical Science Principles of Microeconomics Principles of Accounting II Legal Environment of Business I Elective 1st Semester - Third Year 2nd Semester - Third Year MGT 3000 BUS 3040 CIS 3300 MKT 3000 ___ ____ Organizational Management Global Corporate Social Responsibility& Sustainability Business Analytics I Principles of Marketing Elective MGT 3530 MGT 3550 CIS 3320 MGT 3020 MGT 3820 Human Resource Management Operations Management Business Analytics II Entrepreneurship & Case Studies International Business 1st Semester - Fourth Year 2nd Semester - Fourth Year FIN 3300 MGT 3220 MGT ____ ___ ____ ___ ____ Managerial Finance Legal Environment of Business II Management Elective (Multicultural Suggested) Elective Elective MGT 4530 MGT 4950 MGT ____ ___ ____ ___ ____ Organizational Behavior Strategic Management Management Elective Elective Elective
NSW GBOTA MEMBERS’ GREYHOUND OF THE YEAR Members’ Submission Form PLEASE LIST NUMBER OF PLACINGS AND WINS BELOW AS WELL AS LISTED AND GROUP PLACING MEMBERS NAME GREYHOUNDS NAME BRANCH SUBMISSION DATE PLACING METROPOLITAN CATEGORY A PROVINCIAL CATEGORY B TAB CATEGORY C COUNTRY CATEGORY D PLACING LISTED GROUP ONE GROUP TWO GROUP THREE 1ST 1ST 2ND 2ND 3RD 3RD MEMBERS NAME GREYHOUNDS NAME BRANCH SUBMISSION DATE PLEASE LIST NUMBER OF PLACINGS AND WINS BELOW AS WELL AS LISTED AND GROUP PLACING PLACING METROPOLITAN CATEGORY A PROVINCIAL CATEGORY B TAB CATEGORY C COUNTRY CATEGORY D PLACING LISTED ONE TWO GROUP THREE 1ST 1ST 2ND 2ND 3RD 3RD
Inventory Inventory serves as a buffer between supply and demand processes that do not fit neatly together, to mitigate the costly disruptions that would otherwise occur. Example of a nearly “perfect” supply process: supply of cold water to homes Specific Purposes Meet anticipated demand Decouple production & distribution Permits constant production quantities Permit smooth operations through work-in-process (WIP) inventory, i.e. decouples operations Take advantage of quantity discounts Provide hedge against inflation Exploit economies of scale in supply Protect against shortages
worksheet has two “name” properties: (1) Name—the name on the sheet tab (2) CodeName—the name used by VBA Set the CodeName using the “(Name)” property in the worksheet dialog box. The following has been named “Calculations” by the user (that shows up in the worksheet tab within Excel), while it has been given the CodeName “wsCalcs”. Then you can refer to Cell B6 of “Calculations” as: wsCalcs.Range(“B6”) Properties of Ranges Cells: refers to a specific cell in a range references cell D4 Range(“B3:B10”).Cells(4) references cell B6 Range(“B3:F3”).Cells(4) references cell E3 Column: returns the number of the 1st column in the range returns 2 Range(“D3:F7”).Column returns 4 EntireColumn: references the entire columns in the range (like clicking on the column labels)
Statements (that include reference to i) Next Working with Worksheets The worksheets of a workbook are contained in the Worksheets collection. Any member can be specified with its name: Ex: Worksheets(“WSU”) The preceding example applies to the active workbook. To access a sheet from a different (open) workbook: Ex: Workbooks(“Cougs.xlsm”).Worksheets(“WSU”) Counting To the number of worksheets: Ex: Worksheets.Count Adding a Worksheet To create a new worksheet in the workbook: Ex: Worksheets.Add ActiveSheet.Name = “CougsRule” Having a Button Send User to a Specific Sub GoToLists()
To pass a value but retain the original value no matter what happens in the called Sub, use ByVal in the called Sub: Ex: Sub Message(ByVal iname As String, ino As Integer) [In this example, the original iname is retained, but ino may be changed by the called Message Sub.] Running a Sub When a Workbook Opens Use a Private Sub called Workbook_Open saved under the “ThisWorkbook” item in Project Explorer to have code automatically run when the file is opened. .For example, to ensure that the file always opens in a specific worksheet called “Explanation”: Ex: Private Sub Workbook_Open() Worksheets(“Explanation”).Activate End Sub
Designing User Forms Getting Started 1. Project Explorer and Properties Window should be visible (use the View tab if they’re not). 2. →Insert→UserForm (A form will appear with the Toolbox) Available Controls Pointer (put the cursor in ready mode) Label (for explanations and prompts—no user input) TextBox (user types something in the box) ComboBox (user chooses from a list or types in) ListBox (user chooses one or more items from a list) OptionButton (user selects one of several ToggleButton (either options) depressed or not) CheckBox (user selects Frame (groups related any of several options) controls—especially option buttons)
TabStrip (view different sets of information for CommandButton (runs related controls) subs) Image (displays a picture) MultiPage (presents multiple screens of info as a SpinButton (increments and single set) decrements numbers) ScrollBar (returns or sets the value of another control based on the position of the scroll box) RefEdit (similar to a TextBox control, but used specifically to let the user select a worksheet range) Note: Many other controls can be added to the Toolbox. To see them, right-click on any of the controls in the tool box, and select →Additional Controls…. A useful one is Microsoft Date and Time Picker Control 6.0 (SP6), which lets you put a date box on the form where the user selects the date from a calendar. Adding Controls to the User Form To add any control, click it in the Toolbox and then drag it onto the form. Size a control by selecting it and then clicking and dragging one of the handles on the outside. Move a control by clicking it and dragging.
Queuing Theory The Theory of Waiting in Lines Why Queues Build Variable arrival and processing rates, which are not synchronized. “Negative variations” when long processing times are matched with short interarrival times; “positive variations” are the opposite. Queues build because lines form during negative variations, while positive variations produce idle time that cannot be stored. Arrival Process Assume a Poisson distribution where: λ = the average or mean number of arrivals per period Service Process Assume exponentially distributed service times where: μ = the average or mean number of units that can be served per time
Put λ and µ in the same time units. The QueuMMcK spreadsheet uses mean service time, which equals 1 / µ. (But it uses λ for mean arrival rate, so be sure to enter λ in the first box and 1 / µ in the second.) If there are c lines and c servers (typical grocery store model), divide λ by c and solve Model 1 (do not modify µ). The solutions will describe the characteristics of each line. Total customers waiting in the system = cLq. Total customers in the system = cL. If have a single server and if service times are fixed (i.e., they have no randomness or variability), then use Model 3 instead of Model 1. In that case, the average waiting time is cut in half. Implications from Queuing Formulas In a time-sensitive environment, managers
What are the 95% central interval limits (α = .05)? (In other words, what are the .025 and .975 quantiles?) =PERCENTILE(B4:B23,.025) and =PERCENTILE(B4:B23,.975) (Note that this is not a 95% “confidence interval.” Instead, we are estimating the proportion of the data that we expect to be within the given limits based upon the results of the simulation. We are defining the interval based upon the central proportion of the data.) The Data Analysis “Rank and Percentile” tool provides cumulative distribution information. →Data→Analysis:→Data Analysis→Rank and Percentile→<OK>
Hurwicz Criterion: Determine a “coefficient of optimism” α. For each row, compute α max payoff plus (1-α) times min payoff. Choose the best (max) of these Hurwicz calculations. The of α lies between 0 and 1, with higher values meaning “more optimistic.” The Hurwicz Criterion is equivalent to Maximin when α = 0, and it’s equivalent to Maximax when α = 1. No Medium Large Hurwicz Center Center Center Calculation Residential $4 $16 $12 Commercial #1 $5 $6 $10 Commercial #2 ($1) $4 $15 No Medium Hurwicz Center Center Center Calculation Residential $4 $16 $12 Commercial #1 $5 $6 $10 Commercial #2 ($1) $4 $15
Click on a triangle to creates nodes. You will normally choose chance or decision nodes. You can create reports by selecting Decision Analysis from the PrecisionTree menu and then choosing either Risk Profile or or Policy Suggestion. You can also run sensitivity analysis reports and even link PrecisionTree to a Monte Carlo simulation using @RISK! Generally on a node to add nodes, copy subtrees, and perform other functions. Note that your input values can reference other cells in your spreadsheet. Make sure that your percentages sum to 100%.
Working with Workbooks All open workbooks are contained in the Workbooks collection. Any member can be specified with its name: Ex: Workbooks(“Cougs.xlsm”) Opening a Workbook To open a workbook, use the Open method and type out the full path (note both the and equals sign with no spacing after Filename): Ex: Workbooks.Open Filename:=“C:\My Documents\Cougs.xlsm” Closing a Workbook To close a workbook, use the Close method: Workbooks(“Cougs.xlsm”).Close Name Display To display the name of the active workbook: Ex: ActiveWorkbook.Name Saving a Workbook To save using the current name and format, use the Save method: Ex: ActiveWorkbook.Save
The worksheets of a workbook are contained in the Worksheets collection. Any member can be specified with its name: Ex: Worksheets(“WSU”) The preceding example applies to the active workbook. To access a sheet from a different (open) workbook: Ex: Workbooks(“Cougs.xlsm”).Worksheets(“WSU”) Counting To count the number of worksheets: Ex: Adding a Worksheet To create a new worksheet in the workbook: Ex: Worksheets.Add ActiveSheet.Name = “CougsRule” Having a Button Send User to a Specific Sheet Sub GoToLists() Worksheets(“Lists”).Activate End Sub Looping through the Worksheets
Example 9.4—Merging Lists Sub Control Subs can “call” other subs and pass arguments back and forth. This is very useful for modularizing programs, which makes it easier to use certain modules in completely different programs. Calling Subs To call (run) another sub, use the Call command. Once finished, control will return to the original Sub. Ex: Sub Main() Call CalcCost MsgBox “I’m finished!” End Sub Global vs. Local Variables A variable defined within a Sub is “local” (otherwise known as “Private”), that is, it is only recognized within that particular Sub. To have a variable be recognized in multiple Subs, it should be defined as “global,” otherwise known as “Public”. To define a variable as global,
international management. 5) Compare and contrast human resource functions including recruiting, selection, training, and performance management between the United States and other countries. MGT 3375 Knowledge, Application Skill 6) Analyze past ethical dilemmas in management MGT 3300, MGT 3375, MGT 4472 Analysis Ability 7) Evaluate the effectiveness of management actions to resolve ethical dilemmas. MGT 3300, MGT 3375, MGT 4472 Evaluation Competency 8) Integrate operations management concepts with leadership and management practices MGT 3300, QM 3345, MGT 3375, MGT 4472, MGT 4478 Knowledge, Analysis, Comprehension, Application, Synthesis Competencies 9) Explain how management leadership styles will need to adapt to a culturally and demographically diverse workforce. MGT 3300, QM 3345, MGT 3375, MGT 4472, MGT 4478 Knowledge, Analysis, Comprehension, Application, Synthesis, Evaluation Leadership
Below are the currently scheduled dates for all lectures and tests, some flexibility may be required. August 15 17 20 22 24 27 29 31 September 3 5 7 10 12 14 17 19 21 24 26 28 October 1 3 5 8 Introduction MGM SLOs MGM SLOs MGM SLOs MGM SLOs MGM SLOs Labor Day MGM SLOs MGM SLOs Test 1 Capstone exam Book reviews October 10 12 15 17 19 22 24 26 29 31 November 2 5 7 9 12 14 16 26 28 30 December 3 5 6 14 Test 2 Article reviews Movie reviews Test 3 Veteran’s Day Homecoming Review Dead Day Final 2-4 pm Commencement
University “Standards of Conduct” will result in appropriate disciplinary action (See the Oracle.) Students who are expecting an emergency call should inform the instructor before the start of the instructional period. Other Information: The syllabus is subject to change. Check with classmates to determine syllabus changes if you miss class. Additional material, beyond the scope of the text, will be discussed in class and covered on exams. DAILY ASSIGNMENTS This class will follow the University calendar for all drop dates and holidays. Below are the currently scheduled dates for all lectures and tests, some flexibility may be required. August 11 13 16 18 20 23 25 27 30 September 1 3 6 8 10 13 15 17 20 22 24 27 29 October 1 4 Introduction Chapter 1 Chapter 2/3 Chapter 4/ 5 Chapter 5 Chapter 6 Chapter 7/8 Chapter 9 Chapter 10 Chapter 11/12 Chapter 12 Labor Day Review Test 1 Intro part II Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19/20 Chapter 20 Chapter 21 October 6 8 11 13 15 18 20 22 25 27 29 November 1 3 TBA 5 8 10 12 15 17 19 29 December 1 2(R) Chapter 22 review Test 2 slack movie Article section preview Article summaries Article summaries Article summaries Article summaries Article summaries Article summaries Article summaries Capstone exam Book reports Book reports Book reports homecoming review Test 3 movie Review Dead Day Final 2-4 pm
(1) Responds fully to the assignment EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR (2) Presents a manifest topic statement identifying the issue and the position EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR (3) Exercises good critical thinking EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR (4) Expresses its purpose clearly and persuasively throughout EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR (5) Invokes and uses disciplinary facts correctly EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR (6) Provides adequate supporting arguments with reasons, evidence, and examples EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR (7) Is focused, well organized, and unified EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR (8) Uses direct language that is appropriate for the audience EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR (9) Invokes discerning sources when appropriate EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR (10) Correctly documents and cites sources EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR (11) Is free of errors in grammar, punctuation, word choice, spelling, and format EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR (12) Displays originality and creativity EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR Overall Evaluation EXCELLENT GOOD NOT QUITE ADEQUATE WEAK POOR Adapted from (, Retrieved Aug, 21, 2006.)
Ideas and theoretical concepts should be attributed to their originator. Using quotation marks for longer strings of words is required. The consequences for plagiarism are: one small occurrence, one letter grade, two small occurrences two letter grades, etc. However, a single flagrant attempt at deception, once discovered, will result in an automatic failure in the course. You must give your work credibility by citing credible references in support of premises, facts, and expert opinions. In three words: Prudence, Credibility and Integrity. OTHER INFORMATION Additional information on assignments will be provided. The scheduling (dates) of the "Course Content" may vary depending on depth of topic coverage. Other changes, as necessary, may be made by the instructor. TO REMEMBER: First day of class 1/10 Deadline for adding course 1/14 Deadline to process Administrative drops 1/14 Martin Luther King, Jr. Day 1/21 Spring 3/11-3/17 Last day to drop a course without academic penalty 3/18 Last day to withdraw without academic penalty 3/18 Classes end 4/30 Dead Day 5/1 Sorrell College of Business Vision STATEMENT Sorrell College of Business will be the choice for higher business education students in their quest to succeed in a dynamic and global economy. Sorrell College of Business will create the model for 21st century business education and community service. of Business STATEMENT Through operations that span the of , the , and the world, Sorrell College of Business equips our students with the knowledge, skills, abilities and competencies to become organizational and community leaders who make a difference in the global village and global economy. Through this endeavor, we serve students, employers, faculty, and at large as well as the local and global communities. AMERICANS WITH DISABILITIES ACT
18 Wednesday Corporate-level Strategy, Day #2 Chapter 6 23 Monday Acquisition and Restructuring Strategies Day #1 Chapter 7 CapSim Graded Round #5 processes March 25 Wednesday Acquisition and Restructuring Strategies Day #2 Chapter 7 March 30 Monday International Strategy Day #1 Chapter 8 CapSim Graded #6 processes April 1 Wednesday International Strategy Day #2 Chapter 8 April 6 Monday ** No Class, Easter Recess ** CapSim Graded #7 processes 8 Wednesday Presentation Prep Day CapSim Graded #8 processes April 13 Monday Final Presentations Teams Andrews, Baldwin and Chester Team Assignment: Feasibility Analysis Presentations (100-pts) Peer Evaluations Due: (complete them on the CapSim website under homework link) (30-pts) April 15 Wednesday ** No Class, Stander Symposium ** 20 Monday Final Presentations Teams Digby, Erie and Ferris Team Assignment: Feasibility Analysis Presentations (100-pts) Peer Evaluations Due: (complete them on the CapSim website under homework link) (30-pts) April 22 Wednesday *Last Day of Final Exam Review Final Exam (100-points) (Chapters 5-8) 3:00pm Monday, April 27th 12:20pm-2:10pm 4:30pm Class: Monday, April 27th, 4:30pm-6:20pm Managing the Enterprise: Individual Assignments Assignment Name: CapSim Quiz Assignment Type: Individual Assignment Points: 35-points Due Date: February 9, 2015, Monday Overview It is imperative that each and every student understand how the simulation works. To help you to learn the specifics of the simulation, there will be a mandatory CapSim quiz. The better you understand how the simulation works, what parameters can be altered, and how performance is measured, the more successful your team will be and the more you will learn. This quiz will cover information in the required reading in Capstone
Identify and specifically describe 3 to 5 major ethical issues you would encounter in the process of formulating your recommendation. In your response, please justify or support why you feel that each of the issues have ethical implications. Program SLO’s Assessed/Targeted MSM-SLO 1.2 MBA-SLO 2.1 MSHRM-SLO 3.1 Identify and specifically describe 3 to 5 issues related to social responsibility (with implications related to sustainability) that you would encounter in the process of formulating your recommendation. In your response, please justify or support why you feel that each of the issues have implications related to social responsibility. Program SLO’s Assessed/Targeted MSM-SLO 1.2 MBA-SLO 2.2 MSHRM- Identify and specifically describe 3 to 5 major global trends that are specifically influencing Mega Food to consider relocating operations of the Orchard facility to the country of Frostburg. In your response, please be specific in stating why or how each of the global trends is directly impacting Mega Food. Program SLO’s Assessed/Targeted MSM- MBA- MSHRM-SLO 4.1 Summarize 3 to 5 major challenges that Mega Food would encounter if they chose to relocate the operations of the Orchard facility to the country of Frostburg. Program SLO’s Assessed/Targeted MSM-SLO 1.2 MBA- SLO 2.1/SLO 2.2 MSHRM- SLO 3.1 What would be your official recommendation to Mega Food? Please support your answer by providing rationale that incorporates appropriate concepts covered in your business courses. Program SLO’s Assessed/Targeted MSM- MBA- MSHRM- **THIS QUESTION SYNTHESIZES ALL SLO’S DEPENDING ON THE NATURE OF THE STUDENTS’ RESPONSES This question has two parts. For this question, assume that you are a consultant that has been hired by Mega Food to make Program SLO’s Assessed/Targeted MSM- MBA-
Hill, C. W. L. ( or current). International business: Competing in the global marketplace (5th ed.). : McGraw-Hill. Hill, J. S. ( or current). World business: Globalization, strategy, and analysis (1st ed.). : Thomson/South-Western. Hodgetts, R. M., Luthans, F., & Doh, J. ( or current). International management: Culture, strategy and behavior (5th ed.). : McGraw-Hill. Supplements Maidment, F. H. ( or current). Annual editions: International business 05/06 (13th ed.). Boston, MA: McGraw-Hill. Morrison, T., Borden, G. A., & Conaway, W. A. ( or current). Kiss, bow, or shake hands: How to do business in sixty countries (1st ed.). : Media.
Employment history cont. Previous Employment Employer’s/Organisation’s Name Salary Address Post code Post held Date from to Reason for leaving Employer’s/Organisation’s Name Salary Address Post code Post held Date from to Reason for leaving Employer’s/Organisation’s Name Salary Address Post code Post held Date from to Reason for leaving Employer’s/Organisation’s Name Salary Address Post code Post held Date from to Reason for leaving Please provide details of any gaps of employment history – with dates Referees Please give the details of two referees. One of should be your Line manager with your present and/or last employer. Please see guidance notes for more information. Referees name Post held Address Postcode Email address Telephone number Your relationship to the referee Referees name Post held Address Postcode Email address Telephone number Your relationship to the referee
Supporting statement and achievements This section is your opportunity to tell us how you meet the criteria in the person specification. Take each relevant item and tell us about your skills, experience, knowledge and achievements. Give examples of what you have done which prove your ability. If the person specification says, ‘able to organise activities’, you must do more than say, ‘I am an organised person’. Give an example by describing something that you have done, which tells us about the skills you used and the steps that you took. You can use examples from your home life, time spent in education, voluntary work or from your hobbies/interests if you do not have any formal experience. Declaration of Criminal Offences Please read this carefully before completion. The Criminal Records Bureau (CRB), and Executive Agency of the Home Office, provides wider access to criminal record information through its Disclosure service. This service enables organisations in the public, private and voluntary sectors to make safer recruitment decisions by identifying candidates who may be unsuitable for certain work, especially that involving children and vulnerable adults. The CRB was established under part V of the Police Act 1997 and was launched in March 2002. You can get more information about CRB at www.crb.gov.uk. Declaration We do not exclude people who are related to, or have a personal relationship with our councillors, employees or school governors. We will make sure that they do not take part in the selection for this post. Please make sure you read and sign/positively tick the declaration. Monitoring This Authority has an Equal Opportunity in Employment policy, which we ensure that we monitor to ensure that our employees reflect the community we serve. The information provided will be treated in the strictest confidence, is never available to the recruiting manager and will only be used for monitoring purposes. Checklist Before you submit your application, please that you have: Tick Here .
DECLARATION I accept the conditions of, and acknowledge the risks arising from, attending or participating in the Motor Sport Activities being provided by CAMS and the Entities. I agree to comply with all policies, rules, regulations and directions of CAMS and the Entities in relation to this event. I have read, understood, acknowledge and agree to the above including the exclusion of statutory guarantees, warning, assumption of risk, release and indemnity: Person Signature Name Date Competitor Witness Driver 1 Witness Driver 2 Witness For persons under the age of 18 years the following parent/guardian consent must be completed. PARENT/GUARDIAN CONSENT - PERSONS UNDER 18 YEARS OLD I of [Address] am the parent/guardian* of the above-named ("the minor") who is under 18 years old. I have read this document and understand its contents, including the exclusion of statutory guarantees, warning, assumption of risk, release and indemnity, and have explained the contents to the minor. I consent to the minor attending/participating in* the event at his/her own risk. * Delete whichever does not apply Signed Parent/Guardian* Date Witness Date Name and address of witness FOR RACE MEETINGS - Recent Competition and Scrutiny Audit History MUST BE COMPLETED The Competitor must complete the following table showing the Competition and Scrutiny Audit history of the vehicle described above for the last five Meetings as shown in the vehicle Log Book. If at the time of completion of this declaration the vehicle is entered into another Meeting yet to be held, please indicate in the space provided. Authority to Scrutineer – Before participating in this race meeting, including practice therefore, cars are to be examined by Scrutineers, and the following checked: Yes No Yes No 1 Safety helmet (AS 1698) 10 Brakes 2 Drivers apparel 11 Steering 3 Fire extinguisher (900gm min) 12 Accelerator linkage 4 Seat belts – Condition Comply Aust. Standards (AS 2596, E35) 13 Fluid leaks oil, water, brake fluid 5 Bonnet strap (non extensible) 14 Suspension 6 Tail shaft strap 15 Wheels and tyres 7 Blue triangle 16 Fuel lines 8 Brake lights 17 Battery 9 Clear Headlight Covers 18 Video camera Specify any faults or relevant information Signature of Scrutineer PASSED NOT PASSED Date Audit Scrutiny? Yes / No Yes / No Yes / No Yes / No Yes / No Meeting entered but not yet held
In the Family Overt parental conflict including domestic violence Family breakdown (including where children are taken into care or adopted) Inconsistent or unclear discipline Hostile and rejecting relationships Failure to adapt to a child’s changing needs Physical, sexual, emotional abuse or neglect Parental psychiatric illness Parental criminality, alcoholism or personality disorder Death and loss – including loss of friendship At least one good relationship (or one supportive adult) Affection Clear, consistent discipline Support for education Supportive long term relationship or the absence of severe discord In the School Bullying Discrimination Breakdown in or lack of positive friendships Negative peer influences Peer pressure Poor pupil to teacher relationships Clear policies on behaviour and bullying ‘Open door’ policy for children to problems A approach to promoting good mental health Positive classroom management A sense of belonging Positive peer influences In the Community Socio-economic disadvantage Homelessness supportive network Good housing
Executive Profile – Lisa Fathers Trained in: Adult 2-day Youth 2-day Youth half-day (Lite) National Trainer Lisa Fathers is Director of Teaching School & Partnerships across a multi-academy trust of schools. Lisa has been running bespoke mental health awareness training for schools for the last 5 years and became an MHFA Instructor in 2016. Feedback from delegates is always outstanding and Lisa’s delivery style has been described as ‘engaging and dynamic’. With a background in teaching and educational leadership Lisa has excellent knowledge and understanding of mental health issues for children and young people and of course the challenges faced by Line Managers and HR when supporting employees. Lisa delivers training on resilience, mindfulness, coaching, culture and wellbeing. Lisa represents secondary schools on the Greater Manchester Health and Wellbeing Board and has led the Future in Mind initiative in Warrington. Lisa is currently a Headteacher Ambassador for the Youth Sport Trust and is passionate about health and the direct link between physical health and emotional wellbeing. Lisa was delighted to be successful in joining MHFA England’s prestigious national training team recently, which means she can have an even bigger impact in this area and help to shape future training. Clients delivered to: Culcheth High School Broomfields Junior School Altrincham Grammar School for Edsential Community Interest Company Sport England School Games Organisers Beamont Colegiate Academy Bridgeater High School Great Sankey High School Lymm High School Penketh High School Priestly College United Learning MAT ESSA MAT St Ambrose Grammar School SCITT Trainee teachers Wellacre Academy Cedar Mount Acdemy Stanley Primary Academy Rushbrook Primary Academy Connell College Melland Special School South Shore Academy Elmridge Primary Academy Delegate Comments: “Lisa was incredibly engaging and dynamic” “Thanks so much this has been an inspirational journey” “My team are more confident with mental health issues now” “A high level of knowledge made practical and entertaining” “Good practical examples and training standard very high”
See separate section: CPA Approach for Multiplication and Division, for further guidance. Use a range of mathematical equipment and objects linked to real-life and the wider curriculum. Numicon: Doubles/ Halves Lady birds using spots. See separate section: CPA Approach for Multiplication and Division, for further guidance. A range of pictorial representations to model key concepts. Sharing fairly I have 10 cubes, can you share them fairly into 2 groups? 10 cubes – accurately (touch count then share equally.... one more me, one for you, one for me one for you etc. Use sweets and real life objects – make it purposeful. Children to be encouraged to record thinking using pictorial representations. See separate section: CPA Approach for Multiplication and Division, for further guidance. Make links to all practical resources with abstract recording, support this with blank number sentences: □ + □ = □
Principles of the Policy One of the key learning principles behind this policy is the concrete pictorial abstract approach (CPA). The concrete-pictorial-abstract approach, is based on research by psychologist Jerome Bruner, and suggests that there are three steps (or representations) necessary for children to develop understanding of a concept. For children to have a deep understanding of the mathematical concepts developed, they need to ‘master’ all three phases of the CPA approach. If a child has moved on from the concrete to the pictorial, it does not mean that the concrete cannot be used alongside the pictorial as an additional scaffold. If a child is working at the abstract stage, ‘proving’ something or ‘working out’ then concrete or pictorial representations could be used to develop a greater depth as pupils articulate their thinking /reasoning. Reinforcement is achieved by going back and forth between these representations. Linking abstract notation to pictorial/concrete representations and then the concrete/pictorial models to an abstract notation. Concrete Representation The enactive stage. Children are first introduced to an idea/skill/concept by acting it out with real objects, this could include large scale with the pupils themselves and also utilise resourced available in the outdoor environment. This is a 'hands on' stage using real objects linked to real-life and the wider curriculum and/or mathematical equipment, (i.e. counters, cubes, bead string, five and ten frames, Dienes, place value counters etc.) and it is the foundation for CONCEPTUAL UNDERSTANDING. Pictorial Representation The iconic stage. A child has sufficiently understood the hands-on, CONCRETE experiences performed and can now relate them to PICTORIAL representations, such as a DIAGRAM or PICTURES of the problem. PICTORIAL representations, such as the bar model, can also be used to scaffold understanding. Abstract Representation
LCFT Unscheduled Care Mental Health Transformation Programme: Lancashire Care NHS Foundation Trust working in partnership with Blackburn with Darwen CCG has ambitious plans for a full scale redesign of its crisis mental health pathway to support the delivery of the mental health crisis concordat outcomes. Blackburn with Darwen CCG as lead commissioner are working closely with LCFT and the Lancashire Commissioning Support Unit (CSU) to undertake a Lancashire wide review of the Unscheduled Care (Crisis) pathways within LCFT as part of its planned commissioning intentions. The objective of this work is to review all of the service specifications and commission an updated single unscheduled crisis pathway that ensures that patients (age inclusive) receive the same consistent level of care across Lancashire 24/7. Work is taking place to ensure that collaborative planning takes place for the Mental Health Unscheduled Care redesign work and the MH Care Crisis Concordat and ensure that there is not any unnecessary duplication of work. There is a 'shadow' specification currently being written and this will be incorporated within the LCFT contract on 1st April 2015, once agreement has been obtained from all CCG's and LCFT. It is planned that a review will take place in Sept 2015. At the 6 month review the pilots being delivered will be reviewed and a decision will be made as to whether they should be delivered across Lancashire. It is anticipated that changes could be identified and agreed in year. It should be noted that the crisis care concordat action plan is underpinned by a number of local specific plans relating to a wide range of stakeholders and concordat will be reviewed and refreshed. Progress is ongoing and a further version will be submitted with updated detail of the progress achieved.
Core Idea: Wellness Topic: Analyzing Influences H2.W3.HS Analyze how a variety of factors impact personal and community health Module 4, Activity 1, Pages 108-112 Topic: Decision-Making H5.W6.HS Predict potential and outcomes of a personal health related decision Module 6, Activity 3, Pages 134-137 Topic: Goal-Setting H6.W7.HS Implement strategies to achieve a personal health goal Module 6, Activity 4, Page 139 Summary: Of the eight required standards, the Mental Health & High School Curriculum Resource meets all eight learning standards (H1-8) when the full curriculum resource is implemented with fidelity. The standards are met through two core ideas (Social Emotional Health and Wellness), and includes seven topics (body image and eating disorders, stress management, expressing emotions, emotional/mental/behavioral health, analyzing influence, decision-making, and goal setting). The Mental Health & High School Curriculum Resource could be a robust component of a comprehensive health education course for grades 9-12. Please note that Safety, Nutrition, Sexual Health, and Substance Use and Abuse are not addressed through the Mental Health & High School Curriculum Resource and that additional lessons, materials, and activities would be required to address all Core Ideas. Core Ideas Wellness 3 of 7 topics covered Good coverage Safety None No coverage Nutrition None No coverage Sexual Health None No coverage Social Emotional Health 4 of 6 topics covered Strong coverage Substance Use & Abuse None No coverage Health Standards Standard 1 met Standard 2 met Standard 3 met Standard 4 met Standard 5 met Standard 6 met Standard 7 met Standard 8 met
Antidepressants Anxiety (also in ) Cognitive behaviour therapy (CBT) Dementia Depression (also in ) Postnatal depression Schizophrenia Self-harm What is mental health/illness? Portuguese Addiction Alzheimer's disease and dementia Anxiety Punjabi Addiction Anxiety Depression What is mental health/illness? Russian Alzheimer's disease and dementia Anxiety Bipolar disorder Depression
TB Test Past Medical History (check all that apply) Family History (check all that apply) Relationship ☐ AIDS/HIV ☐ Infectious Mono ☐Allergies ☐ Allergies ☐ Kidney Disease ☐Alzheimer’s ☐ Anemia ☐Measles ☐Anemia ☐ Arthritis ☐Migraines ☐Cancer (see below) Type: ☐ Asthma ☐Mumps ☐Dementia ☐ Back Pain ☐Neuropathy ☐Diabetes ☐ Bladder Infection ☐Osteoporosis ☐Epilepsy ☐ Clots/ DVTs/ Pulmonary Embolus ☐Pneumonia ☐Glaucoma ☐ Bronchitis ☐Polio Disease ☐ Cancer Type: ☐Pulmonary/ Respiratory Disease ☐Hypertension ☐ Chicken Pox ☐Rheumatic Fever ☐Parkinson’s ☐ Diabetes ☐Scarlet Fever ☐Stroke ☐ Diphtheria ☐Sleep Apnea ☐Tuberculosis ☐ Eczema/ Hives Pox ☐ Epilepsy ☐Stroke ☐Other: ☐ Glaucoma ☐Thyroid Disease ☐Other ☐ Heart Attack ☐Tuberculosis ☐ Hemorrhoids ☐Transfusions *Women Only ☐ Hepatitis ☐Ulcer Are you currently pregnant? ☐Yes ☐No ☐ Hernia ☐Sexually Transmitted Disease Are you currently breastfeeding? ☐Yes ☐No ☐ High Blood Pressure ☐Whooping Cough Age of First period: Pregnancies (#): Date of Last period: Miscarriages (#): ☐ Other: Birth Control: Abortions (#): Current Medications (Please include over the counter medications, herbal supplements, vitamins, etc.) Medication: Dosage: Directions:
All you need to do is choose a behavioral health provider from the MBHP Provider Directory. You can find the directory online at Just “Find a Provider” on the home page. If you would like a printed copy of the Provider Directory, please call MBHP at 1-800-495-0086. After you choose a provider from the directory, please call MBHP to make sure your provider still works with MBHP. This directory is updated weekly, but providers may change from time to time. Although you do not need a referral to see any MBHP provider, some covered services may need PA. For more information about PA, see page 13. Out-of-Network Services Medical services The PCC Plan will not pay for services delivered by a provider who is not a MassHealth provider unless it is an emergency. You can get care for emergencies from any provider. For more information about emergencies, see pages 19-20. If you have an emergency, get care right away! Behavioral health services MBHP will not pay for services provided by a behavioral health provider who is not in the network unless: it is an emergency; or the MBHP network cannot provide those services. You can get care for behavioral health emergencies from any behavioral health provider. For more information about behavioral health emergencies, see pages 19-20. If you have a behavioral health emergency, get care right away! If MBHP’s network cannot provide the services, MBHP will the out-of-network services until the network can provide them. Call MBHP if you have questions out-of-network behavioral health services. When you travel The PCC Plan will pay for you to see an out-of-state provider for medical care only if: you have an emergency; or your health would be at risk if you had to travel home.
Your health care Emergencies and urgent care An emergency is any serious health care problem that you think needs to be treated right away. If you have an emergency, you should get care immediately! If you have a medical emergency, you can call 911; or go to the closest emergency room away! If you have a behavioral health emergency, you may also contact the Emergency Services Program (ESP) in your area. Call the state-wide, toll-free ESP number at 1-877-382-1609 to get the number for your local ESP, 24 hours a day. At all other times, call your PCC and ask what to do. You can call your PCC 24 a day, seven days a week. If your PCC is not there, another doctor or healthcare provider will help you. Examples of emergencies Here are some common medical and behavioral health (mental health and substance use disorder) emergencies, but there are other kinds of emergencies, too. Medical emergencies broken bones chest pain convulsions fainting or spells heart attacks bleeding loss of consciousness poisoning serious accidents severe burns severe headaches Behavioral health emergencies wanting to harm yourself hearing voices wanting to harm other people severe pain severe wounds shortness of breath stroke (this includes numbness or difficulty with speech) sudden change of vision sudden, severe pain or pressure in or below the chest throwing up throwing up a lot someone who won’t wake up