...M1 Discuss similarities and differences in the nutritional and energy requirements of 2 groups of individuals Within this document I will be discussing the similarities and differences in the nutritional and energy requirements of adults and pregnant women. I will be comparing and contrasting their nutritional and energy requirements of adults and pregnant women. Firstly, adults; once growth has stopped, adults need to maintain their weight, but should try to avoid putting on extra weight. High-fat foods should be kept to a minimum, as they raise cholesterol. Being overweight can also increase the chances of developing arthritis, diabetes and cancer. To reduce the risk of developing high blood pressure, salt should be limited to a certain amount per day. High-sugar foods should be a treat rather than a regular part of the diet. Ideally, alcohol consumption should be limited as well less amounts per day for women than men. On the other hand pregnant women, extra folic acid should be taken during their first three months of pregnancy, as this is recommended to prevent spina bifida. During the first three months of pregnancy a women needs about an extra 200 calories a day. While-breast-feeding, she will need an extra 500 calories. Extra calcium should be eaten as the developing baby will take what it needs, leaving the mother deficient. This is why women often have to have more dental treatment during pregnancy and for the first year after having a baby, whereas adults don’t...
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...M1 – Discuss similarities and differences in the nutritional and energy requirements of two groups of individuals I chose to look at two different social groups, which is a pregnant women and a teenage girl that is 16 years old. The differences between the pregnant woman and the 16 year old teenage girl, is when it comes to their energy and nutritional requirements, for example: the teenage girl who is 16years of age needs to have 1800 calories per day whilst a pregnant woman needs to have 350 calories per day so there is quite a difference between the both. In addition, the 16 year old teenage girl needs these calories intake as she’s still developing and growing. For that reason, it is recommended that this teenager requirement is to make sure that she recognizes her calories and nutritional intake needs, as this will have effect on her substantially in terms of being healthy. It will also prevent her from being at risk of receiving healthy problems such as having obesity which would happen if she’s taking in a lot of calories that she shouldn’t. On the other hand, when it comes to a pregnant woman she requires fewer calories related to a teenager as she needs to maintain her pregnancy weight as well as keeping her energy active. Withal, the pregnant woman wants to make sure that she eats well throughout her pregnancy and also chooses high quality of food that is rich in baby building nutrients. Therefore, with the pregnant woman consumption of healthy food, this will have...
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...RAFFLES GIRLS' PRIMARY SCHOOL SEMESTRAL ASSESSMENT 1 MATHEMATICS (PAPER 1) PRIMARY 5 Name: ( ) Form Class: P5 Banded Math Class: P5 Duration: 50 min Date: 10 May 2011 Your Score (Out of 100 marks) Your Score (Out of 40 marks) Parent's Signature INSTRUCTIONS TO HAMninATFS 1• Do not turn over this page until you are told to do 2. Follow all instructions carefully. so. 3. Answer ALL questions and show all working clearly. 4. NO calculator is allowed for this paper. Pagel of 12 SECTION A (20 marks) Questions 1 to 10 carry 1 mark each. Question 11 to 15 carry 2 marks each. For each question, four options are given. One of them is the correct answer. Make your choice (1, 2, 3 or 4). Shade your answer (1, 2, 3 or 4) on the OAS provided. All diagrams are not drawn to scale. 1. How many ten-dollar notes make up $201 010? (1) (2) (3) (4) 10 20 2 010 20101 2. What is the product of 83 * 700? (1) (2) 581 5 810 (3) 58100 (4) 581 000 Page 2 of 12 3. Find the volume of the cuboid shown below. 28 m (1) (2) 84 m3 140 m3 (3) (4) 168 m3 840 m3 What is the missing number in the box? • 9 d) 6 2 3 (2) (3) (4) 8 14 15 ->• k txpress — as a mixed number. c 38 (D (2) 3* 4 4 (3) (4) 94 9! 2 Page 3 of 12 6. Which of the following figures cannot be tessellated? (D (2) (3) (4) ( ) 7. In 43.21, which digit is...
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...is that A) money is a flow and income is a stock. B) money is a stock and income is a flow. C) there is no differencemoney and income are both stocks. D) there is no differencemoney and income are both flows. Answer: B 5) It is true that A) income and wealth are both stocks. B) money and income are both stocks. C) income is a flow and wealth is a stock. D) money and wealth are both flows. Answer: C 6) An individual's annual salary is her A) money. B) income. C) wealth. D) liabilities. Answer: B 7) A person's house is part of her A) money. B) income. C) liabilities. D) wealth. Answer: D 8) Money is A) anything that is generally accepted in payment for goods and services or in the repayment of debt. B) a flow of earnings per unit of time. C) the total collection of pieces of property that are a store of value. D) always based on a precious metal like gold or silver. Answer: A 9) Which of the following are true statements? A) Wealth is a stock variable. B) Money is a flow variable. C) Income is a stock variable. D) Wealth is a flow variable. Answer: A 10) ________ is used to...
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...alternative that best completes the statement or answers the question. 1) To an economist, ________ is anything that is generally accepted in payment for goods and services or in the repayment of debt. 1) _______ A) credit B) money C) wealth D) income 2) Money is 2) _______ A) a flow of earnings per unit of time. B) anything that is generally accepted in payment for goods and services or in the repayment of debt. C) always based on a precious metal like gold or silver. D) the total collection of pieces of property that are a store of value. 3) Currency includes 3) _______ A) paper money, coins, checks, and savings deposits. B) paper money and coins. C) paper money and checks. D) paper money, coins, and checks. 4) The total collection of pieces of property that serve to store value is a person's 4) _______ A) wealth. B) money. C) credit. D) income. 5) A person's house is part of her 5) _______ A) money. B) income. C) wealth. D) liabilities. 6) ________ is used to make purchases while ________ is the total collection of pieces of property that serve to store value. 6) _______ A) Money; wealth B) Income; money C) Money; income D) Wealth; income 7) ________ is a flow of earnings per unit of time. 7) _______ A) Money B) Income C) Wealth D) Currency 8) An individual's annual salary is her 8) _______ A) income. B) money. C) liabilities. D) wealth. 9) When we say that money is a stock variable, we mean that 9) _______ A) the quantity of money is measured at a given point in time...
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...The beautiful you…. ABOUT SCHON SCHON was introduced in the year 2004 with a foresight to dress the young females with the latest fashion and style in casual wear. SCHON in German means “BEAUTIFUL”. The Brand has been steadily marching ahead to meet the challenges of the fashion-conscious woman. Its zeal and vision to pioneer is being reflected by an almost self-effacing work-style, where the greater good ensures the individual good. As a result, SCHON is emerging as an elegant trendsetter for the feminine apparel industry. They are amongst the first few to modernize the traditional knitwear into the sophistication which makes a Fashion Statement every day, day by day... The Company believes in building a reliable and constructive relationship with its suppliers who provide the best quality in materials and the Consumer who has been appreciating the Product since a long time now. The success-secret of SCHON lies in its dedicated and diligent work force, led by a progressive management. The major focus remains on quality & design which has earned us the repute and appreciation of our customer. SCHON SPRING SUMMER COLLECTION- The SCHON Spring/Summer 2011 fashion collection is rich in tales that are seemingly worlds apart, but in fact have a common link: a passion for elegance. SCHON finds romantic tales of flowers; sparkling, sunny afternoons dominated by white; lively evenings ablaze with colour. CLASSIFICATION & SUB-CLASSIFICATION About the STORE…. Location:...
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...mathJames Cano Chapter 14 Section 1 * Money: anything customarily used as a medium of exchange, a unit of accounting, and a store of value * Medium of exchange: use of money for exchange for goods or services * Barter: exchange of goods and services for other goods and services * Until of accounting: use of money as a yardstick for comparing the values of goods and services in relation to one another * Store of value: use of money to store purchasing power for later use * Commodity money: a medium of exchange such as cattle or gems that has value as a commodity or good aside from its value as money * Representative money: money that is backed by an item of value, such as gold or silver * Fiat money: money that has value because a government fiat, or order, has established it as acceptable for payment debts * Legal tender: money that by law must be accepted for payment of public and private debts 3. No I would not refuse to get paid in cash or check because money is money and they all have monetary value. 4. Inflation affects money as a store of value because if more money would be printed, the money that is already circulated would not be of much value since there are so many going around. 5. Money should be durable. It should withstand wear and tear and last multiple years, depending if it is paper or coin. It should also be portable and easy to carry, even if carrying large amounts. It should also be divisible meaning...
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...Mark Scheme (Results) Summer 2013 GCSE Mathematics (Linear) 1MA0 Higher (Non-Calculator) Paper 1H Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the world’s leading learning company. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at www.edexcel.com or www.btec.co.uk for our BTEC qualifications. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus. If you have any subject specific questions about this specification that require the help of a subject specialist, you can speak directly to the subject team at Pearson. Their contact details can be found on this link: www.edexcel.com/teachingservices. You can also use our online Ask the Expert service at www.edexcel.com/ask. You will need an Edexcel username and password to access this service. Pearson: helping people progress, everywhere Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students...
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...Unit 21: Human Resource Management Module Instructor: Mehfuzul Haque Email: mhaque1902@hotmail.com Module started: ............... Assignment hand-in date: ..................... Submission deadline: ...................... HND in Business Date:………………………… Assignment Reference: K/601/1264 1 Learner’s name and statement of authenticity Unit 21 Learner’s name:……………………………………………….. Learner’s ID:…………….... Human Resource Management Date handed in:………………….. HND BUSINESS I certify that the work submitted for this assignment is my own. Materials taken from other sources have been duly credited and acknowledged in the bibliography. Edexcel BTEC Signature:………………………… Level 5 2014 Unit 21: Human Resource Management 2014 Learning outcomes and assessment criteria Recruiting and retaining staff of the right caliber contributes to the achievement of organizational purposes. Staff must make a valued contribution to the work of the organization. Eventually they will leave, more often than not because they find alternative employment or retire. Occasionally, however, employment has to be terminated. This unit considers how human resource management deals with these aspects of working. However, the focus of human resource management has moved beyond personnel management towards a more proactive approach that, in addition to the traditional roles associated with staff management, also considers how to get the best people and the best...
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...London School of Business & Management QCF level 4: BTEC Higher National Diploma Centre No Unit No & Unit Title Course Title Lecturer’s Name Assignment Title Assignment No Date Set Due Date Semester / Academic Year 79829 Unit 21: Human Resource Management HND Business Nooreen Jafferkhan Human Resource Management No: 1 02 October 2014 09 January 2015 September 2014 Unit Outcomes Covered: LO 1: Understand the difference between personnel management and human resource management LO 2: Understand how to recruit employees LO 3: Understand how to reward employees in order to motivate & retain them LO 4: Know the mechanisms for the cessation of employment GRADING OPPORTUNITIES AVAILABLE Outcomes/ Grade Descriptors P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 V Outcomes/ Grade Descriptors M1 V M2 V M3 V D1 V D2 V D3 V V V V V V V V V V V V V V V COMMENTS: Assessor Signature: ______________ IV COMMENTS: Date: ___/___/___ 1 Tutor Notes Key Points: Your assignment should be handed in by the deadline. The assignment must be your own work and original. All sources of reference must be included. You will be expected to check spelling mistakes and grammar. Your name, student no and unit no should be in the footer of every page. It should bear an appropriate report structure (such as a Table of Contents, Introduction, Discussion, Conclusion, References, and Appendix (if...
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...Project Plan For NORSU Electronic Library Card Catalog System Researchers: Project Leader: Medura, Jess Linguaje, Ed Lorence Los Baños, Marilyn Maquiling, Marres Contents 1. Overview…………………………………………………………………………………………………………………………...3 2. Goals and scope………………………………………………………………………………………………………….….….4 2.1 Project Goals…………………………………………………………………………………………………………4 2.2Project Scope…………………………………………………………………………………………..……….……5 2.2.1 Included………………………………………………………………………………………………………….….5 2.2.2 Excluded .................................................................................................................5 3. Organization……………………………………………………………………………………………………………………….6 3.1 Organizational Boundaries and Interfaces…………………………………………………………….…...6 3.1.1 Resource Owners……………………………………………………………………………………………….6 3.1.2 Receivers…………………………………………………………………………………………………….……..6 3.1.3 Cross Functions…………………………………………………………………………………………………..7 3.2 Project Organization…………………………………………………………………………………………………..8 3.2.1 Project Manager…………………………………………………………………………………………….….8 3.2.2 Project Team……………………………………………………………………………………………………..9 4. Schedule and Budget…………………………………………………………………………………………………………10 4.1 Work Breakdown Structure…………………………………………………………………….…………...11 4.2 Schedule and Milestone………………………………………………………………………….……………12 4.3 Budget.......................................................................................................................13 4.4 Development Process…………………………………………………………………………………………...
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...[pic] Braeside High School BTEC Extended Diploma in Business ( Marketing) Unit 37 Understanding Business Ethics Assignment brief 1: Ethical issues Assessor Mr. Zachaues Omwenga Date issued: 06/05/2015 Date of Submission: 29/05/2015 This assignment brief assesses |P1 explain the ethical issues a business needs to consider in its operational activities | |P2 explain the implications for the business and stakeholders of a business operating ethically | |P3 describe the social implications of business ethics facing a selected business in its different areas of activity | |M1 assess how a selected business could improve the ethics of their operations | |D1 evaluate the impact of a selected business’s ethical behaviour on stakeholders and the business. | Scenario Businesses are limited in what they do. Sometimes by laws and sometimes by the conventions and social codes we live by. Gathered together these are what we refer to as ethics and they can apply to every aspect of business behaviour. Whereas it could be argued that most laws have their origins in ethics, ethical behaviour, by individuals and business go beyond legal requirement and are discretionary, that is to say we can choose to follow them or not. You have been asked to research and draw up a...
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...The Developing Economies, XLI-4 (December 2003): 401–35 401 EFFECTS OF THE REAL EXCHANGE RATE ON OUTPUT AND INFLATION: EVIDENCE FROM TURKEY HAKAN BERUMENT MEHMET PASAOGULLARI This paper assesses the effects of real depreciation on the economic performance of Turkey by considering quarterly data from 1987:I to 2001:III. The empirical evidence suggests that, contrary to classical wisdom, the real depreciations are contractionary, even when external factors like world interest rates, international trade, and capital flows are controlled. Moreover, the results obtained from the analyses indicate that real exchange rate depreciations are inflationary. I. INTRODUCTION interest among academics and policymakers on the controversial issue of exchange rate policies in general and exchange rate regimes and real exchange rates in particular. The effects of financial crises on the global economy are getting more severe, and international trade and capital movements have begun to be central factors in the evolution of such a crisis. Domestic factors that lead to crises in various countries are different, but there are also common features of these crises: big devaluations or depreciations in domestic currency and the subsequent significant output losses of the crisis-hit countries. Turkey has often experienced financial crises in its history. In 1994 and 2001, the nominal domestic currency depreciated 62 per cent and 53 per cent, respectively. This made the effects of large depreciations...
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...[pic] Braeside High School BTEC Extended Diploma in Business (Marketing) Unit 37 Understanding Business Ethics Assignment brief 1: Ethical issues Assessor Mr. Zachaues Omwenga Date issued: 06/05/2015 Date of Submission: 29/05/2015 This assignment brief assesses |P1 explain the ethical issues a business needs to consider in its operational activities | |P2 explain the implications for the business and stakeholders of a business operating ethically | |P3 describe the social implications of business ethics facing a selected business in its different areas of activity | |M1 assess how a selected business could improve the ethics of their operations | |D1 evaluate the impact of a selected business’s ethical behavior on stakeholders and the business. | Scenario Businesses are limited in what they do. Sometimes by laws and sometimes by the conventions and social codes we live by. Gathered together these are what we refer to as ethics and they can apply to every aspect of business behaviour. Whereas it could be argued that most laws have their origins in ethics, ethical behaviour, by individuals and business go beyond legal requirement and are discretionary, that is to say we can choose to follow them or not. You have been asked to research...
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...Brandon Vasciannie TA: Tirgil Recitation 21 Homework for Chapter 14 List and briefly explain the advantages that money has over barter? How do the three functions of money get around the problems of barter? 1) Money is a medium of exchange, allowing it to be used to buy any of the items available in the market. Barter on the other hand exchanges items for other items, and these items are limited in what they can be traded to get. 2) Money is also a unit of account. Societies use monetary units such as dollars in an effort to measure the worth of a wide array of goods, services, and resources. In the barter system it is a lot harder to place a price on one object and the value of another item that will be exchanged for it. 3) Money is a store of value that allows people to transfer purchasing power from the present to the future. However, in the barter system the value of each particular item can vary and change over time. What backs our money? What is important about that? The money supply in the United State is backed by the government’s ability to keep the value of money relatively stable. This is important because the purchasing power of the U.S. dollar is in the government’s hand and can fluctuate. Why is the supply of money in an economy so important? Money derives its value from its scarcity relative to its utility. Therefore, the economy’s demand for money depends on the total dollar volume of transactions in any...
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