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Factors that affect the beer industry

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Factors that affect the beer industry. Beer Industry growth rate forecast According to Canadean’s latest Global Beer Trends report, global beer consumption will increase 2 billion hectolitres by 2013. However Canadean predicting an average growth rate of 2.8% between 2009 and 2015. According to Huanshu W., (12-02- 2009), “the global high-end beer market will reach 65.5 million kiloliters by 2013, an increase of 74.7 percent over 2006. In Asia-Pacific, beer production will reach 13.5 kiloliters, an increase of 125 percent”. Furthermore Huanshu W., (12-02- 2009), notes that the China will be one of the main market for beer industry. Global Beer Consumption Forecast Growth rate by Region Source: Canadean Beer Service, http://www.canadean.com/News/Beverage_Industry_News.aspx Heineken Geographic distribution of consolidated beer volume, 2009 – 2008 In thousands of hectolitres Source: Heineken International (2011), Annual Report (2009), [Online] According to Heineken International (2011), Annual Report (2009), Heineken has market leadership position in Western Europe. Heineken imported various group brands into several Western Europe markets, affects to increase of the consolidated beer volume in Western Europe. Also Heineken is the largest brewing group in Central and Eastern Europe. Acquisition of Amstel helps to expand brand name of Heineken to success in Central and Eastern Europe. Although Heineken expand distribution in Africa and Middle East by brewing varieties of local brands and export the Heineken and Amstel premier brands across the region. According to Heineken International (2011), Annual Report (2009), Heineken has also built a strong market position in Americas by acquisition of FEMSA in year 2010.This made Heineken the national importer, marketer and seller of FEMSA’s brands and expand distribution of Heineken brands in Americas. Also Heineken expand distribution in Asia pacific by made joint venture with FraserFactors that affect the beer industry
Law homework help. Only need 4 out of 8 scenarios.Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully toÿfourÿof the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week?s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages.James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does an initial check for understanding he finds that most of his students are lost. Specifically, he finds that his students are having a hard time understanding what aÿcomparisonÿis. This makes the concepts of simile and metaphor impossible to comprehend. James decides to design a 45 minute lesson that clarifies for students what comparing is.How might James structure his 45-minute lesson to include elements of visual, auditory, and kinesthetic learning?What methods can James use to check for comprehension once the lesson is complete?How might he follow up in ensuing class periods as a continued check of comprehension and to remediate students who may still not understand?Sean teaches an art class in a public elementary school near Chicago. Many of his students come from difficult circumstances and he has worked hard to make his lessons engaging and accessible for a diverse group of learners. Still, he finds it is difficult sometimes to contain the boundless energy of 2nd and 3rd graders. Recently, he has been frustrated with off-task behavior such as talking, moving around the room, and horseplay. This is particularly a concern since his classroom has expensive and breakable art supplies. A colleague suggests to Sean that he try channeling the energy by including aspects of kinesthetic learning in his room. He decides to plan kinesthetic movement into his next unit which is focused on clay sculpting. Specifically, he wants students to be able to correctly sculpt a small human figure in the act of running.Describe a three lesson sequence that would allow Sean to include kinesthetic, visual, and auditory learning in his sculpting unit.How can he structure the kinesthetic elements of his lesson in a way that makes his expectations and guidelines for the exercise clear?Beyond the kinesthetic movement associated with sculpting, how might Sean use the energy and movement of his students to aid in student learning during the unit?Sarah is a 7th grade math teacher at a small middle school that serves a farming community. She has worked at the school for four years and has learned that it is a community that thrives on three things: family, farming, and football. Every boy growing up in town has aspirations of varsity football glory, but most will end up spending their lives working the family farm. Walking into her third period class on the first day of school, she finds herself faced by 18 rambunctious teenagers. Even scarier, 15 of them are boys. As she begins the year, Sarah wants to grab her students? attention by providing an engaging introduction to the practical value of math. Her first unit of the year introduces the adding and subtracting of fractions and she wants to build on the knowledge her students already have acquired, both in and out of school.Give an example of a specific strategy that Sarah can use to activate the prior knowledge existing in her classroom and steps she can take to implement it.What other resources might Sarah use to gain a further understanding of the existing knowledge base of her students?How might she combine what she knows about her students and the community with her unit focus (fractions) in a way that immediately engages the class?Megan recently accepted a job as a first year kindergarten teacher in a community that is primarily Hispanic. A majority of her students are second language learners and many have parents who do not speak English. Megan has never spoken a second language, ignoring two years of high school French that left her conversational but not very confident. She is worried and anxious about how best to bridge the language gap in her classroom. As she prepares for her first year as a teacher, she wants to be sure she does as much as possible to help make the transition easier and to facilitate clear communication between her and her students/their parents.What initial steps can Megan take in order to determine what level of language capabilities her students have? What resources can she use to help her?What strategies can she use on the first day of class to help determine the interests of the students in her classroom?How can she include aspects of her students? language and culture in her plans for the school year?Steve is in the middle of his tenth year as an honors high school social studies teacher. As part of a unit on the Vietnam War, he is having his students readÿThe Things They Carried, a Vietnam-focused novel. His specific interest is in conveying to students the social, economic, and cultural influence that the war had on people at home. As a culminating assignment to the three-week unit, he asks students to create a portfolio comprised of a number of smaller assignments that are to be completed during the reading. The portfolio is to include a journal entry written as one of the book?s characters, a photograph of one scene from the book, a letter home written by one of the characters, and five reading logs completed at various points during the reading. Steve wants to ensure that his students stay on track during the assignment and that they are not allowed to procrastinate and finish the assignment at the last minute.How can Steve structure the assignment so as to ensure students are completing the elements of the portfolio throughout their reading of the book?What responsibilities does he have at the outset in order to ensure his expectations are clear to all students?How might Steve enlist the help of other teachers on campus and parental support at home to help students reach each checkpoint?Eunice teaches 10th grade English in a suburban high school. Her third unit of the school year is focused on the novelÿTo Kill a Mockingbird. It?s a book that she has taught many times, but the last time she did she was less than pleased with the results. As an end of unit assessment, she had students write an essay discussing how one specific character in the novel changes. While she did receive one or two fantastic essays last time around, the majority of her students seemed unable to analyze with the amount of depth she had hoped for. Many of her students ended up with C?s or worse on the essay and in many cases it impacted their overall course grade. This time around, she is hoping to improve results by properly frontloading the assignment and making her expectations more clear. After collecting the essays, Eunice is pleased with the overall organization and the amount of insight provided by the students. Unfortunately, she finds that many students have issues with spelling and grammar that need correcting.In presenting the assignment, what can Eunice do to ensure that her students have a clear understanding of her expectations for the assignment?How can Eunice use targeted feedback and revision to help remediate those students who struggled most on the assignment?How can Eunice properly recognize those students who contributed exceptional work?Lindsay teaches 12th grade earth science in a large suburban high school in an affluent community near Los Angeles. Virtually all of her students are college-bound and many have taken or are taking AP courses in hopes of getting a head start. While Lindsay enjoys the drive and dedication displayed by her students, over the past few years she has begun to feel that some of them are too focused on their GPA and have started to lose focus on the bigger picture value of an education. For some time, she has wanted to plan a unit with a culminating project that will both give back to their community and encourage lifelong learning in her students. She would like it to find a way to tie it to the final unit of the year which has a focus on California geology and natural resources.Describe one hypothetical culminating project that Lindsay could have her students do and explain specifically how it will reach her goals of a) giving back to the community and b) opening her students to the value of lifelong learning.What resources might Lindsay pursue in order to augment her community service and learning objectives?What obstacles do you see in planning a large scale project in service to a community?Nancy teaches at a middle school near Baltimore. She has been working for several years as a substitute teacher and teacher?s aide, but this is her first go round as a full time teacher. Prior to the first day of school, Nancy receives a list of three students in her class with Individualized Education Programs. In all three cases, the students are allowed modifications which will allow them extra time on assignments. Nancy?s anxiety is that other students in class will notice and will begin to question why they are treated differently. She wants to avoid a mutiny but also does not want to single out those students who are on IEP?s for fear of embarrassing them. She is also concerned with how the student IEP?s will impact her scheduling and timing.As a first year teacher, what resources should Nancy consult in terms of how best to handle this situation?Nancy becomes concerned that one student with an IEP does not actually need the accommodations listed or needs additional accommodations. What is the process for reviewing or revising a student?s IEP?Suggest a way in which Nancy can inform the class of the accommodations in a way that does not alienate any of the students in the classroomCarefully review theÿGrading Rubricÿfor the criteria that will be used to evaluate your assignment.Law homework help
San Jose City College Changing Climate and Urban Travel Go Hand in Hand Questions.

For the assignment, please do the following:
1. Watch at least three professional interviews from the Careers for Change (Links to an external site.) website and read over the corresponding articles attached to each interview.
2. Based on the transportation lecture you watched and the professional interviews, submit written responses to each of the below questions (one paragraph: 4-6 sentences per question).

Discuss the role transportation plays in climate change.
Of the interviews you watched, provide a concrete example of how their career has an impact on California’s carbon emissions.
Today you watched a series of interviews about professionals in the transportation industry. Imagine a sibling, relative, or friend who said they would like to pursue a career that improves the environment. Based upon what you’ve learned in this module, what career options in the transportation field might you recommend and why?

San Jose City College Changing Climate and Urban Travel Go Hand in Hand Questions

ENGL 1020 ETSU Discrimination Against African Americans Research

ENGL 1020 ETSU Discrimination Against African Americans Research.

ENGL 1020-946: Critical Thinking and ArgumentationRESEARCH PAPERPart I: Additional ResearchFor the final phase of the research project, you will conduct additional necessary research, refine your working thesis, and formulate supporting arguments and rhetorical strategies appropriate to the audience and discipline. You will then assemble and incorporate evidence from secondary sources, taking care that such sources support rather than supplant your own argument.Part II: The Critical Essay (300 points) The result of your semester-long research and preparation will be a formal, critical essay, 8 to 10 pages in length, in MLA formatting, with a works cited page. In your introduction, be sure to summarize your research topic and introduce your thesis statement. Use quotes only when necessary and relevant and not as filler or a substitute for your own argument or interpretation. Paragraphs should have topical and transition sentences, and the essay should be organized in a logical format, ending with a well-written conclusion. Use in-text citations for all quotes, summaries, paraphrases, and ideas that are not your own—anything less is plagiarism. Remember: show rather than tell; be specific; use active verbs; point, evidence, analysis. Godspeed!SCHEDULEØYour Research Paper Rough Draft is due to the dropbox on D2L by 11:59 pm on Tuesday, November 10. It should be at least 5 pages plus a works cited page. (50 points)ØWhen you submit your rough draft to the dropbox November 10, you should also post it to the peer review workshop under Week 13. I will then provide you with a questionnaire and put you into groups for online peer-review, which will be completed through the discussion board on Tuesday, November 17. (25 points)ØYou will also need to participate in an email conference with me no later than Tuesday, December 1. After receiving your rough draft from me by email with comments and questions, you will need to respond with your own questions (at least two). (25 points)ØYour Revised Research Paper is due Tuesday, December 8, by 8:00 pm to the dropbox on D2L. It should be 8 to 10 pages plus a works cited page (with 8 to 10 scholarly/peer-reviewed sources) and also counts as your final exam. (250 points)ØBoth the Rough Draft and Revised Research Paper will be submitted to Turnitin.com to check for originality. Late papers will not be accepted.ØPlease send me an email ([email protected]) if you have any questions or concerns.
ENGL 1020 ETSU Discrimination Against African Americans Research

CIS4 Santa Monica College Greenhouse Database Forms Wizard Project

professional essay writers CIS4 Santa Monica College Greenhouse Database Forms Wizard Project.

In this project you will work with a greenhouse database. You will create a variety of forms for entering plant and maintenance information.Skills needed to complete this project:Creating a Single Record Form Based on a Table or Query (Skill 4.1)Moving and Arranging Controls (Skill 4.14)Creating a Multiple Items Form (Skill 4.2)Creating a Split Form (Skill 4.3)Adding Fields to a Form in Layout View (Skill 4.6)Creating a Form Using the Form Wizard (Skill 4.4)Creating a New Blank Form in Layout View (Skill 4.5)Resizing Controls (Skill 4.13)Applying a Theme (Skill 4.12)Modifying the Layout of a Form or Report (Skill 4.15)Formatting Controls (Skill 4.11)Adding Design Elements to Form and Report Headers (Skill 4.16) Open the start file AC2019-ChallengeYourself-4-3. If the database opens in Protected View, click the Enable Content button in the Message Bar at the top of the database so you can modify it. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it. Create a Single Record form using the Plants table as the record source. Save the form with the name PlantsSingleForm and close it. Create a Multiple Items form using the Plants table as the record source. Save the form with the name PlantsMultipleForm and close it. Create a Split form using the MaintenanceLog table as the record source. Save it with the name MaintenanceLogSplit and close it.Use the Form Wizard button to create a form showing employee information in the main form with a subform showing related maintenance records. Add the following fields to the form in this order:From the Employees table: EmployeeID, LastName, FirstName, WeeklyHoursFrom the MaintenanceLog table: MaintenanceDate, Plant, Watered, Inspected, Pruned Organize the form by the Employees table with data from the MaintenanceLog table as a subform. Format the subform as a Datasheet form. Name the main form: EmployeeLog Name the subform: EmployeeLogSubform Review the form in Form view, and then close it.Create a form from scratch in Layout view. Start with a new blank form in Layout view. Save the form with the name:EmployeeDetails Add the following fields from the Employees table to the form in this order:EmployeeID, LastName, FirstName Apply the Slice theme to the database. Save and close the form.Add controls to the MaintenanceLog form. Open the MaintenanceLog form in Layout view. Move the Plant label and bound text control above the Employee controls. Add the Inspected field immediately below the Watered control. Add the Pruned field immediately below the Inspected control. There is an extra row in the form layout. Delete it.Format controls in the MaintenanceLog form. Change the MaintenanceDate label to: Date Change the font color for all the label controls to the standard color Maroon (the fifth color from the right in the first row of standard colors). Modify the MaintenanceDate bound text box control to use the Long Date format. Add the title Maintenance Log to the form header. Be sure to include a space between the words in the title. Save the form and close it. Close the database and exit Access. Upload and save the project file. Submit project for grading.
CIS4 Santa Monica College Greenhouse Database Forms Wizard Project

The Three Approaches to the Talent Development Reporting Essay

The Three Approaches to the Talent Development Reporting Essay. Introduction The evaluation of learning efficiency has always been one of the essential tasks for workplace training professionals. The three major approaches to assessment are based on the works of three scholars: Donald Kirkpatrick, Jack J. Phillips, and Robert Brinkerhoff. The first two concepts share similar grounds and are, in many ways, complementary, while the Brinkerhoff’s model is based on entirely different principles. All three approaches have their pros and cons, and choosing the most appropriate one in each particular case may turn a challenging task. Kirkpatrick’s Four Levels of Evaluation Donald Kirkpatrick first published his ideas on evaluating training programs in the late 50s and then developed them in his fundamental book as well as in a series of complimentary works. According to Kirkpatrick, training programs assessment is essential for several reasons. First, it provides grounds for improvement or dropping a particular curriculum. Also, evaluation is a crucial tool for measuring the performance of training offers. At present, Kirkpatrick’s four-level model has gained full recognition in evaluating training effectiveness. As per the model, each successive stage is based on the results of the previous one, which prescribes a linear design to the assessment process (Kirkpatrick, 1994). The assessor is believed to get a precise picture of the training outcomes after all the levels are approached gradually. At the first level, participants’ reactions to the learning experience are focalized. The trainees are encouraged to give some feedback on the relevance and efficiency of the program as well as the teaching methods employed by the tutor. The principal evaluation tools at this stage include feedback forms, post-training surveys, and questionnaires, which can provide all relevant information. A subsequent analysis of the data is aimed at detecting the program’s drawbacks and getting some hints on its improvement. Although the results obtained at the first stage are of independent significance, they also serve the grounds for the second phase of the evaluation process. At the second level, the increase in participants’ knowledge is assessed by comparing the results of tests before and after learning. The participants’ reactions are bridged to the newly acquired competencies, skills, and attitudes. One should bear in mind that the primary goal is to reveal how the trainees have advanced owing to the new knowledge, not the experience as such (Kirkpatrick, 1994). The evaluation tools at this level are more intricate, involving various forms of testing, team assessment, and self-assessment, which are often supported by interviews and observations. At the third level, the improvements in the participants’ daily performance are assessed. This stage is believed to provide the most reliable measurement of learning outcomes through the employment of observation and interview. As Ho et al. (2016, p. 184) stated, “observation was rated the most important and the most frequently employed method for managers in evaluating training.” However, the two methods have severe limitations. The feedback provided by the trainees and their immediate supervisors may be arbitrary and subjective, and the evaluation process is tricky at this phase. At the fourth level, the evaluation focuses on the training outcomes concerning business results such as higher production levels, improved quality control, decreased costs, rocketed sales, lower staff turnover, decreased wastage, or increased profits. Positive changes in KPI are the only sound reason for considering investments in a training program. However, the training results are often impossible to link directly to the financial results. Hence, there are no universally applicable evaluation methods to be used at the final stage. As the assessment process may be somewhat challenging, especially at the last two levels, the selection of specific tools is to be an integral part of the training program development. Phillips ROI Methodology Jack J. Phillips has granted Kirkpatrick’s model further development by introducing some modifications to the stages and adding a new phase called ROI. According to Phillips (2012, p. 34), the first level measures “reaction, satisfaction, and planned action,” which means the learner’s perception of the course and intention to practice the new skills. The second level evaluates the increase in knowledge and competences of the participants utilizing tests and assessments. The third level in Phillips’ concept deals with the application and implementation of the newly acquired skills into the working process. Evaluation is spread over time and involves on-the-job observations, interviews, and focus groups. The fourth level is aimed at evaluating the training impact on business. The areas affected may include output, quality, costs, customer satisfaction, employee loyalty, and others. Operating records, such as sales volumes or decreased customers’ complains, may provide valid assessment tools at this level. Since it is not always easy to separate the training contribution from the impact produced by other factors, some isolation techniques must be employed. The fundamental limitation is the costs of extensive data collection (Keen and Berge, 2014). Besides, and some soft skills cannot be reliably measured. The modifications at the four evaluation levels proposed by Phillips as compared to Kirkpatrick’s model are minor and insignificant. The core Phillips’ innovation is the introduction of the firths level, implying return on investments as a principal measuring tool, which compares net program benefits to the program costs. However, the calculation of ROI depends on the results obtained in the previous stages. As Ravicchio and Trentin (2015, p. 25) demonstrate, “to estimate ROI, we must first evaluate how the knowledge and skills acquired in the training course (Level II) are applied in the workplace (Level III).” There are several ROI calculations methods, and the assessor is free to choose whichever better fits his purposes and the available data. The Success Case Method of Robert Brinkerhoff The Success Case Method developed by Robert Brinkerhoff is based on an in-depth analysis of the best and the worst results demonstrated by the trainees in a particular program. This approach is employed to assess the outcomes of training and coaching by studying stories of success and failure. The purpose is not to evaluate the average performance of the participants, but to investigate the extreme cases. The focus is placed on determining the key factors that contributed to the failure or success. The five principle steps in Brinkerhoff’s method include planning a study; determining the features of success; conducting a survey to detect the extreme cases; interviewing and documenting the relevant cases, presenting results, and giving recommendations (Brinkerhoff, 2003). The method is recommended for large scale and long term evaluations, especially for repeated assessment of the same program. Choosing the Right Method for Talent Development Reporting Out of the three approaches, the Phillips ROI Methodology provides a broader range of tools of data collection for Talent Development Reporting. The principle advantage of this approach is the involvement of quantitative techniques, which can be adapted to each particular case. Financial indicators, KPI, and ratios have sound grounds and are easily understood by decision-makers. Although a straightforward way to link training outcomes to specific business results does not always exist, the limitations may be diminished or eliminated by a smart modification of accurate data collection tools and methods. Reference List Brinkerhoff, R. (2003) The success case method: find out quickly what’s working and what’s not. San Francisco: Berrett-Koehler Publishers. Ho, A., et al. (2016) ‘Exploration of hotel managers’ training evaluation practices and perceptions utilizing Kirkpatrick’s and Phillips’s models’, Journal of Human Resources in HospitalityThe Three Approaches to the Talent Development Reporting Essay

Florida International University Business in the Caribbean Discussion

Florida International University Business in the Caribbean Discussion.

I’m working on a business project and need support to help me study.

This is an INDIVIDUAL assignment OBJECTIVES: The purpose of this project is to give you an opportunity to discover what it is like to conduct business, live and work in various islands of the Caribbean.A. Project Content: 1. First, select a country in the Caribbean. You do not need any prior approval for your selection.2. Prepare a paper covering the ALL major topics discussed in each chapter in the course. Please use the chapter titles as subheadings in your paper.3. Describe in your own words, the general procedures and requirements on how to start a business in your selected country. Most countries will provide this information on their official government websites.B. Research/Sources:Although not the norm for conducting research, you are to use only Internet sources, along with the notes and the recommended text. All websites used MUST be in English and MUST be those of reputable organizations and companies (e.g. www.worldbank.org)Hint: A good place to begin is the World Factbook link at www.cia.gov. You can also use the textbook as a source. It contains many tables, statistics, etc., that you may find useful. C.Formatting and Submission Guidelines:1. You must use ONLY complete sentences. Points will be deducted for using a bulleted/numbered list format. NO BULLETS!!! 2. Write the paper in a Word doc. The file must be turned in as an attachment in the Term Project Dropbox in Canvas.3. Address each chapter in a separate paragraph, using the chapter titles as subheadings in your paper. 4. Include your name and Panther ID on the title page of your paper.5. The paper should be approximately 1,200-1,500 words (total), excluding the title page.6. The paper must be single-spaced, using a regular-sized font (e.g., Times New Roman, 12-point).
Florida International University Business in the Caribbean Discussion