The philosopher Adam Smith claimed that

Question 1

After Superstorm Sandy hit New Jersey, some businesses such as gasoline stations and car repair stores raised prices to bring in windfall profits off desperate customers. This is an example of price

bidding.

fixing.

gouging.

warfare.

Question 2

The philosopher Adam Smith claimed that

self-interest is what motivates us to take care of ourselves.

national wealth is a direct result from government intervention.

national wealth should be distributed by the “invisible hand” of the government.

the desire for luxury items has a negative impact on our economy.

Question 3

In 2007, a defense contractor was found guilty for working with a co-conspirator to submit bids with increased prices for a bulletproof vest contract so that a

Could Santa Catarina produce or supply to Lidl using a JIT approach?

1 Page(s),275 Words Double Space, 15 Sources, Undergraduate, , Havard, Business

 

TASKs: Please use the Santa Catarina case study to answer the below queries:

1. What would be the consequences of implementing Lean Management in Santa Catarina? 

Please justify your answer considering advantages and disadvantages.

2. Could Santa Catarina produce or supply to Lidl using a JIT approach? 

Please state your answer clearly (yes or no) and justify, providing arguments to support your position. 

3. Aligned with your previous analysis, what recommendations would you give them to improve their operations & SCM  Please link these recommendations to other module topics and justify your suggestions.

Assignment case study

 

From São Jorge Island to Germany, Greece and Belgium. Lidl exports tuna from the Azores

The food retail chain is exporting tuna from the Azores to Germany, Greece and Belgium. Over 98,000 units have been exported

Ana Marcela 16.06.2020 / 10:32 / www.dinheirovivo.pt

 

The island of São Jorge is heading to Germany, Greece and Belgium by exporting tuna from the Azores to Lidl’s shops in these markets. Since March, over 98 thousand cans of Santa Catarina tuna have been exported and, by the end of the year, the expectation is to reach 100 thousand units for these countries and also for Cyprus. Meanwhile, the food retail chain is still studying new markets. By May, the export weight of the Azorean cannery already amounted to 30%.

The German food retail chain has had a link with Santa Catarina for 10 years now. The Azorean canning industry produces four items – tuna fillet from the Azores au naturel (150g), tuna fillet from the Azores au naturel (120g), tuna slice from the Azores au naturel (120g) and tuna slice from the Azores in olive oil (120g) – for Lidl’s own brand, Nixe, the “only insignia with tuna from the Azores under its own brand”. The cannery also produces the lower-price tuna Bela Aurora.

“Tuna exports with Santa Catarina cannery had been planned for some time before the Covid-19 pandemic”, states Bruno Pereira, purchasing manager of Lidl Portugal. “Exports through Lidl with this partner started in March this year, with its Santa Catarina brand – namely by exporting tuna fillets in olive oil with fennel, with thyme and with oregano”.

“We chose to start exporting seasoned tuna fillets – in olive oil with fennel, with thyme and with oregano – because they’re differentiating products and, as such, they capture the consumer’s attention. We believe that the competitiveness of our national products should be achieved through their quality and differentiation, because we can’t – and do not have the intention to – run up against other countries’ offers exclusively by price”, explains Bruno Pereira.

These products, in addition to using “an artisanal fishing technique – pole-and-line fishing –, hold the Dolphin Safe certification seal, which attests their sustainability, meaning that, during the fishing process, no marine mammals were caught or mistreated”. Moreover, “the aromatic herbs, in this case thyme, originate from the fajãs of São Jorge, where different spices and aromatic herbs are cultivated.”

Only since March in Lidl’s export circuit, the export of Santa Catarina tuna to stores outside Portugal is still “at an early stage, but we believe the feedback will be positive”. So far 98,700 cans were sent to Germany, Greece and Belgium. This figure is expected to rise by the end of 2020. “By the end of the year, we plan to export around 100.000 cans of tuna from Santa Catarina to Belgium, Greece and Cyprus – and to new markets still under negotiation”, Lidl Portugal’s purchasing manager explains.

Santa Catarina Tuna was one of the products that entered Lidl’s export list this year. Last year alone, Lidl sent 228 products made in Portugal to chain stores in 27 countries.

Fruit and vegetables, as well as sustainably caught cod were the star items, with a growth of 33% and 20% respectively. All in all, 20,000 tons of fruit and vegetables were sent to European markets, especially Rocha pears (11,900 tons), pointed cabbage (3,400 tons) and red berries (2,300 tons). This volume represents a 150 million revenue for national suppliers, i.e., 2 million euros more when compared to the previous tax year.

This year, there are plans to extend the number of categories to new domestic products. “We are assessing the possibility of exporting some national cheeses, according to some criteria already identified: producers’ capacity and interest from the external markets where we are present,” says Bruno Pereira.

Exports and pandemic increased canning production

The canning industry was one of the categories experiencing a sales rise during the early stages of the covid19 pandemic, Santa Catarina tuna sales included.

“In the beginning, there was a greater demand for food, namely for the canned category, which includes tuna. The tuna available in our stores includes our own brand, Nixe, and comprises several items, including tuna from the Azores, produced by Santa Catarina cannery”, admits Lidl’s purchasing manager. “Once the State of Emergency was decreed and the public saw that there were in fact no retail supply problems, consumers chose to plan their real needs more carefully and there was a gradual stabilisation of consumption in various categories, with a lower frequency of trips to stores and a higher record of shopping volume per trip”.

At the Santa Catarina cannery in São Jorge there was a lot of work. “Those were days of great stress, caused by the need to respond to orders that increased exponentially for three weeks, to implement contingency plans and to manage fear of the pandemic in a working context. Fortunately, we had no cases of infection in our organisation. Our employees were exceptional in their efforts to respond positively to the market”, says Rogério Veiros, chairman of the board of directors of Santa Catarina.

“We must not forget that Santa Catarina is a factory on the Azorean island of São Jorge, to which there is only one boat once a week, so the logistical challenge of responding to a short-term demand is more difficult for us. In the meantime, there was also a strike at the Port of Lisbon, making things even harder for us”, Veiros said.

But the sales ‘paid off’. “Only in Lidl, sales in March quadrupled compared to the monthly average of 2019”, stated Rogério Veiros. “The lower-priced tuna had the highest demand and we are talking about a very high quantity. One of the brands reached almost half a million 120g cans in just a few days”.

This year the cannery expects a growth on invoicing: the goal is to reach 20%. “The year of 2019 brought a positive evolution in production, we finally managed to accelerate our production, as a result of investments and small, surgical, changes in our factory. In terms of invoicing, we had an atypical year, because we were not able to follow the path we were on since 2016, of 10% per year”, says the chairman. “This trajectory was broken in 2019, due to commercial strategy and positioning in relation to certain markets; however, in 2020, we expect to growth 10% and recover what was lost in 2019. Our goal is ambitious, to grow around 20%”.

Entering new markets, through Lidl, will contribute to that end. “We expect growth in sales in the domestic market and in exports, with Lidl, to new markets where this chain is present. Santa Catarina aims to grow 20% this year, in its turnover, and we already closed the month of May within this growth pattern. Therefore, we expect a leverage in sales with our client and partner Lidl within this percentage of growth,” said the head of the cannery in São Jorge.

Still, Veiros warns: “We must be careful in the analysis of canning sales, considering the effect of the pandemic, because, if in March we had exponential growth, we must not forget that final consumers filled their storerooms and distribution reinforced the product in stock. Moreover, the world is different and consumption habits are different, so we may face some surprises and at this moment the demand in the domestic market has already slowed down. In some cases, it is facing a true reversal”.

But there are still high expectations for the foreign market. “This year we already registered export rates of 30%. Traditionally, we export a lot to Italy, the preserves from the Azores are greatly valued in this market, with which we have a long-lasting relationship. But we are growing a lot in markets like the UK, USA and the centre of Europe. With the partnership with Lidl we will further diversify this range of countries where the chain is present”, considers Rogério Veiros.

 

 

NOTE:

The above article will be your case study for this academic year for this module, therefore your examples in your assignment should relate to this article.

Please do not contact the company mentioned in the article as you will not be rewarded in terms of marks for doing so.

The objective of this assignment is to assess your ability to apply the theory you have learned in this module to the above article.

 

2

What vocabulary terms must students know to understand the concept being taught?

TNT 700.5P Performance-Based Assessments: Planning Instruction Part III

Candidates add components taught in this module to the two lesson plans previously submitted in 700.4P Planning Instruction Part 2 for evaluation. This is the final evaluation of the lesson planning projects. Recall that you will use the same two lesson plans you have previously submitted in 700.4PBP. This performance-based assessment, 700.5PBP, continues with those same two plans, this time evaluating different parts of the lesson plan and the overall plan.

  • PROJECT DESCRIPTION AND MATERIALS

Your coursework preceding this project will have prepared you for the evaluation criteria of this project. Using the  knowledge gained in the preceding coursework, revise and submit your plans for initial evaluation in this project.   You must score at least 40 points out of 50 points on each submission to pass this assignment.

As before, this project is much more detailed than lesson plans typically used in the classroom. The performance-based assessments are designed to evaluate candidate skills in a comprehensive way; thus, candidates are asked to provide much more detail than in traditional plans so that the instructor is able to evaluate skills in these areas.

  • Questioning strategies and feedback
  • Accommodations and modifications
  • The extent to which the lesson is differentiated
  • Assessment for learning
  • The overall plan

For 700.5P, candidates submit two complete and original lesson plans for feedback and final evaluation.  The parts of the lesson plan form that will be scored include Differentiation (Reteach and Extensions) Closure, Questions, Modifications and Accommodations, Assessments, and the Overall Plan.

While each lesson is designed to deliver the state-required content for the grade level, some students require additional learning supports to successfully access this content. Students who are learning the English language, or who have learning disabilities are especially in need of these supports. There are multiple supports for learning that are available for all students; however, more intensive supports are often required for some learners with greater needs.  These more intensive supports fall into two categories; accommodations and modifications.

The components scored in 700.4PBP should still be present here. When complete, these will represent two complete lesson plans.

  • COMPLETION AND EVALUATION

Each lesson is evaluated on the extent to which it is differentiated to address these learning differences. The process of how students will learn the content can be differentiated for learning modalities, supports for English learners, and those with learning disabilities.  We can differentiate the content – what students will learn. This is important because students all come to us with different levels of readiness.  We need to plan activities that meet students where they are. Finally, we can differentiate the products that students produce to show us what they have learned. Consider learning styles, prior learning experiences, and any supports needed so that everyone can access the curriculum.

We evaluate the assessment to determine how well it provides information about student learning. Does the candidate include information on the type of assessment, and is the assessment adapted for diverse needs?

This class includes the following students from TCR 300.  As you plan your modifications, accommodations and differentiation, be sure to address their needs.  You will be scored on this.

  • Angelo – Angelo is a student with special needs.       He has a learning disability and is slow to process information.  He      is usually happy and helpful.
  • Nancy – Nancy recently moved from Korea and is well      educated.  She does not yet know English.  She is at the      beginning level for speaking and writing, but at the intermediate level      for listening and reading.
  • Corinne – Corinne is a GT student.  She was,      however, suspended three times last year for fighting.  In class, she      is happy and easy-going, but can quickly escalate if she feels      disrespected.

DIFFERENTIATION

Thoughtful and explicit differentiation in content or process for the following groups of students.  Be sure to review what constitutes differentiation if needed.  It is NOT accommodating or modifying, but – rather – delivering and assessing instruction in a manner that helps students access the content.

  • ELLs
  • Regular Education students who are struggling and      possibly Special Education students
  • GT students

ASSESSMENT

  • Formative assessment – questioning. It should be clear      throughout the plan that students are engaging with the materials and that      the teacher is formatively assessing student learning with developmentally      and instructionally appropriate questions that are aligned with the rigor      of the learning objective.  At least 6 specific questions      should be scripted and included in the lesson plan.  They do not have      to be all in the same part of the plan.  Embed them where they would      fall in the lesson.  For example, if you are checking for prior      knowledge as an introduction to the lesson, a few questions may go at the      beginning of the lesson.  Other questions may come after initial      instruction.  Others may be part of the assessment.  Just be      sure to include at least 6 questions total and indicate them according to      instructions (highlight them) so that your instructor can find them      easily.
  • End of lesson assessment – can be formative or      summative. The candidate should include detailed information about the      type of assessment used (observation, multiple choice quiz, exit ticket      with two constructed response questions, etc.)
  • Differentiated assessment for diverse student needs –      the plan should include a brief description of how this assessment either      is or can be differentiated for academically challenged and EL learners.

ACCOMMODATIONS AND MODIFICATIONS

  • Accommodations (learning aids, oral test      administration, etc) are detailed and explicitly designed for the needs of      the student populations including GT, EL, Special Education.
  • Modifications – For the purpose of this lesson, you      will consider the needs of Angelo, and explain where in the lesson any      modifications would be used.

Label the modifications and accommodations separately so that we can see you understand the difference between the two.  These are legal obligations for what you must provide for specific students in your class.

  • THE REFLECTION

In the reflection, the candidate will answer each of the following questions in 1 – 3 paragraphs using complete sentences.  This should be thoughtful and thorough analysis of the reasoning behind your instructional choices.  Number your answers to correspond with the question.

  1. Explain the prerequisite skills students will need to      be successful in this lesson.
  2. Explain how your answer to the question above      influenced your decisions regarding the differentiation strategies used.
  3. Explain how your instructional strategies,      accommodations, modifications, and assessment(s) address the needs of      English Learners, including Nancy.

LESSON PLAN TEMPLATE for 700.5PBP

INSTRUCTIONS: Fill out all portions of the lesson plan. Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements. Answer the reflection questions that follow the plan

Create at least 6 formative questionsand highlight them in green.

NAME:   SUBJECT:

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS(Copy these word for word. This must include the grade level, number, and letter of competency)

LEARNING OBJECTIVE(S): The student will

ASSESSMENT/PERFORMANCE MEASURE

 

MATERIALS and SETTING

What materials do you need for   this lesson? What is the setting? Are students in pairs, groups, stations,   floor, library, science lab?

 

KEY VOCABULARY and ACADEMIC LANGUAGE

What vocabulary terms must   students know to understand the concept being taught?

 

FOCUS ACTIVITY/ANTICIPATORY SET

What activity will students   engage in that will pique their interest about the upcoming lesson? Think of   this like a preview for an upcoming movie – something that ignites curiosity

 

CONNECTION TO PRIOR LEARNING OR REAL   WORLD

This is what you say to students about what they have   already learned and how it prepares them for what they are about to learn; review   what they have learned to prepare them for the upcoming lesson.

 

OBJECTIVE STATEMENT (be sure to include   the performance measure)

This is what you say to students about what students will learn today, and how they will show they have   learned the content (that is the performance measure)

 

PURPOSE OF LEARNING

Why do students need to learn this today?   This should be written in what you will   say to students and should include both why it is important to the   content and why it is relevant in   their lives.

 

INSTRUCTIONAL STEPS

Include:

Step by Step Instructions

Key Points

Directions to give

Questions that you will ask – at   least 6, highlighted in green.

 

LITERACY STRATEGIES USED

 

STUDENT USE OF TECHNOLOGY

 

DIFFERENTIATION 

Include differentiation in   content or process for the following groups of students

· ELLS

· Regular Education students who are struggling and possibly some   Special Education students

· Gifted and Talented students

 

DIFFERENTIATED ASSESSMENT

If your assessment is   already differentiated, please explain how. If it is not, please explain how you will differentiate it for the   learning needs in your class.

 

MODIFICATIONS/ACCOMODATIONS

Create at least 2 modifications AND   2 accommodations that address the diverse needs of the students Angelo, Nancy,   and Corinne.

 

CLOSURE:

Review: How will you cement the learning that has   taken place in this lesson?

Connect to future learning: How will what students learned today help   them in upcoming lessons?

Reflection

1. Explain the prerequisite skills students need to be successful in this lesson.

2. Explain how your answer to the above question influenced your decisions regarding the differentiation strategies used.

3. Explain how your instructional strategies, accommodations, modifications, and assessments(s) address the needs of English Learners, including Nancy.

What type of data are stored in the selected IS system, and how are the data organized?

Assignment Details

In this Discussion Board, you will select 1 information system that will also be included in your Key Assignment.  Research at least 2 sources that explain, in detail, the database requirements, the database architecture, and the networking requirements for connecting data in the database locally and remotely.

In your Unit 2 IP, you built a list of candidate information systems. Select the information system that provides the most benefits for your Key Assignment company, and use this as your proposal for this week’s IP assignment.  Discuss the following:

  • What type of data are stored in the selected IS system, and how are the data organized?
  • What type of database(s) are part of the IS system (local, centralized, or distributed)?
  • What is the type of networking required for the database(s) embedded in your selected IS system?