101677 Research Proposal Part 1 Neneveh Mansour 19690810 Spring 2021 Reference in

airospc supply chain

i need an essay that talks about Dell company supply chain evolution please. (the course is aerospace supply chain management)
I attached the abstract i had in mind but the teacher told to write about something more specific
Teacher response:
Based on the abstract it is difficult to determine the link to you topic and the course subject and material. I would strongly suggest that you make certain you discuss the Supply chain evolution within Dell.
it should be written in double space, 12 font size 3 pages, also attached a file of some terms our teacher would like us to use in the essay.
Requirements: 3 Full Pages Excluding the Title and Reference Pages Times New Roman Size 12 Font Double-Spaced APA Format | .doc file
Please:
Be sure to use scholarly references published within the last 5 years
No plagiarism [supanova_question]

Patel 6 CTW Jaymin Patel Professor Goncalo Monterio July,8, 2020 Part 1

Patel 6

CTW

Jaymin Patel

Professor Goncalo Monterio

July,8, 2020

Part 1

How is knowledge different from physical capital?

From the case study, it’s clear that there is a huge difference between knowledge and physical capital. First, knowledge comes in different forms. It can be acquired or natural. One common example of this is technological knowledge, which keeps evolving from one level to another. It is first acquired from the source and transferred from one individual to the other, also referred to as a “leak” (Easterly, 2001, pg. 146).

On the other hand, physical capital refers to assets that are tangible. They are assigned money value, by which they are identified. They include buildings, machinery, vehicles, land, and other tangible assets owned by an organization. In essence, both knowledge capital and physical capital can be identified as valued inputs in a company. The two, however, have distinct differences in that knowledge capital can be transferred from one individual to another.

It has no permanent ownership and it can be replaced or upgraded by employing another individual who has more knowledge than the one in the current position (pg. 156). Knowledge is valued according to the output and performance of the individual who has a certain skill. Machines and other physical capital are subjected to the law of diminishing returns while knowledge or human capital expands as the individual equips themselves with more skills and information (pg. 151).

What are the special characteristics of knowledge that make it so useful for growth?

Knowledge has characteristics such as elasticity, meaning that it can grow and expand from a lower level to a higher level. It also has the capability of being transferred from one individual or organization to another. These characteristics make it an important factor that propels the growth of a company. For instance, the case study of Daewoo and Desh narrates a scenario where Desh acquired knowledge of Daewoo’s knowledge of production methods that could elevate their production under local conditions. The workers at Desh gained better skills and knowledge from Noorul Quader and Daewoo which enabled them to make good quality shirts. They also learned about bonded warehouses and the exportation of the shirts to other countries (pg. 152). Leaking the knowledge enabled Desh to expand its market and adopt better production methods. To prove further that knowledge leads to growth, Desh workers left the company to start their own t-shirt making companies, using the knowledge they acquired from the training. Knowledge is also valuable because it is not limited to a particular number of people. It can be spread to anyone who wants to use it. Moreover, new knowledge has the ability to complement old ones, creating a compounding element. This means that knowledge has no level cap or the ability to depreciate over time. Overall, having knowledge increases returns.

How can knowledge help a country grow?

Knowledge can boost a country’s growth due to the presence of skilled workers. People who are knowledgeable have the ability to use their skills and knowledge to create companies and other investment channels. In return, they generate revenue that enables them to have high-quality livelihoods and upgrade their lifestyles. The availability of skilled labor leads to concentrated populations which results in more business opportunities elevating economic growth and per capita income.

Describe what the chapter means by “traps” by the author. Why “traps” do occur in the economy?

According to the author, economic traps occur as a result of differences in incomes earned by different countries. An economy whose workers are highly skilled will offer higher average wages and salaries than in countries that have many unskilled workers. The difference in these countries is more inclined towards the workers’ incomes than their individual skills. The productivity of workers in rich countries is higher because skilled workers boost each other’s abilities. In poor countries, workers who are unskilled tend to lower the productivity of one another. The trap is further explained as the need for highly skilled workers to leave their poor countries and move to richer countries where their income will be way higher (pg. 161).

Traps occur as a result of varying economic opportunities between poor and rich countries. The main cause may be vicious cycles of education or knowledge deprivation for certain groups of individuals. The minority groups may have a history of occurrences that render them unable to compete with others who have enjoyed opportunities such as education from the beginning of time. This is especially common between minority groups such as Blacks and Hispanics in the United States of America. Capital accumulation and knowledge acquisition between these minorities and white people still have a huge difference seeing that blacks earn average incomes that’s 41% lower than their white counterparts (pg. 162). There are different types of traps, among them poverty and ethnic groups traps.

What are some government policies that could be used to alleviate the effects of “traps”?

To ease the effects of these traps, the government can offer a platform that enables individuals to gather knowledge at subsidized rates. It can implement policies that incentivize the incomes of individuals who are unskilled as well as raising the salaries and wages of skilled individuals in poor countries. This will give them the morale to spread their knowledge and services to others while enjoying the same lifestyles they’d have gained if they had moved to more developed countries.

Part II

Evaluate the following claim: “Savings is not enough for the investment needs of developing countries. As such, if aid agencies and rich countries provide aid to developing countries it will increase their rate of investment and generate economic growth.” Give some examples of these policies. Has such a policy worked, why or why not?

Policies such as offering aid to poor countries have been high on the list of policymakers from developed countries. It is believed that developed countries need more than their savings alone to facilitate investments. An example of these policies is the financial aid given to Ghana in 1982. This was to facilitate the building of the Volta dam and invest in it as a source of electricity. This would further facilitate other investments, among them an aluminum smelter that was bound to generate more income for the country. Nkurumah had envisioned the building of railway s and other plants that would boost the country’s economy while sourcing raw materials such as aluminum in the previously constructed aluminum smelter.

Over the years, these policies have either been unsuccessful or are no longer considered to be effective. This is surrounded by different factors. Among them is the fact that most developing countries are not well prepared or equipped with strong investment plans. Kwame Nkrumah’s plan of investing in Volta dam proved futile after negative outcomes were recorded from the plan. It did not work as intended, leaving the country in a bad financial situation as all the investments were channeled in a field that did not yield the expected returns. The policies based on offering foreign aid as an investment booster in developing economies may not always work as it creates dependency in some countries, especially when the intended investments don’t yield positive returns. Instead of relying on these policies, the needy countries should first improve on technology, education system, healthcare, and other sectors. This will uphold economic stability as the country embarks on investing the money gained from foreign aid.

What conclusions would we draw about the impact of foreign aid on economic growth and development if we were to use the Solow model to analyze this question?

The Solow model highlights the impacts of foreign aid on a country’s development and economic growth by showing how capital diminishes as a result of the country’s over-dependence on foreign aid. It also points out the importance of labor in production and how investment in capital influences a country’s savings. These factors are key determinants of the developments bound to occur within economies that rely on foreign aid.

In the Solow model, foreign aids cause a movement along the (sf(k) curve labeled as the investment curve. However, if the law of diminishing returns is not observed, the curve will only proceed in that direction without considering factors such as savings, raw materials, and labor. This leads to stagnated growth or worse, none at all.

DIAGRAM; https://images.app.goo.gl/FbtoQmPT9i5KLYdVA

How does your answer in Part II, 2. change if knowledge is a part of factors of production? Specifically, how does your aggregate production change, and its implication of foreign aids?

If knowledge is considered a factor of production, the development and economic growth of a country will continue to rise. Knowledge does not conform to the law of diminishing returns and may not be affected if the depreciation rate is not accounted for. Therefore, the investment rate and growth will continue to move up the curve as foreign aid is increased.

References

Easterly, W. (2001). The elusive quest for growth: economists’ adventures and misadventures in the tropics. MIT press.

SOLOW MODEL

k

B

A

C

k

B

A

C[supanova_question]

Choose either of the two characters and play the scenario in full. Each character in the simulation is in a

Writing Assignment Help Choose either of the two characters and play the scenario in full. Each character in the simulation is in a different role. Ensure that you read the roles and descriptions of each character in the simulation and play the one which most closely resembles your career field and/or interests. After you complete the simulation redo the scenario, but this time, change the choices and note the outcomes those changes create. Reflect on the assignment, your own choices, and the outcomes.-How did you do in your role?Which choices led to outcomes you did not expect?-How does this assignment relate to your field, and in what way can you take the lessons you learned to your workplace?-Describe which choices you made at the primary, secondary, and tertiary prevention levels.https://health.gov/our-work/health-care-quality/trainings-resources/partnering-heal/training [supanova_question]

Choose either of the two characters and play the scenario in full. Each character in the simulation is in a

Choose either of the two characters and play the scenario in full. Each character in the simulation is in a different role. Ensure that you read the roles and descriptions of each character in the simulation and play the one which most closely resembles your career field and/or interests. After you complete the simulation redo the scenario, but this time, change the choices and note the outcomes those changes create. Reflect on the assignment, your own choices, and the outcomes.-How did you do in your role?Which choices led to outcomes you did not expect?-How does this assignment relate to your field, and in what way can you take the lessons you learned to your workplace?-Describe which choices you made at the primary, secondary, and tertiary prevention levels.https://health.gov/our-work/health-care-quality/trainings-resources/partnering-heal/training[supanova_question]

Foundation Year Health Chemistry of Biological Systems I 1001MSC Trimester 2 –

Foundation Year Health

Chemistry of Biological Systems I

1001MSC

Trimester 2 – 2021

School of Pharmacy and Medical Sciences Griffith University

Gold Coast

Name:

Student number:

The workbook questions should be filled each week during the trimester using your own time prior to attending the tutorial sessions. We will go over some of these questions during the tutorials as a group activity. The workbook must be submitted weekly. More details about the weekly submission will be provided via the course announcement. Students will forfeit 10% of the tutorial workbook mark for each tutorial session they miss without a valid reason. The workbook weighs 8% of your final grade.

Week 4 – Chemical Bonds and Biological Molecules

Hydrogen bond

Hydrogen bond is a force of attraction or a bridge that involves at least two molecules.

The first molecule should contain hydrogen atom that is bonded to an element with high electronegativity (fluorine, oxygen or nitrogen).

The second molecule should contain an element with high electronegativity (fluorine, oxygen or nitrogen).

The bridge occurs between the hydrogen from molecule 1 and the electronegative element from molecule 2.

Hydrogen bond is represented by a dotted line.

Hydrogen bond

Hydrogen bond is a force of attraction or a bridge that involves at least two molecules.

The first molecule should contain hydrogen atom that is bonded to an element with high electronegativity (fluorine, oxygen or nitrogen).

The second molecule should contain an element with high electronegativity (fluorine, oxygen or nitrogen).

The bridge occurs between the hydrogen from molecule 1 and the electronegative element from molecule 2.

Hydrogen bond is represented by a dotted line.Part 1: Hydrogen bond

Q55: Which of the following molecules can form hydrogen bond? (Show how the bond can

form)

H-F H-F:

O

H

O

H H H

Na-H Na-H:

H-H H-H:

Q56. Give an example of a biological molecule that contains hydrogen bonds:

Dipole-dipole attractions & Dispersion forces

Some covalent molecules have dipoles. The attractive forces between polar molecules, called dipole-dipole attractions hold them together.

Dispersion forces (or London Forces): very weak attractions occur between non-polar compounds: (e- are momentarily present at one end of the molecule to form a temporary dipole).

Dipole-dipole

(X and Y =

different

nonmetals)

1 – 5

Dispersion

(Temporary shift of electrons in

(temporary

dipoles)

nonpolar bonds)

0.01 – 2

Dipole-dipole attractions & Dispersion forces

Some covalent molecules have dipoles. The attractive forces between polar molecules, called dipole-dipole attractions hold them together.

Dispersion forces (or London Forces): very weak attractions occur between non-polar compounds: (e- are momentarily present at one end of the molecule to form a temporary dipole).

Dipole-dipole

(X and Y =

different

nonmetals)

1 – 5

Dispersion

(Temporary shift of electrons in

(temporary

dipoles)

nonpolar bonds)

0.01 – 2Q57. Identify the major type of interactive force that occurs in the following substances:

Cl Cl

C

Cl Cl

Cl

C

Cl Cl

Cl :

H H H H N N

H H :

Cl-Cl Cl-Cl:

K-Cl K-Cl:

BrF BrF:

H Cl

C C

H Cl H H

H H :

O2 O2:

H2O H2O:

Br2 Br2:

HF HF:

H H H H

H C C H H C C H

H H H H :

The question will be provided in the tutorial session:

Answer: Ionic

The question will be provided in the tutorial session:

Answer: Dipole

The question will be provided in the tutorial session:

Answer: Dipole

The question will be provided in the tutorial session:

Answer: Hydrogen Bond

Q58. Identify the substance that would have the higher boiling point in each pair and explain your choice.

NaF or HF:

H2O or CH4:

F2 or HF:

MgCl2 or PCl3:

NH3 or PH3:

The question will be provided in the tutorial session:

MgBr2 or PBr3

The question will be provided in the tutorial session:

CH4 or or CH3OH

The question will be provided in the tutorial session:

H2O or H2S

Inorganic Acids and Bases

Acids and bases ionise in water, meaning they form charged species.

» HCl ? H+ + Cl–

» NaOH ? Na+ + OH–

Acids can donate hydrogen ions (H+) so they are called proton donors. Bases are proton acceptors

The concentration of H+ and OH– is expressed on the pH scale.

A solution with a pH of 7 is neutral, less than 7 is acidic, and greater than 7 is basic (also called alkaline).

Inorganic Acids and Bases

Acids and bases ionise in water, meaning they form charged species.

» HCl ? H+ + Cl–

» NaOH ? Na+ + OH–

Acids can donate hydrogen ions (H+) so they are called proton donors. Bases are proton acceptors

The concentration of H+ and OH– is expressed on the pH scale.

A solution with a pH of 7 is neutral, less than 7 is acidic, and greater than 7 is basic (also called alkaline).

Q59: Identify the following compounds as either acidic (A) or basic (B): (circle the correct option)

HF:

KOH:

A

A

/

/

B

B

c. H2SO4:

A

/

B

d. Ca(OH)2:

A

/

B

e. HNO3:

A

/

B

f. Ba(OH)2:

A

/

B

g. HCl:

A

/

B

Biological Reactions

The most biologically important classes of chemical reactions are:

» Synthesis: combination of two or more atoms, ions, or molecules to form new and larger molecules – Anabolic reaction.

» Decomposition: splits larger molecules into smaller atoms, ions, or molecules – Catabolism reaction.

» Exchange: condensation and hydrolysis reactions.

» Reversible: the products can revert to the original reactants.

Biological Reactions

The most biologically important classes of chemical reactions are:

» Synthesis: combination of two or more atoms, ions, or molecules to form new and larger molecules – Anabolic reaction.

» Decomposition: splits larger molecules into smaller atoms, ions, or molecules – Catabolism reaction.

» Exchange: condensation and hydrolysis reactions.

» Reversible: the products can revert to the original reactants.

Q60. Explain each of the biological reactions and give examples:

Empty page for question 60.

Biological Molecules

Inorganic and organic compounds

Inorganic compounds generally lack carbon, are structurally simple, and together by either ionic or covalent bonds.

» Examples: Water, salts, acids, bases, Carbon dioxide (CO2) and hydrogen carbonate ion (HCO3 ).

Organic compounds always contain carbon and most also contain hydrogen;

» They always have covalent bonds.

» Most organic compounds are structurally complex.

» Examples: Carbohydrates, Lipids, Proteins, Nucleic acids.

–

Biological Molecules

Inorganic and organic compounds

Inorganic compounds generally lack carbon, are structurally simple, and together by either ionic or covalent bonds.

» Examples: Water, salts, acids, bases, Carbon dioxide (CO2) and hydrogen carbonate ion (HCO3 ).

Organic compounds always contain carbon and most also contain hydrogen;

» They always have covalent bonds.

» Most organic compounds are structurally complex.

» Examples: Carbohydrates, Lipids, Proteins, Nucleic acids.

–Part 2: Biological molecules:

Q61. Briefly explain the different types of biological molecules. Your answer should include

the following details (where applicable):

Monomer,

polymer,

how the monomers are linked to form the polymer, and

some of the important functions.

Empty page for question 61

REFLECTION – Week 4

What area do I feel most confident with? Why?

What area needs improvement? How can I make this improvement?

Have you completed your Week 5 checklist on page 5?

10

10

1001MSC Workbook/2021

1001MSC Workbook/2021

Prepared by Dr. Abdullah Karaksha

Prepared by Dr. Abdullah Karaksha

11

11

1001MSC Workbook

1001MSC Workbook

Prepared by Dr. Abdullah Karaksha

Prepared by Dr. Abdullah Karaksha[supanova_question]