Consumer Packaged Goods Industry Essay Example for Free

Consumer Packaged Goods Industry Essay Wonderware relies on their services and expertise to take it into new opportunities and markets. From the 625 VAR/OEMs, approximately 2. 5% use Wonderware software to create solutions for food-products machinery in the Consumer Packaged Goods (CPG) industry. Out of almost exactly 3,000 SI companies currently active in the Wonderware Solution Provider Program, more than 46% devote some portion of their practice to serving customers in the CPG industry. 63 % of Wonderware Certified SIs and 82% of Wonderware’s ArchestrA Certified SIs are involved in the CPG industry. But just what do we mean when we talk about the CPG industry? The free reference section at Hoover’s online (www. hoovers. com/free/ind/dir. xhtml) includes a useful directory of industries and the following general definition: Consumer Products Manufacturers Companies that design, manufacture and/or market apparel, cleaning products, hand and power tools, home furniture, housewares, linens, and consumer electronics and appliances. However, things may not really be that simple. It’s actually more meaningful to describe the CPG industry as a set of consumer behaviors rather than trying to draw boundaries around a specific list of product names or brands. And the key behavior that best describes the CPG market is that of replenishment on some regular or frequent basis. The items are in fact consumed, in some sense or another, fairly rapidly. This means that they do have a shelf life – whether it’s the perishable nature of a snack food item or the fleeting glamour of a cell phone with features like text or pictures or videos. And of course that can mean that the value of an entire warehouse inventory, for a whole generation of product can go to zero in a hurry! Those behaviors tend to result in a steady flow of small recurring expenses (for a tube of toothpaste, a pack of beverages or even the latest personal electronic gadget) rather than large infrequent ones like the acquisition of a major capital asset for manufacturing. The problem for our manufacturing customers is that those small replenishable items still require the major manufacturing assets to produce them. The ability to rapidly reconfigure and re-task those expensive production machines and factories when customer whims change – in other words, agile manufacturing – can make the difference between profitability and receivership. The Consumer Packaged Goods (CPG) Industry and Solution Providers Page 3 2. Industry Comparisons The financial research tools at www. etrade. com (account membership required) offer some useful comparisons between the consumer goods industry and other major industry sectors. It’s not necessarily the fastest-growing business ector – compared to general technology, financial or energy companies – but certainly respectable when it comes to overall sector profit margins. The non-cyclical sub-category of the CPG industry, in fact, ranks well above the Transportation, Basic Materials, and Capital Goods and Services industries. The consumer cyclical category includes apparel, recreational products, personal electronics, automobiles and replacement parts such as tires. The non-cyclical category includes beverages, tobacco, personal products, office supplies and food items. The Industry Browser information tools at the Yahoo! Finance Industry Center (biz. yahoo. com/p/3conameu. html) may surprise you in terms of the relative sizes and profitability of some segments in the Consumer Goods categories. For instance, the top five segments by market capitalization are as follows: The Consumer Packaged Goods (CPG) Industry and Solution Providers Page 4 Segment Auto manufacturers Food – major diversified Cigarettes Beverages – soft drinks Cleaning products Market Capitalization ($B) 296 281 269 266 205 The largest segments are not necessarily the most profitable, however. The top five segments by overall profit margin are: Segment Cigarettes Cleaning products Beverages – brewers Beverages – soft drinks Confectioners Net Profit Margin (%) 17 13 12 11 10 Somewhat surprisingly, the largest segment by market capitalization – Auto Manufacturers – is one of the least profitable at just 1. 8%. The sizable and highly visible – but keenly competitive – Electronic Equipment category is squeezed down to just 2. 5% overall net margin. 3. What CPG Companies Need from Solution Providers For our Consumer Packaged Goods customers to succeed, they must deal with a number of internal and external pressures and demands. Those internal drivers include: Protecting or increasing profits Reducing costs related to: o Supply-chain management – Net asset turns on raw materials and finished goods inventories, efficient sourcing decisions and reducing scrap or return rates o Manufacturing – Improving operational efficiency and employee productivity o Information technology – Cost containment and outsourcing, standardization and consolidation of server assets, increasing reusability, and an application infrastructure that protects and maximizes key databases and information assets Mergers, acquisitions, breakups and spin-offs The Consumer Packaged Goods (CPG) Industry and Solution Providers Page 5 o o Integration (or disconnection! ) of supply-chain linkages Operational complexity and startup costs – dealing with dissimilar bestpractice philosophies, variations in processes, applications and technology, and training to improve and align vital human resources. External forces and demands that our CPG customers face include: Meeting changing customer needs and requirements Preserving brand integrity – through product quality and safety as well as regulatory requirements Speed to market with more (and often complicated) new products. Now, with all those pressures facing our Consumer Packaged Goods manufacturing customers, what can we – a world-class community of solution providers and a world-class software supplier – provide to help them face such challenges? First of all, we can provide a platform for growth – an eco-vision – that can grow and evolve as the fickle customer marketplace changes and the companies adapt. We can offer an architecture built around re-usable components – not just software objects, but encapsulated best practices and intellectual capital. That means lower project-to-project costs and a common service architecture from production to process. We can deliver an architecture for incremental investment, avoiding the â€Å"big bang† approach that held back the promise of advanced manufacturing execution systems (MES) for so long, for example.

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Economic Principles Some of the most heated debates in macroeconomics in recent years have been concerned with the causes and consequences of inflation, the relationship between inflation and unemployment, and appropriate policy responses. Inflation and Unemployment in the AS-AD Model Inflation may be defined, for our purposes, as the proportionate increase in the price level per period of time. Another way of looking at inflation would be to point out that as the price level rises the real value of a given nominal amount of money falls, so that is to say that as the price level rises $1 will buy fewer and fewer goods. Thus, inflation might, alternatively, be defined as the proportionate decline in the purchasing power of a given nominal amount of money. In this sense, inflation is a monetary phenomenon. Therefore, Laidler and Parkin argue that its importance ‘stems from the pervasive role played by money in a modern economy’. Friedman goes further than this and argue s that inflation ‘is always and everywhere a monetary phenomenon †¦ and can be produced only by a more rapid increase in the quantity of money than in output. He clearly has views not only on what inflation is, but also on what causes it. By no means all economists agree with Friedman on the causes of inflation, and it is such issues, which are the focus of much of this chapter. There is also much disagreement about the consequences of inflation. Most would agree that a short bout of inflation, or a persistent but well-predicted one, would not be as harmful as a persistent and unpredictable bout of inflation. Even for the latter case there are those who argue that the consequences are not that serious, while others argue that unpredictable inflation distorts the mec... ...lated by discounting the income, but to the permanent magnitudes. To take the extreme case as illustration: Wn is wealth possessed by an individual during his whole life’; and Yn is the average (permanent) lifetime income. This novel definition of terms is closely connected to Friedman’s research on the consumption function4, and it is very significant to his theory. Friedman applies his concept of permanent income to the theory of money demand, too. Permanent income is the return on a rather widely defined stock of nominal wealth. The latter consists of Money: a means of payment with a constant face value that does not yield interest; Bonds: interest bearing securities with a constant face value; Equalities: claims on the profits of a firm; Physical goods; and Human capital. Hence, Ln = f (P, rB, rE, P/ P, Yn p/r) (+) (-) (-) (-) (+)

Familiarizing students with basics of the science branches

The MYP 3 scientific discipline class incorporates basic information, cognition, facts, and practical applications of the scientific subdivisions, which are biological science, chemical science, and natural philosophies. The purpose of the class is to familiarise the pupils with the constructs and rudimentss of the scientific discipline subdivisions and to guarantee they develop appropriate accomplishments in managing theoretical scientific cognition presented in talk and practical applications offered in school research labs.Course aims:The MYP 3 scientific discipline class aims are based on the MYP aims. It encourages and enables pupils to: 1. Develop wonder, involvement and enjoyment towards scientific discipline and its methods of enquiry. 2. Acquire scientific cognition and apprehension. 3. Communicate scientific thoughts, statements and practical experiences efficaciously in a assortment of ways. 4. Develop experimental and fact-finding accomplishments to plan and transport out scientific probes and to measure grounds to pull a decision. 5. Develop critical, originative and asking heads that pose inquiries, work out jobs, concept accounts, justice statements and do informed determinations in scientific and other contexts. 6. Develop consciousness of the possibilities and restrictions of scientific discipline and appreciate that scientific cognition is germinating through collaborative activity locally and internationally. 7. Appreciate the relationship between scientific discipline and engineering and their function in society. 8. Develop consciousness of the moral, ethical, societal, economic, political, cultural and environmental deductions of the pattern and usage of scientific discipline and engineering. 9. Observe safety regulations and patterns to guarantee a safe working environment during scientific activities. 10. Engender an consciousness of the demand for and the value of effectual coaction during scientific activities. Categorization of life beings â€Å" Monera, Protoctista, Fungi, Plants and animate beings † . Metamorphosis and enzymes. Plant and animate being cells, specialised cells, tissues, conveyance mechanisms between cells and their environment ( diffusion, osmosis, and active conveyance ) , cell division † miosis and mitosis † . Chemistry: Chemical forms: solid, liquid and gas atoms, sub atomic atoms, atomic construction and isotopes. The Periodic Table: Elementss and the periodic tabular array, alkali metals, alkalic Earth metals, passage metals, halogens and baronial gases. Bonding: Ionic bonds and covalent bonds. Acids and bases: Properties of acids and bases, pH graduated table, neutralisation, mundane illustrations. Physicss: Beams and Waves: Beams and visible radiation, Torahs of contemplations, level and curving mirrors, refraction of visible radiation, lenses, mundane utilizations of mirrors and lenses, transverse and longitudinal moving ridges, wave equation. Appraisal: This class will utilize assortment of assessment tools including hebdomadal quizzes, unit trials, presentations, undertakings, lab work, aˆÂ ¦.etc. Most of these appraisals will be assessed harmonizing to the following MYP standards: Standard A – ONE Universe: This nonsubjective refers to enabling pupils to derive a better apprehension of the function of scientific discipline in society. Students should be cognizant that scientific discipline is a planetary enterprise and that its development and applications can hold effects for our lives. One universe should supply pupils with the chance to critically measure the deductions of scientific developments and their applications to local and/or planetary issues. At the terminal of the class, pupils should be able to: aˆ? explain the ways in which scientific discipline is applied and used to turn to specific jobs or issues. aˆ? discuss the effectivity of scientific discipline and its application in work outing jobs or issues. aˆ? discuss and measure the moral, ethical, societal, economic, political, cultural and environmental deductions of the usage of scientific discipline and its application in work outing specific jobs or issues. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil states one manner in which scientific discipline is applied and used to turn to specific jobs or issues – The pupil remarks upon the effectivity of scientific discipline and its application in work outing jobs or issues. -The pupil states how scientific discipline and its application interact with one of the undermentioned factors: moral, ethical, societal, economic, political, cultural and environmental. 3-4 -The pupil states the ways in which scientific discipline is applied and used to turn to specific jobs or issues -The pupil states the effectivity of scientific discipline and its application in work outing jobs or issues -The pupil states how scientific discipline and its application interact with some of the undermentioned factors: moral, ethical, societal, economic, political, cultural and environmental. 5-6 -The pupil describes the ways in which scientific discipline is applied and used to turn to specific jobs or issues. – The pupil describes the effectivity of scientific discipline and its application in work outing jobs or issues – The pupil describes how scientific discipline and its application interact with some of the undermentioned factors: moral, ethical, societal, economic, political, cultural and environmental. Standard B – Communication: This nonsubjective refers to enabling pupils to go competent and confident when pass oning information in scientific discipline. Students should be able to utilize scientific linguistic communication right and a assortment of communicating manners and formats as appropriate. Students should be cognizant of the importance of admiting and suitably citing the work of others when pass oning in scientific discipline. At the terminal of the class, pupils should be able to: aˆ? usage scientific linguistic communication right. aˆ? usage appropriate communicating manners such as verbal ( unwritten, written ) , ocular ( in writing, symbolic ) and communicating formats ( research lab studies, essays, presentations ) to efficaciously pass on theories, thoughts and findings in scientific discipline. aˆ? acknowledge the work of others and the beginnings of information used by suitably documenting them utilizing a recognized referencing system. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil uses some scientific linguistic communication. -The pupil communicates little or no scientific information. -The pupil paperss limited or no beginnings of information. 3-4 -The pupil uses some scientific linguistic communication right. -The pupil communicates scientific information moderately efficaciously. – The pupil paperss beginnings of information in a bibliography. 5-6 -The pupil uses scientific linguistic communication right. -The pupil communicates scientific information efficaciously. -The pupil paperss beginnings of information including bibliography and in-text mentioning. Criterion C – KNOWLEDGE AND Understanding: This nonsubjective refers to enabling pupils to understand scientific cognition ( facts, thoughts, constructs, procedures, Torahs, rules, theoretical accounts and theories ) and to use it to build scientific accounts, work out jobs and explicate scientifically supported statements. At the terminal of the class, pupils should be able to: aˆ? recall scientific cognition and usage scientific apprehension to build scientific accounts aˆ? use scientific cognition and understanding to work out jobs set in familiar and unfamiliar state of affairss. aˆ? critically analyze and evaluate information to do judgements supported by scientific apprehension. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 – The pupil recalls some scientific thoughts, constructs and/or procedures. -The pupil applies scientific understanding to work out simple jobs. 3-4 -The pupil describes scientific thoughts, constructs and/or procedures. -The pupil applies scientific understanding to work out complex jobs in familiar state of affairss. -The pupil analyses scientific information by placing parts, relationships or causes. 5-6 -The pupil uses scientific thoughts, constructs and/or processes right to build scientific accounts. – The pupil applies scientific understanding to work out complex jobs including those in unfamiliar state of affairss. -The pupil analyses and evaluates scientific information and makes judgements supported by scientific apprehension. Criterion D – SCIENTIFIC INQUIRY: This nonsubjective refers to enabling pupils to develop rational and practical accomplishments to plan and transport out scientific probes independently and to measure the experimental design ( method ) . At the terminal of the class, pupils should be able to: aˆ? province a focussed job or research inquiry to be tested by a scientific probe. aˆ? explicate a testable hypothesis and explicate it utilizing scientific logical thinking. aˆ? design and carry out scientific probes that include variables and controls, stuff and/or equipment needed, a method to be followed and the manner in which the information is to be collected and processed aˆ? measure the cogency and dependability of the method. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil efforts to province a focussed job or research inquiry. – The method suggested is uncomplete. -The pupil suggests simplistic betterments. 3-4 – The pupil states a focussed job or research inquiry and makes a hypothesis but does non explicate it utilizing scientific logical thinking. -The pupil selects appropriate stuffs and equipment and writes a largely complete method, adverting some of the variables involved and how to pull strings them. -The pupil makes remarks on the method, or the accuracy/precision of the informations. -The pupil remarks on the cogency of the hypothesis based on the result of the probe. -The pupil suggests some betterments to the method or makes suggestions for farther enquiry when relevant. 5-6 -The pupil states a clear focused job or research inquiry, formulates a testable hypothesis and explains the hypothesis utilizing scientific logical thinking. – The pupil selects appropriate stuffs and equipment and writes a clear, logical method, adverting all of the relevant variables involved and how to command and pull strings them, and depicting how the information will be collected and processed. – The pupil makes remarks on the method, and the truth and preciseness of the informations. -The pupil makes remarks on the how the hypothesis is supported or non by the data/outcome of the probe. -The pupil suggests realistic betterments to the method and makes suggestions for farther enquiry when relevant. Criterion E – Processing Datas: This nonsubjective refers to enabling pupils to roll up, procedure and construe sufficient qualitative and/or quantitative informations to pull appropriate decisions. Students are expected to develop analytical thought accomplishments to construe informations and justice the dependability of the informations. At the terminal of the class, pupils should be able to: aˆ? collect and record informations utilizing units of measuring as and when appropriate aˆ? organize, transform and present informations utilizing numerical and ocular signifiers aˆ? analyze and construe informations aˆ? draw decisions consistent with the informations and supported by scientific logical thinking. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil collects some informations and efforts to enter it in a suited format. -The pupil organizes and nowadayss informations utilizing simple numerical or ocular signifiers. -The pupil efforts to place a tendency, form or relationship in the information. -The pupil efforts to pull a decision but this is non consistent with the reading of the informations. 3-4 -The pupil collects sufficient relevant informations and records it in a suited format. -The pupil organizes, transforms and nowadayss informations in numerical and/or ocular signifiers, with a few mistakes or skips. -The pupil states a tendency, form or relationship shown in the information. -The pupil draws a decision consistent with the reading of the informations. 5-6 – The pupil collects sufficient relevant informations and records it in a suited format. – The pupil organizes, transforms and nowadayss informations in numerical and/or ocular signifiers logically and right. -The pupil describes a tendency, form or relationship in the informations and uses the informations to convey meaningful information. -The pupil draws a clear decision based on the right reading of the informations and explains it utilizing scientific logical thinking. -Numerical signifiers: may include mathematical computations such as averaging, or finding values from a graph or tabular array. Criterion F – Attitude IN SCIENCE: This nonsubjective refers to encouraging pupils to develop safe, responsible and collaborative working patterns in practical scientific discipline. During the class, pupils should be able to: aˆ? work safely and utilize stuff and equipment aptly aˆ? work responsibly with respects to the life and inanimate environment aˆ? work efficaciously as persons and as portion of a group by join forcesing with others. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil requires some counsel to work safely and some aid when utilizing stuff and equipment. -The pupil requires some counsel to work responsibly with respects to the life and inanimate environment. -When working as portion of a group, the pupil needs frequent reminders to cooperate with others. 3-4 -The pupil requires small counsel to work safely and small aid when utilizing stuff and equipment. .-The pupil works responsibly with respects to the life and inanimate environment. – When working as portion of a group the pupil cooperates with others on most occasions. 5-6 -The pupil requires no counsel to work safely and uses stuff and equipment aptly. -The pupil works responsibly with respects to the life and inanimate environment. -When working as portion of a group, the pupil cooperates with others. Student Teacher 0 0 . The pupil does non make a standard described by any of the forms below. 1 – 2 1 – 2 . The pupil requires some counsel to work safely and some aid when utilizing stuff and equipment. . The pupil requires some counsel to work responsibly with respects to the life and inanimate environment. . When working as portion of a group, the pupil needs frequent reminders to cooperate with others. 3 – 4 3 – 4 . The pupil requires small counsel to work safely and small aid when utilizing stuff and equipment. . The pupil works responsibly with respects to the life and inanimate environment. . When working as portion of a group the pupil cooperates with others on most occasions. 5 – 6 5 – 6 . The pupil requires no counsel to work safely and uses stuff and equipment aptly. . The pupil works responsibly with respects to the life and inanimate environment. . When working as portion of a group, the pupil cooperates with others.

What is Social Stratification