Choose 2 quantitative elements that you would like to research in relation to an organization of your choice. These elements may be related to products, services, target market, consumer preferences, competition, personnel, resources, supply chain, financing, advertising, or other areas of interest. However, at least one of these elements should be related to a product or service that your organization is planning to offer.
Develop forecasts by implementing the following approach:
Collect data, including old demand forecast (subjective data) and the actual demand outcomes.
Establish the forecasting method (from readings). Decide on the balance between subjective and objective data and look for trends and seasonality.
Forecast future demand using a forecasting method.
Make decisions based on step 3.
Measure the forecast error where applicable. Look for biases and improve the process.
Write a 350- to 525-word paper evaluating the findings from the supported data points above, and explain the impact of these findings on operational decision making. Insert charts and supporting data from Excel and other tools in your paper.
Sample Solution
Develop a forecast using the method decided. Use the data collected to create a forecast and test it against the actual outcomes.
Evaluate the accuracy of your forecast by comparing it to historical demand data and adjusting if necessary.
Adjust forecasting parameters, if needed, to achieve better results with new information or changes in market conditions.
Monitor forecasts regularly for any changes. Review them periodically and use feedback from stakeholders to update and improve accuracy.
Sample Solution
Develop a forecast using the method decided. Use the data collected to create a forecast and test it against the actual outcomes.
Evaluate the accuracy of your forecast by comparing it to historical demand data and adjusting if necessary.
Adjust forecasting parameters, if needed, to achieve better results with new information or changes in market conditions.
Monitor forecasts regularly for any changes. Review them periodically and use feedback from stakeholders to update and improve accuracy.
According to Eeds and Cockrum (1985) while there exists a wide variety of ways to deal with vocabulary, the use of dictionary as the conventional method of instruction, in both first and second language learning, has been triggered. Marckwardt (1973), for example, comments: Dictionaries often supply information about the language not found elsewhere. Dictionaries often supply information about grammar, usage, status, synonym discrimination, application of derivative affixes, and distinctions between spoken and written English not generally treated in textbooks, even in a rudimentary fashion (cited in Bensoussan, Sim & Weiss, 1984: 263). Laufer (1990), similarly, believes that when word looks familiar but the sentence in which it is found or its wider context makes no sense at all, the learner should be encouraged to consult a dictionary (p.154).
Consulting a dictionary during an independent reading helps readers to find the meaning of the difficult vocabulary, ascertain the meaning of the unfamiliar word based on contextual information and provide further exposure for the word in other contexts, with different collocates and constructions, by making the student think about the words in relation both to the passage being read and the dictionary. In regard to the use of dictionary in second language learning, there are a number of studies reported in literature. A handful of L2-based studies have been conducted on the effects of dictionary use on reading and vocabulary learning. Bensoussan et al. (1984) did a pilot study to ascertain the effect of dictionary use on students’ performance on a reading comprehension test. Ten different passages with multiple-choice questions were administered to approximately 900 first-year students at Haifa University. Finally, he concluded that there was no significant difference in test scores between those who used the dictionary and those who did not. Luppescu and Day (1993) examined whether the use of a bilingual dictionary enhanced vocabulary learning on a reading task. A group of Japanese university students (N = 293) read a story that included 17 unknown words whose meaning could be inferred; half the group had access to a bilingual dictionary while half had no dictionary. After reading, all were given a multiple choice vocabulary test. The group that had access to the dictionary had a mean score on the vocabulary test that was 50% higher than the no dictionary group. This suggests that the use
