Kamis, 14 Oktober 2010
perbedaan koperasi di indonesia dengan negara lain
Selain Indonesia, beberapa negara lain juga memiliki koperasi kredit yang juga berfungsi sebagai alat untuk distribusikan pinjaman pemerintah. Koperasi di India dan negara-negara berkembang lainya, khususnya di Asia, juga memiliki pola yang sama dengan koperasi di Indonesia. Di AS, koperasi kredit melakukan ekspansi yang cukup besar dalam pemberian pinjaman, walaupun tetap terbatas untuk para nasabah yang memiliki keterkaitan dengan kelompok sendiri. Sementara itu, bank komersial melakukan protest mengenai “persaingan yang tidak adil” tersebut dan berusaha agar credit union dikenakan pajak yang tinggi. Pajak semacam itu telah ditetapkan di Kanada, namun hanya memiliki pengaruh yang kecil terhadap persaingan negara dimana koperasinya menggunakan dana pemerintah dalam jumlah yang besar. Tingginya tingkat tunggakan seringkali mengancam kestabilan keuangan koperasi itu sendiri. Hal ini juga terjadi terhadap koperasi kredit pertanian di beberapa negara seperti Bangladesh dan AS. Kasus yang terjadi di Indonesia dan India, koperasi tidaklah berbeda dengan bank yang terlibat dengan pemberian kredit pedesaan, yaitu sangat didominasi oleh birokrasi dan pemerintahan, sehingga kepemilikan secara formal menjadi tidak jelas. Sedangkan untuk koperasi yang dikendalikan secara demokratis oleh para anggotanya atau oleh sekelompok elit setempat, dapat berkembang dengan baik dan berkesinambungan. Hal diatas tidak terjadi pada bentuk lembaga simpan-pinjam lainnya di AS dan Inggris dimana seringkali lembaga tersebut melakukan privatisasi untuk mendapatkan peningkatan modal yang lebih tinggi bagi para pemegang sahamnya.
Sabtu, 05 Juni 2010
order letter
PT. Furniture and equipment order
Jln. Lele I Blok L 1-16 Cikarang
Bekasi 17060
———————————————————————————————————————
No : 055/MTSKK-XI/2008
Bekasi, 11th November 2009
PT. MAJU Kawasan Industri
Jln. Perumnas 3 blok 134 – 136
Bekasi Barat
Attention : Ms. Cakra / General Manager
Dear sir,
Please send us one (1) box of 3.5 sony diskettes and (1) 17” red fox monitor, color black. Terms of payment will be the same as those of our previous orders.
We would appreciate it very much if you could send these items immediately.
Very truly yours,.
Yours faithfully
PT. Furniture and equipment order
Jln. Lele I Blok L 1-16 Cikarang
Bekasi 17060
———————————————————————————————————————
No : 055/MTSKK-XI/2008
Bekasi, 11th November 2009
PT. MAJU Kawasan Industri
Jln. Perumnas 3 blok 134 – 136
Bekasi Barat
Attention : Ms. Cakra / General Manager
Dear sir,
Please send us one (1) box of 3.5 sony diskettes and (1) 17” red fox monitor, color black. Terms of payment will be the same as those of our previous orders.
We would appreciate it very much if you could send these items immediately.
Very truly yours,.
Yours faithfully
PT. Furniture and equipment order
make a sentences by using vocabulary relate to market
Assets
Assets is everything a company or person owns, including money, securities, equipment and real estate. Assets include everything that is owned to the company or person. Assets are listed on a company's balance sheet or an individual's net worth statement.
Assets is everything a company or person owns, including money, securities, equipment and real estate. Assets include everything that is owned to the company or person. Assets are listed on a company's balance sheet or an individual's net worth statement.
DIRECT AND INDIRECT SPEECH
DIRECT AND INDIRECT SPEECH
You can answer the question "What did he/she say?" in two ways:
* by repeating the words spoken (direct speech)
* by reporting the words spoken (indirect or reported speech).
Direct Speech
Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing, we place the words spoken between inverted commas ("....") and there is no change in these words. We may be reporting something that's being said NOW (for example a telephone conversation), or telling someone later about a previous conversation
Examples:
She says "What time will you be home?"
She said "What time will you be home?"
and I said "I don't know! "
"There's a fly in my soup!" screamed Simone.
John said, "There's an elephant outside the window."
Reported Speech
Reported speech is usually used to talk about the past, so we normally change the tense of the words spoken. We use reporting verbs like 'say', 'tell', 'ask', and we may use the word 'that' to introduce the reported words. Inverted commas are not used.
She said, "I saw him." > She said that she had seen him.
a. 'That' may be omitted:
She told him that she was happy.
She told him she was happy.
b. 'Say' and 'tell':
Use 'say' when there is no indirect object:
He said that he was tired.
Always use 'tell' when you say who was being spoken to (i.e. with an indirect object):
He told me that he was tired.
'Talk' and 'speak' are used:
- to describe the action of communicating:
He talked to us.
She was speaking on the telephone.
- with 'about' to refer to what was said:
He talked (to us) about his parents.
You can answer the question "What did he/she say?" in two ways:
* by repeating the words spoken (direct speech)
* by reporting the words spoken (indirect or reported speech).
Direct Speech
Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing, we place the words spoken between inverted commas ("....") and there is no change in these words. We may be reporting something that's being said NOW (for example a telephone conversation), or telling someone later about a previous conversation
Examples:
She says "What time will you be home?"
She said "What time will you be home?"
and I said "I don't know! "
"There's a fly in my soup!" screamed Simone.
John said, "There's an elephant outside the window."
Reported Speech
Reported speech is usually used to talk about the past, so we normally change the tense of the words spoken. We use reporting verbs like 'say', 'tell', 'ask', and we may use the word 'that' to introduce the reported words. Inverted commas are not used.
She said, "I saw him." > She said that she had seen him.
a. 'That' may be omitted:
She told him that she was happy.
She told him she was happy.
b. 'Say' and 'tell':
Use 'say' when there is no indirect object:
He said that he was tired.
Always use 'tell' when you say who was being spoken to (i.e. with an indirect object):
He told me that he was tired.
'Talk' and 'speak' are used:
- to describe the action of communicating:
He talked to us.
She was speaking on the telephone.
- with 'about' to refer to what was said:
He talked (to us) about his parents.
Minggu, 18 April 2010
marketing
WHAT IS MARKETING ?
We have deliberately avoiding defining “marketing” until now, to allow you to develop some tentative definitions of your own.
From the historical discussion, for example, you may have based your definition upon the exchange of surplus commodities. This certainly would have been appropriate for past times.
Or your tentative definition may have stressed the exchange of goods by a family or a business, and the exchange of those goods for other goods they were less able to produce for themselves.
A more modern definition, in tune with greatly expanded productive capacity, might emphasize the adaption of production facilities to the market. Specifically, marketing might be defined as the response of businessmen to consumer demands through adjustments in production capabilities. Adjusting production capabilities would refer to the coordination of production, accounting, finance, and marketing in the light of changing needs of consumers whoare affluent enough to have varied buying choices.
Or, recognizing the growing interest in consumerism and the performance of our marketing system, you might have developed a definition which emphasized macro marketing concern, such as: Marketing is concerned with designing an efficient (in terms of use of resources) and fair (in terms of distribution of output to all parties involved) systems which will direct an economy’s flow of goods and services from producers to consumer and accomplish the objectives of the society.
Marketing begins with the customers … determines … what product … what prices … where and how sold. That satisfies some customers in order to earn the right to operate in our markeing system.
WHY STUDY MARKETING ?
• In our economy of abudance, businessmen must cater to their customers. They cannot smply wait until customers “beat a path” to their doors, because most of us can get along quite well without the product offered by any particular manufacturer, wholesaler, or retailer. We need clothing manufacturer’s product. The same is true of food, house furnishings, automobiles sports equipment, and most other consumer goods. Likewise, manufacturers usually have several sources of supply for the components incorporated into their product.
• An equally important reason for a college student to study marketing is the availability of many interesting and rewarding jobs in this area. Even more important, marketing offers opportunities for rapid growth and advancement. A careful study of marketing will give the student a better idea about business and where the best opprtinities lie for a career.
We have deliberately avoiding defining “marketing” until now, to allow you to develop some tentative definitions of your own.
From the historical discussion, for example, you may have based your definition upon the exchange of surplus commodities. This certainly would have been appropriate for past times.
Or your tentative definition may have stressed the exchange of goods by a family or a business, and the exchange of those goods for other goods they were less able to produce for themselves.
A more modern definition, in tune with greatly expanded productive capacity, might emphasize the adaption of production facilities to the market. Specifically, marketing might be defined as the response of businessmen to consumer demands through adjustments in production capabilities. Adjusting production capabilities would refer to the coordination of production, accounting, finance, and marketing in the light of changing needs of consumers whoare affluent enough to have varied buying choices.
Or, recognizing the growing interest in consumerism and the performance of our marketing system, you might have developed a definition which emphasized macro marketing concern, such as: Marketing is concerned with designing an efficient (in terms of use of resources) and fair (in terms of distribution of output to all parties involved) systems which will direct an economy’s flow of goods and services from producers to consumer and accomplish the objectives of the society.
Marketing begins with the customers … determines … what product … what prices … where and how sold. That satisfies some customers in order to earn the right to operate in our markeing system.
WHY STUDY MARKETING ?
• In our economy of abudance, businessmen must cater to their customers. They cannot smply wait until customers “beat a path” to their doors, because most of us can get along quite well without the product offered by any particular manufacturer, wholesaler, or retailer. We need clothing manufacturer’s product. The same is true of food, house furnishings, automobiles sports equipment, and most other consumer goods. Likewise, manufacturers usually have several sources of supply for the components incorporated into their product.
• An equally important reason for a college student to study marketing is the availability of many interesting and rewarding jobs in this area. Even more important, marketing offers opportunities for rapid growth and advancement. A careful study of marketing will give the student a better idea about business and where the best opprtinities lie for a career.
tugas bahasa inggris
A. Define problem
Defining the problem is perhaps the most difficult step, because it involves careful analysis of a situation in order it state the problem and determine.
B. Defining expectation
Defining the expectation is involves stating the result that is expected once the problem has been solved. The expected result after solving the problem of low production described would be to increase the output of the factory.
C. Gather data
gather data can be obtained from a variety of sources; observation, surveys, or published research.
D. Develop alternatives
Develop alternatives might include; 1. Replacing the current supervisor, 2. Providing to schedule the work shift more efficiently, 3. Creating incentives for worker, such as higher pay or time off, in order to increase production.
E. Evaluate alternatives
We have three evaluates these alternatives in terms of the expected result of the solution (which is to increase production) and limitations, such as time and money. Alternative i, replacing the current supervisor, does not guarantee increased production, and it would involve training for the current supervisor, would be time consuming and somewhat expensive but should bring about increased production. Alternative three, creating worker incentives, may bring about increased production but would be quite expensive.
F. Choose best alternative
Choose best alternative to get the one who the best potential for example the decision-maker decides to try providing the current supervisior with additional training because this alternative should achieve the objective with the lowest expenditure of time and money.
Defining the problem is perhaps the most difficult step, because it involves careful analysis of a situation in order it state the problem and determine.
B. Defining expectation
Defining the expectation is involves stating the result that is expected once the problem has been solved. The expected result after solving the problem of low production described would be to increase the output of the factory.
C. Gather data
gather data can be obtained from a variety of sources; observation, surveys, or published research.
D. Develop alternatives
Develop alternatives might include; 1. Replacing the current supervisor, 2. Providing to schedule the work shift more efficiently, 3. Creating incentives for worker, such as higher pay or time off, in order to increase production.
E. Evaluate alternatives
We have three evaluates these alternatives in terms of the expected result of the solution (which is to increase production) and limitations, such as time and money. Alternative i, replacing the current supervisor, does not guarantee increased production, and it would involve training for the current supervisor, would be time consuming and somewhat expensive but should bring about increased production. Alternative three, creating worker incentives, may bring about increased production but would be quite expensive.
F. Choose best alternative
Choose best alternative to get the one who the best potential for example the decision-maker decides to try providing the current supervisior with additional training because this alternative should achieve the objective with the lowest expenditure of time and money.
tugas bahasa ingris
A compound sentence is a sentence that contains two or more sentences joined into one using a coordinate conjunction, such as and, or, but, yet, so, for.
• And
And is a conjunctive nature add.
Example : dholpins are friendly animals, and they are also intelligent.
• Or
Or is stating conjunctive selection ( alternation ).
Example : are you going to the party, or will you stay home?
• But
But is stating conjunctive comparison or difference.
Example : her cousin moved away, but she stayed in town
• Yet
Example : Michelle is a vegetarian, yet she eats chiken.
• So
So is stating conjunctive to declare result
Example : The books were cheap, so I bought all of them
• For
For is stating conjunctive to declare the cause of a thing.
Example : The student failed, for he was very ill this year
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