Loading...
III C/D Borgetto
Quiz by Giovanni Montaleone
Customize this quiz to suit your class
Instantly translate to 100+ languages
Tag the questions with any skills you have. Your dashboard will track each student's mastery of each skill.
Give this quiz to my class
Crisi del III secolo d.C. Crea un quiz basandoti sul seguente testo: La Repubblica Popolare Cinese (中華人民共和國T, 中华人民共和国S, Zhōnghuá Rénmín GònghéguóP ascolta la pronuncia in mandarino standardⓘ), detta anche solo Cina (中國T, 中国S, ZhōngguóP; lett. "Paese di mezzo"),[7] è uno Stato dell'Asia orientale. La Repubblica Popolare Cinese è stata in passato indicata come Cina popolare, al fine di distinguerla dalla Repubblica di Cina, comunemente chiamata Taiwan (o Formosa), indicata invece come Cina nazionalista. Entrambe le entità reclamano il controllo sul territorio complessivo cinese. La Repubblica Popolare Cinese con 1 miliardo e 400 milioni di abitanti nel 2023 è lo stato più popoloso del mondo insieme all'India.[4] La Cina è una repubblica popolare in cui il potere è esercitato dal Partito Comunista Cinese (中国共产党 oppure 中共). Il governo ha sede nella capitale Pechino (北京首都) ed esercita la propria sovranità su ventidue province (省), cinque regioni autonome (自治区), quattro municipalità direttamente controllate (直辖市) (Pechino 北京, Tientsin 天津, Shanghai 上海 e Chongqing 重庆) e due regioni amministrative speciali 特别行政区 (Hong Kong 香港 e Macao 澳门) parzialmente autonome. La Cina rivendica la propria sovranità anche su Taiwan, che a propria volta rivendica la propria sovranità sulla Cina continentale. L'isola è rimasta dal 1949 sotto il controllo del governo della Repubblica di Cina (中華民國 o Taiwan), che precedentemente governava anche la Cina continentale, ed è rivendicata dalla Repubblica Popolare Cinese come provincia di Taiwan. La complessa condizione politica di Taiwan è una delle conseguenze della guerra civile cinese, che ha preceduto la fondazione della Repubblica Popolare Cinese. Con la sua superficie di circa 9 572 900 km², la Cina è il quarto stato più grande del mondo per superficie. Il paesaggio della Cina è vasto e diversificato: va dalle steppe della foresta e i deserti dei Gobi e del Taklamakan nell'arido nord alle foreste subtropicali e umide del sud. L'Himalaya, il Karakorum, il Pamir e il Tian Shan sono le catene montuose che separano la Cina meridionale dall'Asia centrale. Il Fiume Azzurro (长江) e il Fiume Giallo (黄河), rispettivamente il terzo e il sesto più lunghi del mondo, scorrono dall'altopiano del Tibet verso la costa orientale, densamente popolata. La costa della Cina lungo l'oceano Pacifico è lunga circa 14 500 chilometri ed è delimitata dal mare di Bohai, dal mar Giallo, dal mar Cinese Orientale e dal mar Cinese Meridionale. L'antica civiltà cinese, una delle più antiche al mondo, si sviluppò inizialmente nelle pianure comprese tra il Fiume Giallo e il Fiume Azzurro. A partire dall'età del bronzo, verso la fine del II millennio a.C., si ha evidenza di strutture feudali, in cui i nobili si raccoglievano intorno a monarchie ereditarie. Vi sono testimonianze di una casata regnante nella prima metà del I millennio a.C., nota come dinastia Zhou (周朝), il cui declino condusse alla nascita di un discreto numero di regni indipendenti in competizione per il predominio sulla regione (periodo delle Primavere e Autunni, 春秋), con stagioni di conflitto che si fecero particolarmente accese nel periodo che va dall'VIII al III secolo a.C. Nel 221 a.C. lo Stato di Qin sconfisse e conquistò i territori di tutti gli altri Stati combattenti, dando vita al primo impero della storia cinese sotto la guida del primo imperatore cinese Qín Shǐ Huángdì della dinastia Qin (秦朝). Da quel momento il titolo di imperatore della Cina divenne il sinonimo della raggiunta supremazia. La dinastia Qin non durò a lungo, infatti i popoli precedentemente conquistati vennero poco dopo riuniti sotto l'egida della dinastia Han (汉朝, III secolo a.C. - III secolo d.C.). I quattro secoli in cui regnarono i sovrani della dinastia Han sono considerati cruciali per la definizione e l'affermazione della identità culturale cinese, tanto da divenire il termine con cui i cinesi definirono se stessi (con il termine appunto di etnia o popolo han, 汉族). Da allora, la storia cinese ha visto l'alternarsi di periodi di divisione e fasi di unificazione, con conseguenti periodi di frammentazione, contrazione o espansione territoriale, sotto l'egida di diverse dinastie, talora di etnia straniera, come avvenuto nel caso dei mongoli o dei mancesi. L'ultima dinastia fu quella dei Qing, il cui regno si concluse nel 1911 con la fondazione della Repubblica di Cina (中华民国). Dopo la sconfitta dell'Impero giapponese (大日本皇国) durante la seconda guerra mondiale, il Paese fu scosso dalla guerra civile, che vedeva contrapposte le forze nazionaliste del Kuomintang (国民党), il partito che allora deteneva il governo del paese, e le forze facenti capo al Partito Comunista Cinese. Nel 1949 la guerra si concluse con la sconfitta del Kuomintang e la conseguente fuga del governo nazionalista sull'isola di Formosa, nella cui capitale Taipei (台北) ha tuttora sede l'attuale Repubblica di Cina, altresì nota come Taiwan. In seguito alla vittoria conseguita sul continente, il 1º ottobre del 1949 a Pechino le forze comuniste guidate da Mao Zedong proclamarono ufficialmente la nascita della Repubblica Popolare Cinese. Dopo l'introduzione di riforme economiche nel 1978, l'economia cinese è diventata quella dalla crescita più rapida al mondo. A partire dal 2013, è la seconda economia più grande al mondo sia come PIL totale nominale sia per parità di potere d'acquisto; per quanto riguarda solamente il PIL nominale, invece, la Cina ha sorpassato il Giappone, sino ad allora seconda potenza mondiale dal 1987, nel 2010. Nel 2022 il prodotto interno lordo cinese è sui ventimila miliardi di dollari.[8] Essa è anche il più grande esportatore e importatore di merci al mondo. La Cina è ufficialmente uno Stato munito di armi nucleari e ha il più grande esercito permanente del mondo, con il secondo più grande bilancio della difesa. È, inoltre, membro dell'ONU dal 1971, quando ha preso il posto della Repubblica di Cina tra i seggi dei membri permanenti del Consiglio di sicurezza delle Nazioni Unite, e quindi gode del potere di veto. La Cina è anche membro di numerose organizzazioni multilaterali,[9] tra cui l'OMC, l'APEC, il BRICS, l'Organizzazione di Shanghai per la cooperazione, il BCIM[10] e il G20. La Cina, unanimemente riconosciuta come grande potenza dal consesso internazionale, è una potenziale superpotenza secondo un certo numero di accademici e analisti che si occupano di questioni militari, politiche ed economiche. Dissidenti politici e gruppi per i diritti umani hanno denunciato la dittatura del governo cinese per diffuse violazioni dei diritti umani, tra cui repressione politica, repressione delle minoranze religiose ed etniche, censura, sorveglianza di massa e la violenza utilizzata nel reprimere il dissenso, come quella esibita durante le proteste di piazza Tienanmen del 1989.1.Which Part Of The Science Investigatory Project Report Provides A Concise Summary Of The Entire Study? A) Title Page B) Abstract C) Chapter 1: Introduction And Its Background D) Chapter II: Review Of Related Literature And Studies 2.In Which Chapter Of The Science Investigatory Project Report Is The Problem Being Investigated Stated? A) Chapter 1: Introduction And Its Background B) Chapter II: Review Of Related Literature And Studies C) Chapter III: Methodology D) Chapter V: Summary, Conclusion, And Recommendation 3.Where Can You Find The Formulation Of Hypothesis In The Science Investigatory Project Report? A) Chapter 1: Introduction And Its Background B) Chapter III: Methodology C) Chapter IV: Presentation, Analysis, And Interpretation Of Data D) Chapter V: Summary, Conclusion, And Recommendation 4.Which Part Of The Science Investigatory Project Report Explains The Significance And Relevance Of The Study? A) Title Page B) Abstract C) Chapter 1: Introduction And Its Background D) Chapter V: Summary, Conclusion, And Recommendation 5.Which Chapter Of The Science Investigatory Project Report Presents The Scope And Limitations Of The Study? A) Chapter 1: Introduction And Its Background B) Chapter II: Review Of Related Literature And Studies C) Chapter III: Methodology D) Chapter V: Summary, Conclusion, And Recommendation 6.Where Can You Find The Definition Of Terms Used In The Science Investigatory Project Report? A) Title Page B) Abstract C) Chapter 1: Introduction And Its Background D) Chapter III: Methodology 7.In Which Chapter Of The Science Investigatory Project Report Are The Related Literature And Studies Discussed? A) Chapter 1: Introduction And Its Background B) Chapter II: Review Of Related Literature And Studies C) Chapter III: Methodology D) Chapter V: Summary, Conclusion, And Recommendation 8.Where Can You Find The Subject Of The Study In The Science Investigatory Project Report? A) Chapter 1: Introduction And Its Background B) Chapter II: Review Of Related Literature And Studies C) Chapter III: Methodology D) Chapter IV: Presentation, Analysis, And Interpretation Of Data 9.Which Chapter Of The Science Investigatory Project Report Presents The Research Design And Procedure Used? A) Chapter 1: Introduction And Its Background B) Chapter II: Review Of Related Literature And Studies C) Chapter III: Methodology D) Chapter IV: Presentation, Analysis, And Interpretation Of Data 10.In Which Chapter Of The Science Investigatory Project Report Are The Results And Analysis Of The Gathered Data Presented? A) Chapter 1: Introduction And Its Background B) Chapter II: Review Of Related Literature And Studies C) Chapter III: Methodology D) Chapter IV: Presentation, Analysis, And Interpretation Of DataEff..rs of ott.-PoFllat i What woLrld hoppen ro our colnrry i, it is ovetsp.pulored? When our counrry is ov€.-populdted, re @ €xp€ri.nce rh€ foll.wirg: Food is our bdsic h@d. Wh€n th€.Cs an ih.re.se ir populdtion it neans thar hore ,@d is iealed. It rheds ho .naJgh food, rrtrple irll srruggle wirh eddr oth€r in ordeLro €!'r- As o l!fllr, lhde rill be o f@d -- , ond ou, now]nert of on ihdiyiduol fron d c..tair - the move$eni o, on individudl our of o cerrain pla.e which help r€duce ihe populotion of th6t fr Arcih€. b.sic ned is w.ra. Wde. shorroge ocu.s when there is on ircreare of hu,nber of p@ple ro be $pptied. rn owr-popur.t d ore.s, woler is rdior€d, Ir rEB rhoi supplies like ti,tWSS ond ,IWSI can'i $pply enoish worer. Do you hdve enough supply of sai.. in your oreo? Aside f.om food alld worer, shelier is olso ohe o, our inportant heeds. As the populoiion ihcre.!e!, building n.w hoLr!€s or rhelt€r is limit.i. To find solulion to this prcbl€n, some goverihent og.ncies dnd orhs non{ov€Ihrehl offi.iofs (N6O) .onvefied sot@ ti.elields, du,np site. dnd nountcirlr inlo flbdivisions dnd relidentiols. Sut whot uould be ths effect o{ coMrtiig .i@fields to .6id€nri6l uits in our food supply? z , 2 Z Z :'", becouse there ore no enough space for prcpex garbage dkposol. ^s o r€sulr, sore peoPle lend to ihrow'their gorbdge onywh.f€. oorbdge baones brc{niry ond rursing ground of iEecrs and onidols ihot @se horm ro pe.ple. Dec.yiry garboge olso produces r,hpleaiant odor ard ehen burn if pmduces pois.nour qds @lled nelhohe As ihe populdtion incr€a3*, the 9d6.9e dso incraes. nris is T't ,,8 T H Wha you de living in on oa-populdi.d pla@, you moy oqaiae halrh prcblerns. Ir is be@@. the woi.r srpply is limit.d ihct will l..d you to poor hygi.ni. hobirs. In plo.4 like rhis, the surrouhdiigs naybe uniidy. o focrorthoi @uld oko cfFe.t your h4l'th. The common oilments rhot yd @uld oc$rire in ovesfDpllar€d ploces ore bEnchil is, o5l hnq. diqrrha and rube.culosis. 7,\ ,\\ \1" 6. Lnck of Herlrh sarvice llosi Pelple in 6n oM-populci€d 6ra 90 ro rubli. heilrh @trtas ond governhent hospirols be6u.e ii prcvides fr@ @Eulrorion oid los @sr rEdicdrions. A3 a ..suli, lh€s€ gow.nnenr dg€rciB b.@ne itud.4$re in mcetiig ihe n eds b..ou!€ df ihsrffici€nr funds. Lock of medicol personnel ,o odmaiisi€I is also s problen in mosr hosptols ev€n rhere or. od.audtc supply of hedicire!. 7_ Do you how wlry rhe crim€ roi€ hexs ih becdur€ fiDre pe.ple o.e fnJrrct€d d@ ro sLffici€.i naE io supp.rr their forniliG. ouf country inclY{ses? If is uh.mploym€ni dnd hdve no arinet .re u$dv gr€{rer ia dn dq-popltdled ra whq. tl, , a, v, tlr I E. Air ard Wat€r Pollutioh How dir be.o'nes pollut€d? I11€ dir b@'n€s p.llurn be.4ne of rhe hormfolgoees thot ser. produ.4 by the fdciori€s and vehicles. Itete {octories ond whi.l6 @ fuel ro run nochiB ond .JBin6. In ,h€ prc.ess, they give our Cdrboh Dioxide ond other ho.6ful gars.r such 6 Nittugei Oxide, Corbon l oioxide dnd Le.d iiio the oir. Do you know whot .ontdbute io ihe incr€asing number of whides qnd foctories? It is ihe inc.6e o, populdtion. As whdt I hove dis.!sse!, wirh a lihired sra.e 9@bd9e disposalie one of the problens thot .o!ld ise i, dh o!er-pop!,.t€d ploce. exn,jple ot thie orc rhos€ pelpl€ livi,rg oh the raverside teid 'ro ,hrou, lheir gEr&ge Hde you seen 'th. P6si9 river or the Tulyahan river? Did you {ind it Whdr do you think i! ihe eff€.t of ihis ih the.re4iures sho lives ih Ahothd f6do.s thal could.on rlbule to wdtd pollutioh dre oil s?ills, gorbqg€ fro,n boa, or ships ahd som€ ihdust.iol wosre. 9. Ite l@96f p4.enroge group. Individuols who orc this grclp. of olr popllarioh is compos.n of the working @pobla of s'rpporting ,heir fomilies nok !-up Though rhas group hol& the lojgeei percenroge of d. populaiion, rhis olso becomer one o{ oveFpopulored probl€]ns b€4use there ore rc jobs awildble fo. oll of iha10. Erergy Shortdge ltere will be on energy shortdge iJ ihe populdtion incre63"l be.dise rhe d.,nand i. €le.iriciry is high. Why is thai wh.n th. PoPqldion inclE.g, rhe d4ord in el4tricity is high? Ir B be.ouse there $,ould be 8to.e hdsat dnd blildirys to lighr ond nore el?riric oPPliohces ro run. rt.6rcznho!3.Ef+ed Whor is rhe grernho@ eff€.r? In whoi say il c.uld offect c2 6re.hhG. effed is rhe wdrniltg of rhe drltlosphee. lvhen the 5un worft rhe.nrrh s1jrf.@, sone of rhe h@r go€J bo.k ro rhe ornos?herc. Air an the dtnDsphere which is C@boi Dioxid. ,rops ihe heot 6hd it mok6 the a.th very worm. As ihe populdtion coniinuou!|,l gtol4 , the gt@rl$use etfe.t b@res no.e visible. Ir is becaosu ,hera ore mo.e focrories snd whicl.s iha, produce wdst€s ond fuma5 which cduses more C{.bo. Diodde ir the ormosphere. As a rcsutt, ,herc eiould be nore h4, ,rop in the ornosphere uhich osk6 th. @ih nuch wornerIf this will hoppen continuously, ,h€ fish ih th€ ocah *ill di€, ricerields/f@mlands will dry too due to lh€ wcm clitnole 12. Destruction of rhe Ozone Loyer A5 whot you hove l@med lrheh you de in v5-6, rhot the qzore ldver is 'the proiecrive loy€. of the olnosPhd€. ft protects us {rom the homful effects of ultrdviolei rays of the su. Do you khow ,hot our Ozore lol€t q4. dQ4tt\!ci.d? Il olreadY hod holes lhai dllow the ulrroviolet rdys to .4dt ihe @rrh. How do6 this hdpPei? Does th. in rc$e of poPuldioh h@€ sonething 'to do tr,lh ir? Yes, rhe I6i grov/irts PoPuldiion .odribuied o lot be@use 6 th' populotion incre3es, rhe u5e of refrigerd'tors, d€rosol lProvs 6nd pl4srics 6bo ihcre&s6. The sid producls coiiojn chemicol called Chlorofluorocdrbons (CFCS) which is mix wafh ihe dir in ihe ormosPher€. As o resulr. ihe hcrmfirl chernicol r€oches the Prolectiw ldver dnd lhrowh. hole in {hid ult@iolzi cahders aid cai4.ct3 ,F.*Y.iis hi!586$q€9.7,- Ho$ doas dcid rdin form? Is cid roii hdmful ro rEn? In the prcvious dis.ussions, yodt€ t.on€d rhd more vel .1e3 dnd fdctori€s or€ necded fo het the iii:.e.siry number o{ P@Pla. Lefs now fihd af hd f@tot.i€s dnd vehicle! .ontribure in the forrEtion of ocid When foctories 6nd whi.ler give off woste gd..3 ,hot will ,nix on lhe noisture i. rhe oir, it will ihen Produ.e sulPhu.i. ocld dnd Nitri. o.id. 'Ihe clol,Jd folb will ,h€h obsorb rhese ccids ond ehei ihe clold f.lls os .oin, ih. ccid is ahady Pdrr of itU/ha d.id ftin falls oh lok"!, ,46 or ocan ih€ fish sill die d.d if h fdlls oh fopnlonds,lhe pldni. together oith the soil B desrroyed. When you inhole dir with Niiric acid, your blood will los. irs @pobilily io fonspori Oxyg€h to your diff€.ai bodY Po.i3. ScieniisB include other rorns oJ dcidic pr€cipiigrion. Thes€ drc nisi, Do you krcw ihot Nuclerr power slotionr Use .adiodctive ,ndie.ials in producirE fuels, yet, rhey do and those .odioactiw rndlqlotE gi\e otf radio'ting en.rgy thoi is harmrul 'to livirq thilEs. wlren rodiotion enlert ihe body ot living things it {ill srq rhere for o lorg ,eriod of ri'ne. Exonple fhe rodiqtion vG srilled to the c.m. Then rhe @rn will be aie by rhe chicken, the .odiotion o the c.rn 'rill also 'tronsf€r to the chi.k€n. Wha on individuol als ihe nat of the chickeh sith mdiarion, helshe rill .ko oblorb ihe rodi@.tirc mtaid that will destrcy hB/her .€lls ond ruket hnn/hd si.r. Over-populoiion .on leld to food shoridg€, wdter shorroqe, housiB probl€ms, qdrbog€ probl€rs, lock of halrh sdi.e. tisa ol clit@ rote, oir ond woi€r pollution, uhanpl6ynat, eiergy 5horr69e, grenhoq3€ efreci, desrruction o( th. ozo@ lat/e?, rci.l roi. olld e.l€d. wattaGUIDELINES ON THE ESTABLISHMENT AND IMPLEMENTATION OF THE RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM IN THE DEPARTMENT OF EDUCATION I. Rationale 1. The Civil Service Commission (CSC), through the issuance of Memorandum Circular (MC) No. 06, series of 2012, sets the guidelines on the establishment and implementation of the Strategic Performance Management System (SPMS) in all government agencies. The SPMS gives emphasis to the strategic alignment of the agency’s thrusts with the day-to-day operation of the units and individual personnel within the organization. It focuses on measures of performance vis-a-vis the targeted milestones, and provides a credible and verifiable basis for assessing the organizational outcomes and the collective performance of the government employees. 2. As a learner-centered institution, the Department of Education (DepEd) is committed to continuously improve itself to better serve the Filipino learners and the community. The adoption of the SPMS in DepEd strengthens the culture of performance and accountability in the agency, with the DepEd’s mandate, vision and mission at its core. 3. There is a need to concretize the linkage between the organizational thrusts and the performance management system. It is important to ensure organizational effectiveness and track individual improvement and efficiency by cascading the institutional accountabilities to the various levels, units and individual personnel, as anchored on the establishment of a rational and factual basis for performance targets and measures. Finally, it is necessary to link the SPMS with other systems relating to human resources and to ensure adherence to the principle of performance-based tenure and incentives. 4. In view of the above, this Order aims to adopt the SPMS as the Results-based Performance Management System (RPMS). II. Scope of Policy 5. This DepEd Order provides for the establishment and implementation of the RPMS in all DepEd schools and offices, covering all officials and employees, school-based and non school-based, in the Department holding regular plantilla positions. It stipulates the specific mechanisms, criteria and processes for the performance target setting, monitoring, evaluation and development planning. IV. Policy Statement 9. The DepEd hereby sets the guidelines on the establishment and implementation of the Results-based Performance Management System (RPMS) in the Department, stipulating the strategies, methods, tools and rewards for assessing the accomplishments vis-a-vis the commitments. This will be used for measuring and rewarding higher levels of performance of the various units and development planning of all personnel in all levels. 10. For non school-based personnel, the RPMS shall provide for an objective and verifiable basis for rating and ranking the performance of units and individual personnel in view of the granting of the Performance-Based Bonus (PBB) starting 2015. 11. For school-based personnel, the RPMS shall be used only as an appraisal tool, which shall be the basis for training and development. The granting of PBB shall be governed by the existing PBB guidelines. 12. The Department shall adopt the RPMS framework shown in Annex B. 13. The DepEd RPMS shall follow the four-stage performance management system cycle as prescribed by the CSC: i. Performance planning and commitment (Phase I); ii. Performance monitoring and coaching (Phase II); iii. Performance review and evaluation (Phase III); and iv. Performance rewarding and development planning (Phase IV). V. Performance Cycle/Process 14. The RPMS shall align the performance targets and accomplishments with the Department’s mandate, vision, mission and strategic goals. It shall ensure 100% results orientation vis-a-vis the planned targets. On the other hand, the ratee’s demonstration of the required competencies shall be monitored for developmental purposes only. 15. The RPMS cycle shall cover performance for one whole year. All school-based personnel shall follow a performance cycle starting in April of the current year and ending in March of the following year; while non school-based personnel shall follow a performance cycle starting in January and ending in December. Annexes C and D illustrate the performance cycles which shall apply to school-based and non school-based personnel, respectively. 16. The performance planning and commitment shall be done prior to the beginning of the performance cycle; while the performance monitoring and coaching shall take place immediately after Phase I, and continue throughout the performance cycle. The performance review and evaluation, as well as the performance rewarding and development planning shall be done at the end of the performance cycle. A. Phase I: Performance Planning and Commitment 17. The performance planning and commitment shall be done prior to the start of the performance cycle where the rater meets with the ratee to discuss and agree on the following: i. Office KRAs, Objectives and Performance Indicators as anchored to the overall organizational outcomes; and ii. Individual KRAs, Objectives and Performance Indicators as anchored to the Office KRAs and Objectives. 18. The Office Performance Commitment and Review Form (OPCRF) shall be accomplished by the head of office to reflect the Office KRAs, Objectives and Performance Indicators. The head of office, in coordination with the Planning Office, shall ensure alignment of the office plans and commitments to the overall organizational outcomes. The OPCRF shall be equivalent to the IPCRF of the head of office. A sample of the filled out OPCRF, including the instructions for accomplishing the form, is shown in Annex E. 19. The Individual Performance Commitment and Review Form (IPCRF) shall be accomplished by the individual personnel to reflect the agreed Individual KRAs, Objectives and Performance Indicators. A sample of the filled out IPCRF, including the instructions for accomplishing the form, is shown in Annex F. 20. Defining the Key Result Areas. The head of office, in coordination with the Planning Office, shall define the office KRAs as anchored on the overall organizational outcomes. The rater and the ratee shall discuss and agree on the break down of the office KRAs into individual KRAs. Three (3) to five (5) KRAs shall be defined for each office and individual employee. KRAs are broad categories of general outputs or outcomes. It is the mandate or function of the office and/or individual employee. The KRA is the reason why an office and/or job exist. It is an area where the office and/or individual employee are expected to focus on. 21. Setting the Objectives. The head of office shall set three (3) objectives per office KRA. The rater and the ratee shall discuss and agree on three (3) objectives per individual KRA. Objectives are specific tasks, which an office and/or employee need to do to achieve their specific KRAs. In objective setting, the SMART criteria, which stands for Specific, Measurable, Attainable, Relevant, Time Bound, shall be applied. The SMART criteria are illustrated in Annex G. 22. Setting the Timeline. The timeline shall define the target date for accomplishing each of the Objectives. The timeline for the office Objectives shall be set by the head of office in coordination with the Planning Office and School Planning Team; while the timeline for the individual Objectives shall be discussed and agreed by the rater and the ratee. 23. Assigning the Weight. Assigning of weights shall be done per KRA. Weights for each office KRA shall be assigned by the head of office in coordination with the Planning Office; while the weights for each of the individual KRAs shall be discussed and agreed upon by the rater and the ratee. 24. Identifying the Performance Indicators. Using a five (5)-point rating scale, the head of office shall identify a performance indicator for each of the office objectives, while the rater and the ratee shall identify and agree on the performance indicator for each of the individual objectives. Performance indicators are exact quantification of objectives expressed through rubrics. They are assessment tools, which gauge whether a performance is positive or negative. In identifying the performance indicator, the operational definition or meaning of each numerical rating shall be indicated under each relevant dimension (i.e., quality, efficiency, or timeliness) per performance target or success indicator. This shall ensure that the rating is objective, impartial and verifiable. Table 1 below discusses the performance measures by which the indicator must satisfy. Table 1. Performance Measures CATEGORY DEFINITION Effectiveness/Quality The extent to which actual performance compares with targeted performance. The degree to which objectives are achieved and the extent to which targeted problems are solved. In management, effectiveness relates to getting the right things done. Efficiency The extent to which time or resources is used for the intended task or purpose. Measures whether targets are accomplished with a minimum amount or quantity of waste, expense, or unnecessary effort. Timeliness Measures whether the deliverable was done on time based on the requirements of the rules and regulations, and/or clients/stakeholders. Time-related performance indicators evaluate such things as project completion deadlines, time management skills and other time-sensitive expectations. Some Performances are only rated on quality and efficiency, some on quality and timeliness, and others on efficiency only. You need not use all three (3) categories. 25. Demonstration of Competencies. During Phase I, the rater shall discuss with the ratee the competencies required of the individual personnel. Competencies are defined as the knowledge, skills and behavior that individuals demonstrate in achieving one’s results. Competencies shall uphold the DepEd’s core values. They represent the way individuals define and live the values. 26. DepEd shall adopt four classes of competencies as follows: i. Core behavioral competencies are competencies, which cut across the organization; ii. Leadership competencies are competencies intended for managerial positions; a. Third level officials b. Chiefs and Assistant Chiefs c. School Heads and Department Heads iii. Staff Core Skills are competencies intended for staff and teaching-related personnel; and iv. Teaching competencies are competencies intended for teachers. The DepEd-required competencies are illustrated in Annex I. 27. The ratee’s demonstration of the required competencies shall be monitored to effectively plan the interventions needed for behavioral and professional development. The assessment in the demonstration of competencies shall not be reflected in the final rating. 28. Reaching Agreement. Once the office and individual KRAs, Objectives and Performance Indicators are clearly defined, the rater and the ratee shall commit and reach an agreement by signing the OPCRF and IPCRF. The signed/approved OPCRF and IPCRF shall be the basis for monitoring and assessment, which shall take place in Phases II and III, respectively. B. Phase II: Performance Monitoring and Coaching 29. The performance monitoring and coaching shall commence after the rater and the ratee commit on the KRAs, Objectives and Performance Indicators, and sign the OPCRF and IPCRF. This shall be done throughout the year. 30. The two (2) main components of Phase II are the following: i. Performance monitoring; and ii. Coaching and feedback. 31. Performance monitoring shall provide key inputs and objective basis for rating. It shall facilitate feedback and provide evidence of performance. Performance monitoring shall be the responsibility of both the rater and the ratee who agree to track and record significant incidents through the use of the Performance Monitoring and Coaching Form (PMCF) shown in Annex J. Significant incidents are actual events and behaviors in which both positive and negative performances are observed and documented. 32. Coaching and feedback shall be a continuous process. Coaching and feedback shall be provided by the rater and/or shall be sought by the ratee to improve work performance and behavior. The rater, as the coach or mentor of the ratee, playing a critical role in the performance monitoring and coaching, shall provide an enabling environment and intervention to improve the office performance and to manage and develop individual potentials. 33. The PMCF shall capture the significant incidents. It shall provide a record of demonstrated behaviors, competencies and performance, and shall be an effective substitute in the absence of quantifiable data. The rater and the ratee shall sign each significant incident recorded in the PMCF to ensure that agreement has been reached. C. Phase III: Performance Review and Evaluation 34. The performance review and evaluation shall be done at the end of the performance cycle to assess the office and individual employee’s performance level based on the commitments and measures as contained in the signed OPCRF and IPCRF. 35. A mid-year review is prescribed to determine the progress in achieving the Objectives. In exceptional cases, and only if the situation warrants, a one-time recalibration of office and individual Objectives shall be allowed during the mid-year review. Exceptional cases shall include instances when high level decisions are taken into effect such as changes in strategic directions, and circumstances beyond the control of the ratee such as natural and/or man-made calamities, including typhoon, earthquake and other fortuitous events. During the mid-year review, the rater shall inform in writing the ratee of the status of performance, in case of an Unsatisfactory or Poor performance. Coaching, feedback and appropriate interventions shall be provided where necessary. 36. The RPMS shall put premium on KRAs towards the realization of organizational vision, mission, strategic priorities and the OPIF logframe. Hence, rating for planned and/or intervening tasks shall always be supported by reports, documents or any output as proofs of actual performance. In the absence of said bases or proofs, a particular task shall not be rated and shall be disregarded. 37. Office and Individual Performance Assessment. The head of office, in coordination with the Planning Office, shall assess the performance of the office vis-a-vis the committed targets at the beginning of the performance cycle. The rater and the ratee shall discuss and agree on the individual assessment based on the actual accomplishments of each of the KRAs and Objectives. The final rating shall be based solely on the accomplishment of the specific objectives as measured by the Performance Indicators. The OPCRF and IPCRF shall be accomplished and completed by the rater and the ratee to: i. Reflect actual accomplishments and results; ii. Rate each of the objectives; iii. Compute for the score per objective; iv. Determine the overall rating for accomplishments; v. Reach an agreement; and vi. Assess the competencies. 38. Initial self-rating shall be encouraged prior to the rater-ratee discussion. 39. Third Level Officials, as heads of offices, shall accomplish the OPCRF for submission to the Planning Office. The individual assessment of Third Level Officials shall be contained in the CESPES Forms for submission to the Career Executive Service Board (CESB). The BHROD and Personnel Division shall be furnished a copy of both forms. 40. Actual Results. The rater and the ratee shall discuss and agree on the actual accomplishments and results based on the performance commitments and measures made at the beginning of the rating period. They shall evaluate each objective whether it has been achieved or not. The significant incidents as reflected in the PMCF shall be considered for the actual results. 41. Rating the Objectives. Based on the actual accomplishments and results, each of the Objectives shall be rated using the rating scale specified below: Table 2. The RPMS Rating Scale NUMERICAL RATING ADJECTIVAL RATING DESCRIPTION OF MEANING OF RATING 5 Outstanding Performance represents an extraordinary level of achievement and commitment in terms of quality and time, technical skills and knowledge, ingenuity, creativity and initiative. Employees at this performance level should have demonstrated exceptional job mastery in all major areas of responsibility. Employee achievement and contributions to the organization are of marked excellence. 4 Very Satisfactory Performance exceeded expectations. All goals, objectives and targets were achieved above the established standards. 3 Satisfactory Performance met expectations in terms of quality of work, efficiency and timeliness. The most critical annual goals were met. 2 Unsatisfactory Performance failed to meet expectations, and/or one or more of the most critical goals were not met. 1 Poor Performance was consistently below expectations, and/or reasonable progress toward critical goals was not made. Significant improvement is needed in one or more important areas. The final assessment shall correspond to the adjectival description of Outstanding, Very Satisfactory, Satisfactory, Unsatisfactory or Poor. The range of adjectival rating is as per attached in Forms A, B, and C. 42. Process for Computing the Score per KRA. i. The rater and ratee shall ensure that each KRA has been assigned weight according to priority. ii. As an option, the rater and ratee may assign weights to objectives which shall be equal to the total weight assigned to a particular KRA. KRA 1 – Weight assigned is 40% Objective 1 is 20% Objective 2 is 10% Objective 3 is 10% iii. The score per KRA shall be computed using the following formula: 43. Plus Factor. The plus factor shall be considered as another KRA. These are value adding accomplishments, which are not covered within the regular duties and responsibilities. The weight on the plus factor shall not exceed the weight of the highest mandated KRA. For teachers, the plus factor shall be limited to work/activities, which contribute to the teaching-learning process. 44. Determining the Overall Rating for Accomplishments. The overall rating/assessment for the accomplishments shall fall within the following adjectival ratings and shall be in three (3) decimal points: Table 3. Adjectival Ratings RANGE ADJECTIVAL RATING 4.500-5.000 Outstanding 3.500-4.499 Very Satisfactory 2.500-3.499 Satisfactory 1.500-2.499 Unsatisfactory below 1.499 Poor 45. Reaching Agreement. Upon determining the overall rating for the actual accomplishments and results, the rater and the ratee shall reach an agreement by signing the OPCRF and IPCRF. The average rating of individual staff members should not go higher than the collective performance assessment of the office. 46. Assessing the Competencies. The rater shall discuss with the ratee the set of competencies observed during the performance cycle. The competencies shall not be reflected in the final rating. Competencies shall be monitored for developmental purposes. In evaluating the individual’s demonstration of competencies, the rating scale in Table 4 shall apply: Table 4. The DepEd Competencies Scale SCALE DEFINITION 5 Role model 4 Consistently demonstrates 3 Most of the time demonstrates 2 Sometimes demonstrates 1 Rarely demonstrates 5 (role model) – all competency indicators 4 (consistently demonstrates) – four competency indicators 3 (most of the time demonstrates) – three competency indicators 2 (sometimes demonstrates) – two competency indicators 1 (rarely demonstrates) – one competency indicator D. Phase IV: Performance Rewarding and Development Planning 47. The results of the performance review and evaluation shall be used in performance rewarding and development planning. This phase shall be done after Phase III. 48. The rater shall discuss and provide qualitative comments, observations and recommendations in the individual employee’s performance commitment, competency assessment and significant incidents which shall be used for training and professional development. These can be written under the strengths and development needs column of the Part IV-Development Plans of the IPCRF. 49. The rater and the ratee shall identify and discuss the individual’s strengths and development needs, and reflect them in the Part IV-Development Plans of the IPCRF. The competencies which the ratee demonstrated consistently and the areas, where the ratee meet or exceed expectations shall be referred to as the ratee’s strengths. The competencies, which the ratee rarely demonstrates and the areas where the ratee has room for improvement and has not met the expectations, shall be identified as the ratee’s development needs. Make a situational SOLO-based questions in the context of school leadershipI. Définition L'appel d'offres est donc une procédure par laquelle un acheteur public choisit l'offre économiquement la plus avantageuse, sans négociation, sur la base de critères objectifs préalablement définis Son but est de mettre en concurrence plusieurs entreprises privées pour obtenir la meilleure offre possible. Les caractéristiques principales sont les suivantes : • Absence de négociation : L'acheteur sélectionne l'offre uniquement sur la base des propositions reçues, sans négociation avec les candidats • Critères objectifs : La sélection se fait selon des critères définis à l'avance et communiqués aux candidats • Transparence : Les appels d'offres publics sont soumis à des règles strictes de publicité et de transparence Ce principe d’appel d’offre garantie donc l’égalité de traitement des entreprises privées candidates et une certaine transparence. II. Les différentes formes d’appel d’offres Il existe deux formes principales d'appels d'offres dans les marchés publics : • Appel d'offres ouvert : Toute entreprise intéressée peut répondre à l’appel d’offre • Appel d'offres restreint : Seuls les candidats présélectionnés par l'acheteur sont autorisés à soumettre une offre. Cette procédure est particulièrement adaptée aux marchés complexes ou spécialisés, où l'acheteur souhaite présélectionner les entreprises les plus qualifiées avant d'examiner leurs offres en détail. III. Les objectifs pour une PME de prospecter des nouveaux marchés via les appels d’offres Il y a plusieurs objectifs pour une entreprise de prospecter de nouveaux marchés : – trouver de nouveaux clients ; – garantir le développement de l’activité de l’entreprise ; – compenser l’érosion du portefeuille clients existant ou remplacer les clients peu ou pas rentables Ainsi, au-delà du simple gain commercial, les appels d'offres représentent un véritable levier stratégique de développement pour les entreprises, quelle que soit leur taille. IV. La procédure de réponse aux appels d’offre 1. Les étapes principales Voici les principales étapes pour répondre efficacement à un appel d'offres : • Identifiez les appels d'offres pertinents • Activez des alertes automatiques sur les plateformes dédiées • Téléchargez le Dossier de Consultation des Entreprises (DCE) • Analysez minutieusement le cahier des charges et le règlement de consultation • Préparer la réponse soit constituez le dossier de candidature avec les documents administratifs requis • Transmettre la réponse soit déposer le dossier complet sur la plateforme de dématérialisation avant la date limite • Suivre la réponse : en cas de rejet, demandez un retour pour identifier les points d'amélioration 2. La consultation des appels d’offre Les PME doivent d’abord identifier les appels d'offres pertinents. Cela peut se faire par : • Les réseaux professionnels : Participer à des salons, des conférences et des événements réseaux aide à découvrir des opportunités. • La veille : S'abonner à des bulletins d'information et des alertes sur les marchés pertinents. • La consultation de plateformes en ligne : De nombreux sites web répertorient les appels d'offres publics, utilisateur aux PME de filtre par secteur et localisation. L’assistant(e) de gestion dispose de plusieurs sites de marché publics Voici les principaux sites français pour consulter les appels d'offres publics : Les Sites officiels : BOAMP (Bulletin Officiel des Annonces des Marchés Publics) : C'est le site officiel qui publie les appels d'offres de l'État, des collectivités territoriales et des établissements publics PLACE (Plateforme des Achats de l'État) : C'est la plateforme de dématérialisation des marchés publics de l'État. La publication y est obligatoire pour les marchés de l'État à partir de 40 000 € HT JOUE (Journal Officiel de l'Union Européenne) : Il publie les appels d'offres européens Les plateformes privées : France Marchés : Ce portail agrège les appels d'offres de plus de 300 journaux régionaux, du BOAMP, du JOUE et de plus de 1000 sites d'acheteurs publics Marchés Online : Cette plateforme donne accès à l'ensemble des appels d'offres publiés, quel que soit le secteur d'activité E-marchespublics : Ce site permet d'accéder aux appels d'offres publiés sur diverses sources comme le BOAMP, le JOUE, la presse et les profils d'acheteurs Les Autres sources : Journaux d'Annonces Légales (JAL) : Environ 540 journaux en France sont habilités à publier des annonces légales, dont les appels d'offres Sites internet des administrations publiques : La plupart des administrations publient leurs appels d'offres directement sur leur site internet Presse spécialisée : Certaines revues sont spécialisées dans les appels d'offres de leur département ou région Pour une veille efficace, il est recommandé d'utiliser des outils de veille électronique ou de s'abonner aux alertes proposées par ces différentes plateformes. Cela permet de recevoir automatiquement les appels d'offres correspondant à vos critères de recherche 3. Les candidatures d’appels d’offre Pour concourir à un marché public, il est possible de se présenter seul, de présenter une candidature groupée avec plusieurs entreprises : • La candidature seule : l'entreprise se présente pour exécuter personnellement le marché. Elle a la capacité technique et financière d’exécuter seule et dans son entier le marché. • Le groupement : le groupement conjoint (l’entreprise n'est responsable que de la part du marché qu'elle exécute) ou le groupement solidaire : (chaque membre du groupement est engagé financièrement pour la totalité du marché. Cela signifie que tous les membres sont collectivement responsables de l'exécution complète du contrat). 4. La réponse à l’appel d’offre La réponse à un appel d'offres doit contenir les éléments suivants : • une lettre de présentation : Présenter brièvement l'entreprise et son intérêt pour le projet. • une proposition technique : Détails sur la façon dont le projet sera réalisé soient les méthodes et leurs chronologies. • Une proposition financière : faire une estimation des coûts et des conditions de paiement Le dossier de réponse étant l’interface entre la PME et le donneur d’ordre, il convient de lui apporter le plus grand soin. Il faut donc préparer le dossier de réponse et remplir le document unique de marché européen appelé DUME : déclaration sur l'honneur standardisée et électronique utilisée dans les procédures de marchés publics Le certificat électronique est un élément essentiel pour répondre aux appels d'offres publics dématérialisés. Voici les principaux points à retenir : Depuis le 1er octobre 2018, la dématérialisation est obligatoire pour les marchés publics supérieurs à 40 000 € HT Dans ce cadre, une signature électronique valide est requise pour signer les documents de réponse aux appels d'offres. L'utilisation d'un certificat électronique pour les appels d'offres présente plusieurs avantages : Gain de temps dans les échanges avec les acheteurs publics Économies sur les frais d'impression et d'envoi Sécurisation accrue des documents transmis Possibilité de signer à distance Les certificats électroniques pour répondre aux appels d'offres sont délivrés par des prestataires de services de confiance qualifiés, conformes au règlement européen eIDAS et au Référentiel Général de Sécurité (RGS) français. Les principaux émetteurs de ces certificats sont : CertEurope ChamberSign France Certigna (filiale de Docaposte) Dhimyotis Universign La date limite de réception des offres (DLRO) est un élément crucial dans le processus des appels d'offres pour les marchés publics. La DLRO, également appelée date limite de remise des offres ou des plis, correspond à la date et l'heure limites auxquelles les candidatures ou offres doivent être reçues par l'acheteur public1 Le délai commence le lendemain de la date d'envoi de l'avis d'appel à la concurrence par l'acheteur. Dans cette démarche, l’entreprise peut réaliser un tableau de suivi des appels d’offres dont voici un exemple : 5. La réponse à l’appel d’offre Une fois la décision prise, l'acheteur doit envoyer une notification officielle à l'entreprise retenue. Cette communication doit être faite par écrit, généralement par lettre recommandée avec accusé de réception ou par voie électronique sécurisée. Tout candidat évincé peut demander par écrit des informations complémentaires sur les motifs du rejet de son offre. L'acheteur doit alors répondre dans un délai de 15 jours en fournissant : • Les motifs détaillés du rejet de la candidature ou de l'offre • Les caractéristiques et avantages de l'offre retenue • Le nom de l'attributaire V. Le paiement des marchés en appel d’offres Le délai maximal de paiement est généralement de 30 jours. Ce délai est porté à 50 jours pour les hôpitaux et 60 jours pour les entreprises publiques. . Le paiement intervient après constatation du "service fait", c'est-à-dire une fois que la prestation a été réalisée et vérifiée conforme par l'acheteur public Des avances et acomptes peuvent être versés : L'avance est obligatoire pour les PME sur les marchés de plus de 50 000 € HT et d'une durée supérieure à 2 mois. Elle représente 20% du montant pour l'État, 10% pour les autres acheteurs publics Les acomptes sont versés tous les 3 mois maximum, ou tous les mois pour les marchés de travaux avec des PME EVALUER LE RISQUE CLIENT I Les enjeux liés au risque client II la prise de renseignements pendant la phase commerciale III L’évaluation de la solvabilité d’un prospect ou client 1. A partir du bilan comptable 2. A l’aide d’indicateurs internes IV Les outils d’évaluation des risques I Les enjeux liés au risque client 1. Définition et critères de risques On entend par risque client l’ensemble des situations dans lesquelles le client pourrait compromettre la pérennité du fournisseur. Quelques critères permettent de repérer le risque client : - la taille et l’âge de l’entreprise - le produit qu’elle propose, - son client avec ses propres clients (la sous traitance par exemple induit un lien de dépendance) - le secteur sur lequel elle évolue - la concurrence qu’elle subit - et le montant de ses disponibilités On peut ainsi répartir les degrés de risque : 2. Les impayés clients : première cause de faillite des entreprises Par principe, l’entreprise dépense avant d’encaisser. En accordant des délais de paiement, elle se prive de trésorerie. Elle a alors un besoin en fonds de roulement (BFR), c'est-à-dire besoin de disposer d’une trésorerie d’avance. Tout retard de paiement engendre donc une augmentation du BFR que l’entreprise n’est parfois plus en état de couvrir (découvert bancaire).Lorsque le client est insolvable, c’est un manque de trésorerie qui pèse sur l’entreprise et donc sur sa pérennité. La PME limite donc les risques si certains de ses clients payent comptant. Les entreprises activent donc plusieurs stratégies pour faire face à leurs impayés : 29% gèrent les relances en interne, 24% négocient des facilités de caisse avec leur banque et 19% négocient avec les fournisseurs. II la prise de renseignements pendant la phase commerciale L’entreprise qui souhaite conclure un contrat avec un prospect professionnel peut consulter un certain nombre de documents disponibles auprès d’organismes. Les organismes les plus sollicités sont : - la greffe du tribunal de commerce : elle délivre gratuitement des informations sur les entreprises immatriculées au registre du commerce et des sociétés telles que les statuts, les comptes annuels, l’état d’endettement, l’extrait kbis. L'extrait Kbis représente la véritable « carte d'identité » à jour d'une entreprise immatriculée au Registre du Commerce et des Sociétés (RCS). - les sociétés spécialisées fournissent des informations commerciales et financières, des documents comptables et des analyses payantes permettant de vérifier l’état de santé des entreprises : - les cabinets de recouvrement et sociétés d’assurance : ils réalisent des enquêtes de solvabilité et émettent un avis sur le risque de défaillance sous forme de score ou de note. - Les banques : les entreprises sont notées par les banques. La cotation de la banque mesure la capacité de l’entreprise à honorer ses engagements financiers sur 3 ans. Grâce à cette cotation, la PME peut ainsi , par l’intermédiaire de la banque, vérifier si le prospect ou client est solide financièrement. III L’évaluation de la solvabilité d’un prospect ou client La solvabilité correspond à la capacité de l’entreprise à faire face à ses engagements à long terme. L’entreprise est solvable si la valeur de ses actifs (immobilisations, créances, stocks et disponibilités) est supérieure à ses emprunts et dettes. Une entreprise peut être solvable mais peut manquer de liquidités, c'est-à-dire d’argent disponible au quotidien. La liquidé mesure donc la capacité de l’entreprise à faire face à ses engagements à court terme. 1. A partir du bilan comptable Le bilan comptable fournit des indications sur la santé financière de l’entreprise prospect Les définitions que vous devez maitriser : • Pour l’actif : C’est quoi une Immobilisation ? La notion d'immobilisation intègre l'ensemble des biens durables détenus par une entreprise sur plus d'un exercice comptable et qui ne sont pas destinés à la revente. Les immobilisations financières correspondent aux actifs financiers d'utilisation durable possédés par l'entreprise. Il s'agit notamment des titres de participation, des prêts accordés… Les immobilisations incorporelles comprennent les frais d'établissement, les frais de recherche et développement, les concessions, brevets, licences, marques, logiciels et autres droits similaires, le droit au bail, le fonds commercial. Une immobilisation corporelle correspond à un actif physique que l’entreprise entend utiliser au-delà de la clôture de l’exercice comptable en cours : les terrains, les constructions, l’agencement et les installations générales, l’outillage, le matériel, les véhicules, le mobilier et les équipements informatiques. Que signifie disponibilités ? Le poste "Disponibilités" est constitué des montants détenus en caisse (pièces et billets que l'entreprise possède) et des avoirs en banque (argent détenu sur les comptes bancaires de l'entreprise). On utilise également le terme de trésorerie. C’est quoi une valeur mobilière de placement ? Ce sont des titres financiers, actions ou obligations. En comptabilité, elles correspondent aux excédents de trésorerie placés par l'entreprise. • Pour le passif : Que signifie capitaux propres ? Les capitaux propres sont les ressources financières que possède l'entreprise Le capital social d’une entreprise est égal au montant total des apports de biens et d’argent des associés Que signifie réserves ? Cumul des bénéfices des exercices antérieurs qui n'ont pas été redistribués aux propriétaires de l'entreprise, ni intégrés dans son capital Que signifie résultat ? Il correspond aux ressources restantes à l'entreprise une fois les charges déduites du chiffre d'affaires. 2 A l’aide d’indicateurs internes Une entreprise manque souvent de temps et de moyens pour suivre l’ensemble des ses encours clients. Toutefois, il est nécessaire d’analyser régulièrement certains supports pour anticiper les problèmes de trésorerie. Elle peut - analyser son portefeuille clients via la méthode ABC (vu dans un chapitre précédent), - prendre du recul sur les retards de paiement : le service comptable signale les retards de paiement ou les demandes régulières de report d’échéances. La balance âgée permet de visualiser les clients à relancer Exemple : - mettre en place des indicateurs de suivi des impayés via un tableau Excel Exemple : IV Les outils d’évaluation des risques Les entreprises peuvent se procurer des logiciels dédiés au risque client mais il sont souvent très complexes à utiliser. Certaines entreprises utilisent le crédit management : c’est l’ensemble des procédures financières ou juridiques visant à optimiser le chiffre d’affaires de l’entreprise en accélérant les règlements clients. Une des méthodes de crédit management s’appelle la méthode des points de risque. Elle consiste à classer les clients selon leur risque afin de leur fixer des modalités de paiement adaptés. Elle permet donc d’évaluer les risques de coopération et de se prémunir au cas par cas. Exemple de tableau des points de risqueCâu 1: Chất khử là A. chất nhường electron. B. chất nhận electron. C. chất nhường proton. D. chất nhận proton. Câu 2: Phản ứng oxi hóa - khử là A. phản ứng hóa học trong đó có sự chuyển proton. B. phản ứng hóa học trong đó có sự thay đổi số oxi hóa. C. phản ứng hóa học trong đó phải có sự biến đổi hợp chất thành đơn chất. D. phản ứng hóa học trong đó sự chuyển electron từ đơn chất sang hợp chất. Câu 3: Sự oxi hóa một chất là quá trình A. nhận electron của chất đó. B. làm giảm số oxi hóa của chất đó. C. nhường electron của chất đó. D. làm thay đổi số oxi hóa của chất đó. Câu 4: Phát biểu nào dưới đây không đúng? A. Sự khử là sự mất hay cho electron. B. Sự oxi hoá là sự mất electron. C. Chất khử là chất nhường electron. D. Chất oxi hoá là chất nhận electron. Câu 5: Trong các phản ứng sau, phản ứng nào là phản ứng oxi hóa - khử? A. CaCO3 CaO + CO2. B. 2KClO3 2KCl + 3O2. C. 2NaHCO3 Na2CO3 + H2O + SO2. D. 2Fe(OH)3 Fe2O3 + 3H2O. Câu 6: Cho phương trình phản ứng: Fe + CuSO4 Cu + FeSO4. Vai trò của Fe trong phản ứng là A. chất oxi hóa. B. chất bị khử. C. chất khử. D. vừa là chất khử, là chất oxi hóa. Câu 7: Cho phương trình phản ứng: Cl2 + 2H2O 2HCl + 2HClO. Vai trò của Cl2 trong phản ứng là A. chất oxi hóa. B. chất bị khử. C. chất khử. D. vừa là chất khử, là chất oxi hóa. Câu 8: Cho phương trình phản ứng: AgNO3 + HCl AgCl + HNO3. Vai trò của AgNO3 trong phản ứng là A. chất oxi hóa. B. chất bị khử. C. không là chất khử, không là chất oxi hóa. D. vừa là chất khử, là chất oxi hóa. Câu 9: Trong các phản ứng sau, phản ứng nào không phải là phản ứng oxi hóa khử? A. Fe + 2HCl FeCl2 + H2. B. Zn + CuSO4 ZnSO4 + Cu. C. CH4 + Cl2 CH3Cl + HCl. D. BaCl2 + H2SO4 BaSO4 + 2HCl. Câu 10: Trong các phản ứng sau phản ứng nào là phản ứng oxi hóa - khử? A. NaOH + HCl NaCl + H2O. B. 2Fe(OH)3 + 3H2SO4 Fe2(SO4)3 + 6H2O. C. CaCO3 + 2HCl CaCl2 + H2O + CO2. D. 2CH3COOH + Mg (CH3COO)2Mg + H2. Câu 11: Số oxi hóa của S trong SO2 bằng A. +4 B. -4 C. +2 D. -2 Câu 12: Số oxi hóa của C trong CH4 bằng A. +4 B. -4 C. +1 D. -1 Câu 13: Sơ đồ: Cu → Cu+2 + 2e biểu thị quá trình A. oxi hóa. B. nhận electron. C. phân hủy. D. khử Câu 14: Sơ đồ: N+5 + 3e → N+2 biểu thị quá trình A. oxi hóa B. khử C. nhận proton D. hóa hợp Câu 15: Sục khí SO2 vào dung dịch KMnO4 (thuốc tím), màu tím nhạt dần rồi mất màu (biết sản phẩm tạo thành là K2SO4, MnSO4, H2SO4 và H2O). Nguyên nhân là do A. SO2 đã oxi hóa KMnO4 thành MnO2. B. SO2 đã khử KMnO4 thành Mn+2. C. KMnO4 đã khử SO2 thành S+6. D. H2O đã oxi hóa KMnO4 thành Mn+2. Câu 17: Hỗn hợp tecmit dùng hàn gắn đường ray có thành phần chính là aluminium (Al) và iron (III) oxide (Fe2O3). Phản ứng xảy ra khi đung nóng hỗn hợp tecmit như sau: Fe2O3 + 2Al 2Fe + Al2O3. Phát biểu nào dưới đây là đúng? A. Al là chất bị oxi hoá. B. Fe2O3 là chất nhường electron. C. Fe2O3 là chất bị oxi hóa. D. Al2O3 là chất nhận electron. Câu 18: Phản ứng thu nhiệt là phản ứng A. giải phóng năng lượng dưới dạng nhiệt. B. hấp thu năng lượng dưới dạng nhiệt. C. cung cấp năng lượng dưới dạng nhiệt. D. hấp thu năng lượng dưới dạng hóa năng. Câu 19: Phản ứng nhiệt nhôm là phản ứng giữa bột nhôm và iron (III) oxide sinh ra một lượng nhiệt rất lớn và được ứng dụng dùng để hàn đường ray. Phản ứng nhiệt nhôm là phản ứng A. thu nhiệt. B. chưa xác định được. C. tỏa nhiệt. D. vừa thu nhiệt, vừa tỏa nhiệt. Câu 20: Phản ứng nào trong các phản ứng dưới đây là phản ứng thu nhiệt? A. Vôi sống tác dụng với nước: CaO + H2O → Ca(OH)2. B. Đốt cháy than: C + O2 CO2. C. Đốt cháy cồn: C2H5OH + 3O2 2CO2 + 3H2O. D. Nung đá vôi: CaCO3 CO2 + CaO. Câu 21: Điều kiện nào sau đây không phải là điều kiện chuẩn? A. Áp suất 1 bar và nhiệt độ 25 0C. B. Áp suất 1 bar và nhiệt độ 298 K. C. Áp suất 1 bar và nhiệt độ 25 0C hay 298 K. D. Áp suất 1 bar và nhiệt độ 25K. Câu 22: Điều kiện nào sau đây là điều kiện chuẩn? A. Áp suất 1 bar và nhiệt độ 25 K. B. Áp suất 1 bar và nhiệt độ 298 0C. C. Áp suất 1 bar và nhiệt độ 298 K. D. Áp suất 1 bar và nhiệt độ 25K. Câu 23: Nồng độ đối với chất tan trong dung dịch ở điều kiện chuẩn là? A. 0,01 mol/L. B. 0,1 mol/L. C. 1 mol/L. D. 0,5 mol/L. Câu 24: 1 mol chất khí ở điều kiện chuẩn chiếm thể tích bằng bao nhiêu? A. 24,79 lít. B. 2,479 lít. C. 22,4 lít. D. 2,24 lít. Câu 25: Kí hiệu nhiệt tạo thành chuẩn của một chất là A. . B. . C. H298.. D. . Câu 26: Số oxi hóa của một nguyên tử trong phân tử là A. điện tích quy ước của nguyên tử trong phân tử khi coi tất cả các electron liên kết đều chuyển hoàn toàn về nguyên tử của nguyên tố có độ âm điện lớn hơn. B. hóa trị của nguyên tử nguyên tố đó. C. điện tích thực của nguyên tử nguyên tố đó. D. độ âm điện của nguyên tử nguyên tố đó. Câu 27: Fe2O3 là thành phần chính của quặng hematite đỏ, dùng để luyện gang. Số oxi hoá của iron (Fe) trong Fe2O3 là A. +3. B. 3+. C. 3-. D. -3. Câu 28: Trong phản ứng oxi hóa – khử, chất nhận electron được gọi là A. chất khử. B. chất oxi hoá. C. acid. D. base. Câu 29: Các phản ứng quan trọng gắn liền với cuộc sống như sự cháy của than, củi; sự cháy của xăng, dầu trong các động cơ đốt trong,…thường thuộc loại phản ứng nào? A. Phản ứng thế. B. Phản ứng cộng. C. Phản ứng phân hủy. D. Phản ứng oxi hóa - khử. Câu 30: Enthalpy phản ứng chuẩn có kí hiệu là A. . B. . C. . D. .