...Specification) Past Exam Questions Although June 2016 will be a new specification and exam structure much of the material you have learnt in families and households applies to the new exam. Below are examples of questions taken from the old exam papers that you should practice writing plans for as they are still relevant. However there are a few key differences: * The question you will answer will be worth 20 marks not 24 marks. * You will have 30 minutes to write a 20 mark answer. * The essays will consist 4 paragraphs and a conclusion containing new information. How to use this document: * Use the extract from the mark scheme and examiners’ advice to create essay plans of the questions. * You may not have heard of all of the concepts in the mark scheme but there should be at least some that are familiar to you. * The examiner’s advice usually outlines bad, moderate and good answers to the question so pick out the ways in which you can achieve top band and incorporate this into your plan. June 2015 Examine the impact of government policies and laws on family life. [24 marks] From the mark scheme: Concepts and issues such as the following may appear: patriarchy; familism; surveillance; ideological control; gender regimes; marital breakdown; family structure; family diversity; welfare dependency; underclass; reserve army of labour Policies/laws on abortion; divorce; contraception; reproductive technology; marriage; adoption; pensions; benefits; taxes; education; childcare;...
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...AS LEVEL Specification HISTORY A H105 For first assessment in 2016 ocr.org.uk/alevelhistorya We will inform centres about any changes to the specification. We will also publish changes on our website. The latest version of our specification will always be the one on our website (ocr.org.uk) and this may differ from printed versions. Copyright © 2014 OCR. All rights reserved. Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use. Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered company number 3484466. Registered office: Hills Road 1 Cambridge CB1 2EU. OCR is an exempt charity. Contents Introducing… AS Level History A (from September 2015) Teaching and learning resources iv Why choose an OCR AS Level in History A? 1 1a. Why choose an OCR qualification? 1 1b. Why choose an OCR AS Level in History A? 2 1c. What are the key features of this specification? 3 1d. 2 iii Professional Development 1 ii How do I find out more information? 3 4 2a. Overview of AS Level in History A (H105) 4 2b. Content of AS Level in History A (H105) 5 2c. Content of unit group 1: British period study and enquiry (Units Y131 to Y143) 8 2c. ...
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...are: Democracy and political participation Party policies and ideas Elections Pressure groups There is no significance to the order in which questions appear. Each question is divided into three sections (a), (b) and (c). When choosing which questions to do, the following principles are recommended: It is almost certain that you will be better off choosing your strongest question to do first. You should choose questions on the basis of how well you can answer the section (c) part. The (c) part carries 25 of the 40 marks available for the whole answer. Do not choose a question simply because you can do part (a) especially well. The (a) question is only worth 5 marks. It would be illogical to choose your strongest (a) part if you cannot do well on section (c). If you cannot decide between several (c) parts, i.e. you can do more than one equally well, make your choice on the basis of part (b) which carries 10 marks. But remember, it is the (c) parts that will determine most what your overall mark will be. So, when you first look at the exam paper, look at the (c) sections first. Assessment Objectives Each question is divided into three sections, as follows: carries 5 marks carries 10 marks carries 25 marks The way you answer questions should be determined by the way assessment objectives are distributed. Assessment objectives provide the basis upon which examiners award marks. You need to be familiar with them to maximise your marks. They will help direct your revision and with...
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... Evaluation of Sources D. Analysis E. Conclusion F. Sources and Word Limit Sample History IAs 1Trotsky and the Russian Civil War 2US in Chile 3Women in the French Revolution 4PreWWI Alliances 4 7 9 10 11 12 13 14 14 1 2 2 3 4 10 16 Information in this guide is gathered from a variety of sources, including, but not limited to: The IB History Course Guide, Oxford’s IB Skills and Practice, IBOCC, and anecdotal experience. What is the History IA? The History IA is your chance to explore a period, theme, or event in history that you are interested in. For full IB Candidates, it also serves as 20% of your final History Grade. The final paper will be assessed by your teacher, with a sampling sent off to IB for score moderation. The History IA asks you to use the full range of skills you have been taught in class. In particular: ● knowledge and understanding ● application and interpretation ● synthesis and evaluation ● document analysis The structure of the IA is unlike any history paper you have ever written (and will most likely ever write again). An easy way to think of it is as a “deconstructed research paper,” or for those of you who are mathematically inclined: it’s like being asked to not only have the correct answer, but also to show how you got that answer. You are expected...
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...This assignment is designed to develop learners’ ability to evaluate the elements of the macro environment and its relation to an organisation. Select an organisation which you are familiar with. Explain the elements of its macro environment and discuss how these element(s) affect your selected organisation. Recommend improvements that can be made by the organisation in managing the macro environment effectively. Criteria Description on the selected organisation Description on the general macro environment elements Identification and discussion on element(s) of macro environment that affects the selected organisation Recommendations to improve management of the macro environment in the selected organization 1.0 Introduction A macro environment comprises the external factors that can significantly impact its performance and ability to compete in its marketplace. These factors are often out of the control or management ability of a company. Factors typically include economic, demographic, political, and technological forces in business. Business owners and managers often spend copious amount of time and effort to assess the overall economic environment in order to determine the number and strength of each factor. Strategies and performance reviews can help owners and managers use the macro environment factors to create a competitive advantage for their respective companies. For companies with a global foot-print, their exposure to macro environment elements...
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...britain ’s bruisin g banana wars Why ch threat eap bananas Policy en farmers’ report future s A Fairtrade Foundation Report February 2014 When I sell a box of bananas it’s a product with quality, with incredible taste, so it should be fair that you pay a fair price for it. Horatio Hernandez Coobafrio Co-operative, Magdalena, Colombia January 2014 contents 1 Introduction 4 2 6 Executive Summary Britain’s Bruising Banana Wars 16 16 20 21 4 The banana value chain 4.1 The UK banana market 4.2 The retail price of bananas in Britain 4.3 UK banana imports 2002 – 2013 4.4 Changes in banana supply chain operations 4.5 The impact of supermarket price wars on producers 4.6 Producer prices vs costs of sustainable production 22 22 23 5 The market environment for bananas 5.1 Evolution of the global banana trade 5.2 Consolidation of retailer power and UK price wars 5.3 The impact of competition law on banana prices 38 6 Fairtrade’s alternative approach 6.1 General background to the Fairtrade system 6.2 Fairtrade bananas – scope and scale 6.3 airtrade: the benefits and F constraints for farmers and workers 2 3 About this report 3.1 Fairtrade’s involvement in bananas 3.2 Research objectives and approach 3.3 Methodological note 7 Achieving a sustainable banana industry 7.1 inclusive market An ...
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...word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B * 10 hours for revision. Other course planning support You will find other support for planning the course in the Teacher’s Guide. This is a free downloadable resource that you can access at www.edexcel.com/certificate. Edexcel Subject Advisors Edexcel has a team of specialist subject advisors available to help you with implementation of this specification. You can contact them by email...
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...THE LEVY ON PLASTIC BAGS IN IRELAND 8 II.1. Summary 8 II.2.The nature of the levy 10 II.3. Implementation and enforcement 12 II.4. Results and impacts 12 III. LESSON FROM PLASTIC BAGS LEVY IN IRELAND 17 III.1. Ireland’s lessons 17 III.2. Plastic bags levy in Vietnam: 19 CONCLUSION 23 REFERENCES 24 INTRODUCTION Now that people increasingly pay more attention to environmental issues, they are manifested in all areas of life. Air pollution? Do not worry. Already a car powered by electricity or eco-gasoline or even grass. Water pollution? Do not worry. Already advanced wastewater treatment technologies. So what if the pollution is caused by the consumption of plastic bags? Not easy to answer. Let’s stand in the shoes of a public economist. The consumption of plastic bags brings a lot of benefits for everyone. If you are a manufacturer of plastic bags, you will get a lot of money as your profit. If you are a consumer of plastic bags, you will be satisfied with the benefits that they bring you. They are cheap, very light and of course, very easy to throw away after used. Now the problem has arisen. Have you ever wondered where plastic bags will be after discarded? We can say for sure that they do not disappear. They stay and pollute the environment. Environment Commissioner Janez Potocnik used to say: "The impact of this plastic waste can be seen littering our landscape, threatening our wildlife and accumulating as 'plastic soup' in the Pacific Ocean, which may...
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...RESEARCH REPORT 16 CORPORATE SOCIAL RESPONSIBILITY A ROLE IN GOVERNMENT POLICY AND REGULATION? Constantina Bichta The University of Bath School of Management is one of the oldest established management schools in Britain. It enjoys an international reputation for the quality of its teaching and research. Its mission is to offer a balanced portfolio of undergraduate, postgraduate and post-experience programmes, research and external activities, which provide a quality of intellectual life for those involved in keeping with the best traditions of British universities. CORPORATE SOCIAL RESPONSIBILITY A ROLE IN GOVERNMENT POLICY AND REGULATION? Constantina Bichta Desktop published by Jan Marchant © The University of Bath ISBN All rights reserved Centre for the study of Regulated Industries (CRI) The CRI is a research centre of the University of Bath School of Management. The CRI was founded in 1991 as part of the Chartered Institute of Public Finance and Accountancy (CIPFA). It transferred to the University of Bath School of Management in 1998. It is situated on the 8th floor of Wessex House (North), adjacent to West car park. The CRI is an interdisciplinary research centre investigating how regulation and competition are working in practice, both in the UK and abroad. It is independent and politically neutral. It aims to produce authoritative, practical contributions to regulatory policy and debate, which are put into the public domain. The CRI focuses...
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...Different Perspectives Of Employment Relations For the employment relations, there is complicate and compelling area of study which involves relationships with employees, employers, trade unions and government on a regular basis. At the same time, there are three perspectives which are unitarism, pluralist and radical, each offers a special perception of workplace relations and explain the actions, statements and employers behaviours and trade unionists, such as workplace conflict, role of unions and job regulation vary differently. Based on the UK employment relations structure, the essay will analysis which perspectives appropriate for employee relations in the UK. Unitarist pespective The unitaty perspective is based upon the assumption that the organisation is, at the same time, the unitary perspective organisation can be as an integrated and harmonious whole with the ideal of "one happy family", where management and other members of the staff are all share a common purpose, emphasizing mutual cooperation(Naukrihub, 2007) and they have a set of common values, interests and objectives. Furthermore, unitarism has a paternalistic approach where it demands on all employees loyalty, being predominantly managerial in its emphasis and application. For unitary perspective, there are two important implications stemming from this. The first one is that conflict as the expression of employee dissatisfaction and differences with management is perceived as an irrational activity....
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...* ortfolio * Help * FOUN1301 Law, Governance, Economy and Society | S3 15/16 Page path * Home / ► * Semester 3 15/16 / ► * FOUN1301 | S3 / ► * General / ► * Graded Discussion 2 ------------------------------------------------- Top of Form SearchSearch forums Bottom of Form Graded Discussion 2 Second graded discussion question: Graded Discussion 2: Opens June 13 closes June 17, 2016 @ 3:30 pm (EC Time) (15 marks). Question: Evaluate whether the Westminster model system of government adopted by English speaking Caribbean countries accommodates corruption Graded Discussion 2 by Sophia De La Rosa Williams - Wednesday, 15 June 2016, 9:05 AM Westminster system of Government can be defined as a democratic,parliamentary system of Government modelled after that of the United Kingdom system , as used in the Palace of Westminster (the Parliament of the United Kingdom).This system is a series of procedures for operating a legislature.It is used in most commonwealth nations.Corruption is the abuse of entrusted power for private gain. It can be classified as grand,petty and political,depending on the on the amount of money, lost and the sector where it occurs.According to Arnold Heidenheimer corruption is "perversion or destruction of integrity in the discharge of public duties by bribery or favour".I think it is safe to say that corruption and the Westminster system go hand in hand, the Westminster system has an inbuilt lack of checks and balances...
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...deviance, social order and social control * The distinction between sociological theories of crime and other theories (eg biological, psychological); crime and deviance as socially constructed * Functionalist theories of crime: Durkheim, anomie, collective conscience; Merton’s strain theory; manifest and latent functions; functionalist subcultural theories * Marxist and neo-Marxist theories of crime: classical Marxism, laws reflecting class interests; Neo-Marxism, hegemony, the CCCS studies, critical and new criminology * Interactionist theories of crime: labelling theory, the self-fulfilling prophecy * Feminist theories of crime: patriarchy, male control of women’s lives * Control theory and other contemporary approaches to crime: social bonds, communitarianism, situational prevention; postmodern theories; Foucault on individualisation and surveillance * Realist theories: New Left Realism and Right Realism * The relevance of the various theories to understanding different types of crime, and their implications for social policy. 2 The social distribution of crime and deviance by age, ethnicity, gender, locality and social class, including recent patterns and trends in crime * Study of statistics and other evidence on the social distribution of crime by age, ethnicity, gender, locality and social class, including recent patterns and trends * Issues related to and explanations of the social distribution of crime and deviance by age:...
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...examine issues and developments in the field of contemporary human resource management (HRM). To develop an understanding of the complex issues facing human resource (HR) specialists and line managers in meeting their responsibilities for selecting, deploying, training, appraising, rewarding, relating to and retaining human resources. Learning Outcomes: On completing the module, students are expected to be able to: • Explain the contribution of the HR function to corporate strategy; • Discuss the processes of recruitment, assessment and selection; • Outline activities involved in developing human resources and facilitating learning; • Explain the link between rewards, motivation and performance; • Critically evaluate the changing employment relationship, assessing the role of trade unions and other forms of employee involvement. Module Content: • History of the HR function, theories and models of HRM; • The roles and responsibilities of stakeholders in HRM; • The changing nature of work, managing diversity, technology and flexibility; • Human resourcing: recruitment and selection, human resource planning; • Reward and performance management; • Employee relations, employment legislation, the legal framework for unionism; • Human resource development; managing learning, knowledge and change; • The integration of HR and corporate strategy. Teaching Format: One 2-hour lecture per week; Three...
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...[pic] Direct Instruction Lesson Plan – November 10, 2010 |Lesson Planning Information | |Teacher Candidate Name: Brenda Baker-Mitchell |Date: Nov 10, 2010 | |Mentor Teacher Name: | |JIU Professor Name: Dr. Alana James |JIU Course Name and Session: EDU 500 | |Grade: 9-12 | |Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Social Studies/US History – “The Removal of the Cherokee Indians” | |(DIRECT INSTRUCTION) | |Group Size: 25 | |Pre-Lesson Planning | |ACEI | ...
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...diagram of your organisation. Use lines and arrows to join up the various positions in the company. Then describe clearly what each of the functions involves and how they fit together. Merit m 2 To gain a merit you will need to compare the factors which influenced the development of the internal structures and functional activities of these organisations. Why do they have different structures? How does the structure relate to the particular sector (private/public/voluntary or charity) that the organisation is in? You may want to evaluate how effective the organisational structure is (does it work well or could it be improved?). If the organisations do not already provide organisational charts themselves you could construct one of your own from research about the organisation on its website and in documents. Perhaps you could write to the organisation asking them for a copy of an organisational chart. 1 .4 Impact of external factors in the business environment on organisations There is a simple rhyme which goes: Environment to each must be All there is that isn’t me. You can see therefore that the business environment consists of all those things outside the business. The business needs to keep a watchful eye on the...
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