...Version 1 V Genera Certificate of Education (A-lev G al o vel) June 20 J 012 Econo E omics s ECON N3 (Spec ( cificati 21 ion 140) Unit 3 Bus U 3: siness Econ s nomic and the cs Distrib D bution of In n ncome F al Fina Mar S eme rk Sche e Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all examiners participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for standardisation each examiner analyses a number of students’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, examiners encounter unusual answers which have not been raised they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this...
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...A-LEVEL ECONOMICS ECON4/Unit 4: Mark scheme 2140 June 2014 Version 1.0 Final The National and International Economy Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from aqa.org.uk Copyright © 2014 AQA and its licensors. All...
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...glish literature How to Write an A* GCSE English Literature Poetry Response Copyright © 2008 www.englishteaching.co.uk + www.english-teaching.co.uk How to Write an A* GCSE English Literature Poetry Response 2 The Poetry Component of the GCSE Literature Paper The poetry task is the second question on the GCSE English Literature exam paper. It is perhaps the more demanding of the tasks on the paper, because unlike the question on the prose, in this section you are being asked to compare four poems simultaneously throughout your answer. In the exam you should spend one hour on this section of the paper. Given the greater demand of the task, your response to the poetry is worth more marks than the response to the prose. In order to perform at the highest level on this paper, it is important that you develop a nuanced and sophisticated comparative written style. However, this is achievable if you adopt a systematic approach to ordering and writing your responses. It does, however, demand considerable practice prior to the final examination. What is the Examiner looking for in a response to the Poetry? The exam is designed to test your ability to do the following things: Can you respond to the poems critically, in detail, and sensitively using textual evidence? Can Can you explore language, structure and form contribute to the meaning of texts? Can Can you compare the ways that ideas, themes and relationships are presented in the poems by...
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...Version 1 V Genera Certificate of Education (A-lev G al o vel) June 20 J 012 Econo E omics s (Spec ( cificati 21 ion 140) Unit 2 The Natio U 2: onal E Econo omy ECON N2 F al Fina Mar S eme rk Sche e Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all examiners participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for standardisation each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, examiners encounter unusual answers which have not been raised they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available...
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...INTERNATIONAL UNIVERSITY DEPARTMENT OF ENGLISH SAMPLE MID-TERM TEST Writing AE2 Task 1: Identify 6 cases of non-academic language in the text below and edit them to make an academic text. In the box below, write the original words/phrases in the left hand column and your editions in the right-hand column. You have an example. (30 pts) CAN MEDICATION CURE OBESITY IN CHILDREN? A Review of the Literature In March 2004, U.S. Surgeon General Richard Carmona called attention to a health problem in the United States that, until recently, we have overlooked: childhood obesity. Carmona highlighted that the “astounding” 15% child obesity rate constitutes an “epidemic.” Since the early ‘80s, that rate has “doubled in children and tripled in adolescents.” Now more than nine million children are classified as obese. While the traditional response to a medical epidemic is to hunt for a vaccine or a cure-all pill, childhood obesity has proven more elusive. Lacking success of recent initiatives suggests that medication mightn’t be the answer for the escalating problem. In this literature review, I will consider whether the use of medication is a promising approach for solving the childhood obesity problem by responding to the following questions: 1. What are the implications of childhood obesity? 2. Is medication effective at treating childhood obesity? 3. Is medication safe for children? 4. Is medication the best solution? Understanding the...
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...Computer ethics Computer ethics is a branch of practical philosophy which deals with how computing professionals should make decisions regarding professional and social conduct. The term "computer ethics" was first coined by Walter Maner in the mid-1970s, but only since the 1990s has it started being integrated into professional development programs in academic settings. The conceptual foundations of computer ethics are investigated by information ethics, a branch of philosophical ethics established by Luciano Floridi. Computer ethics is a very important topic in computer applications. The importance of computer ethics increased through the 1990s. With the growth of the Internet, privacy issues as well as concerns regarding computing technologies such as spyware and web browser cookies have called into question ethical behavior in technology. Identifying issues Identifying ethical issues as they arise, as well as defining how to deal with them, has traditionally been problematic in computer ethics. Some have argued against the idea of computer ethics as a whole. However, Collins and Miller proposed a method of identifying issues in computer ethics in their Paramedic Ethics model. The model is a data-centered view of judging ethical issues, involving the gathering, analysis, negotiation, and judging of data about the issue. In solving problems relating to ethical issues, Davis proposed a unique problem-solving method. In Davis's model, the ethical problem is stated, facts...
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...Version 1 General Certificate of Education (A-level) January 2012 Economics (Specification 2140) Unit 1: Markets and Market Failure ECON1 Final Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all examiners participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for standardisation each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, examiners encounter unusual answers which have not been raised they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from: aqa.org.uk Copyright © 2012 AQA...
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...Version 1 General Certificate of Education (A-level) January 2012 Economics (Specification 2140) Unit 1: Markets and Market Failure ECON1 Final Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all examiners participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for standardisation each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, examiners encounter unusual answers which have not been raised they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from: aqa.org.uk Copyright © 2012 AQA...
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...Mid Sweden University The Department of Information Technology and Media (ITM) Author: Katarina Lundqvist, kalu9700@student.miun.se Study program: Master of Science in Engineering – Computer Engineering, 270 higher education credits Examiner: Tingting Zhang, tingting.zhang@miun.se Tutor: Aron Larsson, aron.larsson@miun.se Tutor: Mats Olsson, mats.olsson@sogeti.se Scope: 20102 words inclusive of appendices Date: 2010-03-17 M.Sc. Thesis in Computer Engineering AV, 30 higher education credits Tools for Business Intelligence A comparison between Cognos 8 BI, Microsoft BI and SAP BW/NetWeaver Katarina Lundqvist Abstract 2010-03-17 Tools for Business Intelligence A comparison between Cognos 8 BI, Microsoft BI and SAP BW/NetWeaver Katarina Lundqvist Abstract The aim of the thesis was to conduct a general study of Business Intelligence and BI systems followed by a comparison of Cognos 8 BI, Microsoft BI and SAP BW/NetWeaver. The goal was to distinguish similarities and differences between the tools regarding technique, cost, usability and educational need and to provide a mapping for different customer situations. The method consisted of a theoretical study followed by a practical part including development, testing and interviews. The comparison showed that SAP and Microsoft both use the client/server model while Cognos is an integrated web-based system built on SOA. SQL Server can only be installed on Windows while BW and Cognos also support...
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...edu |Email: Nancy.Palmer@unh.edu | 1. OFFICE HOURS You are welcome to meet me at my office anytime during the term by scheduling a prior appointment. Whenever you feel a need, please email me on any aspect of the course and I will try and respond to you as quickly as I can. 2. REQUIRED READING MATERIAL The custom e-book for the course is as follows: Title: Business, Government, Society Publisher: McGraw Hill ISBN: 9781308623580 Instructions to purchase the book: 1. Go to http://create.mheducation.com/shop/ 2. Search for and select book by Title/ISBN. 3. Add the book to your cart and pay using a credit card. I expect the students to thoroughly and critically read the assigned reading material before they come to class. Students should be prepared to discuss the material as part of class participation. In addition, there will be review of Powerpoint slides and conduct of in-class experiential exercises. Finally, we will be using the Whiteboard during class discussions. Given the impromptu and dynamic nature of this material, there will be no record of it after class. Keeping up-to-date class notes and thoroughly understanding the assigned material will be vital for the mid-term exam, which will be...
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...ability to read. Following are the six steps for completing your two-page Academic Skills Plan – blank plans are attached. To see examples of how to complete each of the steps, refer to the Sample Academic Skills Plans for Reading on the following 2 pages. The goals of this Academic Skills Plan are that you: 1) master four new reading skills, 2) increase learning in your present courses, and 3) earn higher grades. Step 1 What is my present situation? On a blank Academic Skills Plan (pp. 4 & 5 attached), write one of the “Challenges with Reading” that you circled on page 71 of your text, including its number. Write a different challenge on the second blank Academic Skills Plan. Explaining your reading challenges in detail will help you choose the best strategies to address them. See examples of how to do this step on pages 2 & 3 attached. Step 2 How would I like my situation to be? In Step 1, you identified two challenges you are having with reading. Now shift your focus from these challenges to how you would prefer your situation to be. On your Academic Skills Plan, write your goals for reading. State them in the present tense as if they already exist (e.g., I understand . . . rather than I will understand . . . or . . . I enjoy . . . rather than I will enjoy . . .). See examples on pages on the following 2 pages. Step 3 What are my possible choices? Review strategies for reading on pages 72–84 of your text. Choose two strategies you think will help with your first...
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...the assignment, review the grading guide for this assignment to ensure you are completing the whole assignment and realize how you will be graded. Grading Guide for Week 2 SMART Goal Setting |Content and Development |Points Earned | |40 points |/40 | | |Additional Comments: | |• Student has responded to each of the listed questions and met word/sentence | | |requirements for all THREE parts of the assignment. | | |• Student work demonstrates adequate amount of thought and consideration in each | | |response | | |• Student responses...
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...overemphasizes a single dimension of strategy 2. A marketing department that promises delivery quicker than the production department's ability to produce is an example of a lack of understanding of the A) synergy of the business units. B) need to maintain the reputation of the company. C) organizational culture and leadership. D) interrelationships among functional areas and firm strategies. 3. XYZ Corp. is centering on the objective of low-cost, high quality, on-time production by curtailing idle productive facilities and workers. The XYZ Corp. is taking advantage of a ____________ system. A) Just-In-Time (JIT) B) Last In, First Out (LIFO) C) First In, First Out (FIFO) D) Highly mechanized 4. Which of the following lists is comprised of support activities: A) human resource management, information systems, procurement, and firm infrastructure B) customer service, information systems, technology development, and procurement C) human resource management, technology development, customer service, and procurement D) human resource management, customer service, marketing and sales, and operations 5. Although firm infrastructure is quite frequently viewed only as overhead expense, it can become a source of competitive advantage. Examples include all of the following except: A) negotiating and maintaining ongoing relations with regulatory bodies. B) marketing expertise increasing a firm's revenues...
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...marketing 337 principles of marketing ------------------------------------------------- spring 2012 ------------------------------------------------- Class: MKT 337 04840 Time: TTH 8:00-9:15 am Location: GSB 5.142A Professor: Jae-Eun Namkoong E-mail: jae-eun.namkoong@phd.mccombs.utexas.edu Office: CBA 5.334J Office Hours: TTH 9:30-10:30 Textbook and Articles (Both are Required) * Marketing, 10th Edition; by Kerin, Hartley, Berkowitz, and Rudelius; published by Irwin/McGraw Hill (ISBN = 978-0-07-352993-6). Do not try to get by with the 9th edition. A copy of the 10th edition is on reserve in the Perry-Castañeda Library. There is also the e-Textbook option (http://www.coursesmart.com/). * Articles for class discussions are available on Blackboard: http://courses.utexas.edu. Course Objectives This course is designed to introduce business students to the fundamental aspects of marketing: how firms discover and translate customers’ needs and wants into strategies for providing products and services. For students majoring in marketing, this course is intended to provide you with a foundation on which to build subsequent marketing courses and work experience. For students majoring in other business disciplines, this course is intended to help you understand the objectives of marketers with whom you will interact professionally. For all students, the course is intended to enhance your appreciation of the different marketing activities that...
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...[pic] School of Management Semester 1, Academic Session 2015/2016 Bachelor of Management COURSE OUTLINE ATW 395/3 – International Business Lecturer: Dr.Shankar Chelliah (DBA) Day/Time/Venue: Monday/9.00-10.50am/DK S email: shankarchelliah1@gmail.com Tel: 04 653 3426/012-4618731 Office: Level 2, Room 216, School of Management COURSE SYNOPSIS The course aims to introduce the core knowledge of international business as a core subject in the bachelor program. The students will be exposed to globalization, international business theories, government intervention in international business, emerging market, foreign market entry strategies and the existence of regional economic integration that affect international business. COURSE OBJECTIVES The objectives of the course are: 1. To enable students to understand the impact of globalisation and the key issues facing international businesses 2. To explain the environment in international business such as politics and law, emerging market and the regional economic integration 3. To make students appreciate the existence and use of fundamental international business theories and its evolution 4. To enable students to understand the various entry modes available to capture international market LEARNING OUTCOMES At the end of the course, students will be able to: 1. Acquire the pre-requisite knowledge of venturing a business at international level and describe the key concepts that driving globalization...
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