ASSESSMENT FRONT SHEET Programme: BTEC Higher National Diploma (HND) in Business Unit Number and Title: Marketing Planning (Unit 19) Unit Level: Level 5 Unit Code: Y/601/1259 Module Tutor: BM Razzak Email: razzak@londonchurchillcollege.co.uk Date Set: 10/05/2015 Key dates Distribution date: 27/05/2015 Submission date: 1st July 2015 Return date: 4 weeks after submission Introduction Effective planning is essential for any marketing activity
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2013 - 2014 [pic] [pic] |Activity Booklet – Assignment 1 | Student: Jordan Stephens | [pic] [pic] [pic] [pic] LO1.1 - Know the different levels of government in the UK P1 - Describe the following bodies involved in governance. Levels of government and their responsibilities: ▪ European Parliament, The European Parliament handles decisions, which would affect the countries
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COROORATE SOCIAL RESPONSIBILITY DEFINITION: Corporate social responsibility (CSR), also known as corporate conscience, corporate citizenship[->0], responsible business, sustainable responsible business (SRB), or corporate social performance,is a form of corporate[->1] self-regulation[->2] integrated into a business model[->3]. Ideally, CSR policy would
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BTEC Edexcel Level 5 Higher National Diploma in Business Studies Case Study/Assignment Activity Unit/Learning Outcome Group/Individual Activity Assessor Name 14 - Working with and Leading People Individual Activity Salim Nalakath Issue Date Hand In Date Dec 5, 2011 Dec 16, 2011 This assignment will provide you with an opportunity to present evidence of achievements towards the following learning outcome(s) and criteria: Learning Outcome : 3 Evaluate the styles and impact of leadership
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ComputingAnd | Centre no: 10562 | Course title | Unit number and title | BTEC HIGHER NATIONAL HEALTH AND SOCIAL CARE: LEVEL-5 | Unit 16: Understanding specific needs in health & social care | Student name Student ID | Assessor name | | Margaret Amankwah | Date issued | Completion date | Submitted on | | | | | | Assignment title | Understanding specific needs in health and social care | Assignment Overview: Individuals have a
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BTEC Nationals Edexcel level 3 BTEC National Certificate/Diploma Applied Science (Laboratory and Industrial Science) Applied Science (Medical Science) Integrated Vocational Assignment CASE STUDY 2- Johnson Matthey (Catalysts and Chemicals) Unit 3: Workplace practices This case study has been prepared by Mr. M. Hooper & Ms P. Hooper with the co-operation of Johnson Matthey (Catalysts and Chemicals) for the use of learners
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includes additional options, for example relating to coursework and the language used. When GCSEs are taken by students in secondary education, they can often be combined with other qualifications, such as the Business And Technology Education Council (BTEC), the Diploma in Digital Applications (DiDA), or diplomas. Education to GCSE level is often required of students who study for the International Baccalaureate or to GCE Advanced Level (A-level). GCSE exams were introduced as the compulsory school-leavers'
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BTEC National 90 Credits/ Diploma in Health and Social Care Level 3 Unit 8: Psychological Perspectives for Health and Social Care Assignment Workbook 2013-2014 | Unit 8: Psychological Perspectives for Health and Social Care Overview of the unit This unit highlights the different psychological perspectives and encourages learners to apply these approaches to the study of health and social care. The value of psychological studies to the understanding of health and
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STUDENT NAME: _________________M.D.U.Guruge__________________________________ BTEC REGISTRATION NO:____________________________________________________ PROGRAMME: Edexcel BTEC Level 7 Professional Diploma in Strategic Management and Leadership UNIT NO/TITLE: Unit 04 / Developing Corporate Culture ASSIGNMENT NO: Individual Report Credit Value: 05 Learning Outcomes: 1.0 Understand how the characteristics
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BTEC National Diploma in Health and Social Care Unit 6 Personal and Professional Development in Health and Social Care LO1 Understand the learning process * Theories of learning * Influences on learning * Skills for learning * Support for learning * Learning opportunities LO2 Be able to plan for and monitor own professional development * Review at start of programme * Knowledge * Skills * Practice * Values and Beliefs * Career aspirations * Action plan for own
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