The document summarizes the mark scheme for an examination on law. It provides assessment objectives, the relationship between objectives and exam components, mark bands, and indicative content for sample exam questions. The mark scheme aims to guide teachers and students on the requirements of the exam and how examiners will evaluate and score responses.
1. The document provides guidance for teachers and candidates on the May/June 2011 question paper for the GCE Advanced Level examination in Law (9084/41). It outlines the assessment objectives, mark scheme and bands, and provides indicative content for the six questions on the paper across two sections - Section A and Section B.
2. For each question, the summary provides an overview of the key legal issues candidates are expected to address based on the indicative content. It focuses on the relevant legal principles, cases and statutes examiners would look for in responses.
3. The mark scheme establishes five bands for scoring responses based on the depth of legal explanation and analysis provided. Maximum marks are allocated based on a candidate's
This document contains a mark scheme for an exam on Law. It provides guidance to examiners on how to apply marks to students' answers. The mark scheme includes: an overview of the exam structure and assessment objectives; sample answers and the mark bands that could be applied; and guidance on how specific questions could be answered, including relevant legal principles and cases. The summary evaluates students' understanding of key legal concepts and ability to analyze legal issues and apply the law to hypothetical scenarios.
This document consists of exam instructions and 6 questions related to the law of tort for a 1.5 hour exam. Candidates must choose 1 question from Section A, 1 from Section B, and 1 other, for a total of 3 responses. The questions cover topics like liability for secondary victims in negligence, vicarious liability, trespass to land, assault during a hockey game, negligence claims related to investment advice, and liability for chemical contamination from a university storage facility.
This document is an exam for the Law of Tort consisting of 4 pages. It contains 6 questions assessing liability and defenses in tort law. Students are instructed to answer 3 of the 6 questions, which cover topics like consent vs knowledge of risk, trespass vs nuisance, damages, negligence liability in accidents, and occupier's liability.
The document contains information about an exam for GCE Advanced Level Law, including the exam structure, assessment objectives, and sample exam questions. It provides detailed mark schemes and scoring rubrics for evaluating exam responses. The key details are:
1) The exam assesses candidates' knowledge and understanding of legal principles, ability to analyze and evaluate legal materials, and ability to communicate legal arguments clearly.
2) Sample exam questions test topics like negligence, torts, and landlord/tenant law. The mark schemes describe what constitutes a high-quality response for each question band.
3) Responses are scored on a band system of 1 to 5 based on depth of legal knowledge, quality of analysis, and clarity of
This document consists of exam questions and instructions for the Law of Tort exam. It contains 6 questions, with 3 questions each in Section A and Section B. The questions assess students' understanding and analysis of tort law concepts like negligence, private nuisance, vicarious liability, assault, and defenses. Students are instructed to answer 1 question from each section, for a total of 3 responses.
1. The document provides guidance for teachers and candidates on the May/June 2011 question paper for the GCE Advanced Level examination in Law (9084/41). It outlines the assessment objectives, mark scheme and bands, and provides indicative content for the six questions on the paper across two sections - Section A and Section B.
2. For each question, the summary provides an overview of the key legal issues candidates are expected to address based on the indicative content. It focuses on the relevant legal principles, cases and statutes examiners would look for in responses.
3. The mark scheme establishes five bands for scoring responses based on the depth of legal explanation and analysis provided. Maximum marks are allocated based on a candidate's
This document contains a mark scheme for an exam on Law. It provides guidance to examiners on how to apply marks to students' answers. The mark scheme includes: an overview of the exam structure and assessment objectives; sample answers and the mark bands that could be applied; and guidance on how specific questions could be answered, including relevant legal principles and cases. The summary evaluates students' understanding of key legal concepts and ability to analyze legal issues and apply the law to hypothetical scenarios.
This document consists of exam instructions and 6 questions related to the law of tort for a 1.5 hour exam. Candidates must choose 1 question from Section A, 1 from Section B, and 1 other, for a total of 3 responses. The questions cover topics like liability for secondary victims in negligence, vicarious liability, trespass to land, assault during a hockey game, negligence claims related to investment advice, and liability for chemical contamination from a university storage facility.
This document is an exam for the Law of Tort consisting of 4 pages. It contains 6 questions assessing liability and defenses in tort law. Students are instructed to answer 3 of the 6 questions, which cover topics like consent vs knowledge of risk, trespass vs nuisance, damages, negligence liability in accidents, and occupier's liability.
The document contains information about an exam for GCE Advanced Level Law, including the exam structure, assessment objectives, and sample exam questions. It provides detailed mark schemes and scoring rubrics for evaluating exam responses. The key details are:
1) The exam assesses candidates' knowledge and understanding of legal principles, ability to analyze and evaluate legal materials, and ability to communicate legal arguments clearly.
2) Sample exam questions test topics like negligence, torts, and landlord/tenant law. The mark schemes describe what constitutes a high-quality response for each question band.
3) Responses are scored on a band system of 1 to 5 based on depth of legal knowledge, quality of analysis, and clarity of
This document consists of exam questions and instructions for the Law of Tort exam. It contains 6 questions, with 3 questions each in Section A and Section B. The questions assess students' understanding and analysis of tort law concepts like negligence, private nuisance, vicarious liability, assault, and defenses. Students are instructed to answer 1 question from each section, for a total of 3 responses.
Having an important roll for automatism of packaging machines, We are doing our best to provide with much improved machines to many customers in highly developed 21st century's machinery industry by upgrading Packaging Technology.
With our integrated technology and various experience, we will make more efforts in R&D so that we will take the first place of packing machinery industry.
Tugas kjd aliffio f x tkj 1 membuat hotspot di mikrotikaliffio firmansyah
Tutorial ini menjelaskan langkah-langkah membuat DHCP hotspot menggunakan MikroTik ISO di Virtual Box, meliputi pengaturan RAM, ISO, dan jaringan, memilih semua opsi, menambahkan alamat IP 192.168.10.1, membuat hotspot dengan menyesuaikan IP sebelumnya, mengubah DNS dan nama DNS, menambahkan nama dan sandi akses hotspot, serta mengubah tema hotspot.
Las LAN son redes privadas que conectan computadoras dentro de una oficina u organización a velocidades de 10 a 100 megabits por segundo. Las WAN son redes más grandes que se extienden geográficamente usando enrutadores y líneas de transmisión para conectar hosts. Existen diferentes tipologías de redes como bus, anillo, estrella y híbridas que definen cómo fluyen los datos y cómo están conectadas las estaciones.
Este documento presenta las respuestas correctas a 10 preguntas sobre conceptos básicos de contabilidad de costos. Cubre temas como los elementos del costo de producción, la clasificación de costos, cómo se calcula el costo unitario, y cómo se acumulan los costos de producción en el balance general.
Empleo en IT 2017 Profesiones con Futuro (Infoempleo y Deloitte)Infoempleo
Descubre cómo trabajar en el sector de las Tecnologías y la Información de la mano de Infoempleo y Deloitte. Analizamos este sector y entrevistamos a 17 profesionales de diversos ámbitos para conocer cómo es su día a día y las perspectivas laborales que tiene su puesto.
Las principales áreas y perfiles IT están en www.infoempleo.com/empleo-it
Организаторами данного мероприятия были лаборатория «Я и общество» и Организаторами данного мероприятия были лаборатория «Я и общество» и метасообщество «Мир англоговорящих». Акция прошла в необычном формате. Организаторами было предложено провести акцию в виде метауроков с показов социальных роликов и вместе с ребятами создать мастерские по изготовлению сувениров и подарков своими руками, которые оцениваются как учителями, так и организаторами .
Prince Royce es un cantante estadounidense de origen dominicano. Desde joven le interesó la música y comenzó a componer. A los 19 años conoció a su mánager y luego a un productor musical que lo contrató. Debutó en 2010 con su primer álbum.
Aspects of contract_negligence_for_business_-_aug_13sajimi olusegun
This document provides instructions for a contract law assignment. It outlines four tasks assessing students' understanding of contract formation, terms, liability in negligence, and applying these principles to business scenarios. Students must analyze requirements for a valid contract, exclusion clauses, duty of care, vicarious liability, and apply these legal concepts to cases involving supply contracts and delivery accidents. The assignment aims to develop students' research, summarizing and legal problem-solving skills.
Personal Responsibility RubricFormatted by the DCCCD in alignmen.docxpauline234567
Personal Responsibility Rubric
Formatted by the DCCCD in alignment with the AAC&U VALUE rubrics.
Definition
The Texas Higher Education Coordinating Board describes Personal Responsibility to include “the ability to connect choices, actions and consequences to ethical decision-making.” Framing Language
This rubric is designed to assess the Core Objective (Personal Responsibility) as described by the THECB in the Texas Core Curriculum. In past attempts to assess Personal Responsibility, different faculty have focused on factors ranging from understanding and avoiding plagiarism to being on time for class. When the THECB defined the new core objectives, the DCCCD decided to use the five VALUE rubrics created by the AAC&U for the assessment of Personal and Social Responsibility. These rubrics were determined to be ineffective for assessing Personal and Social Responsibility as they are defined by the THECB. A team of representatives from each of the Colleges of the DCCCD met several times over the summer of 2016 to develop two new rubrics for assessing these two objectives in the next cycle of assessment.
The focus of our discussions were centered on the definition of Personal Responsibility as described by the THECB. We also researched other colleges around the country with varying results. Ultimately, we wanted to create a rubric that would assess a student’s ability to work through an ethical decision making process. The ideal assignment will be a written essay that is long enough to address all three criteria. This rubric was created to fit well in a signature assignment that assesses more than one core objective simultaneously.
Glossary – the definitions that follow were developed to clarify terms and concepts used in this rubric only.
·
Understanding Ethical Choices – The student is able to thoroughly discuss at least two sides of an ethical choice to be made.
·
Decision-Making – The student is able to state a position on the issue with more detailed explanation and/or reasons for the position and addresses objections to their position.
·
Consequences – The student is able to identify consequences and demonstrates a sophisticated understanding of the scope, complexity and/or magnitude of the consequences.
Personal Responsibility (PR) – ability to connect choices, actions and consequences to ethical decision-making
Capstone
Milestones
Benchmark
Below Benchmark
4
3
2
1
0
Understanding Ethical Choices
Student thoroughly discusses at least two sides of an ethical choice to be made.
Student thoroughly discusses one side and partially describes another side of an ethical choice to be made.
Student partially explains two sides of an ethical choice to be made.
Student attempts to explain only one side of an ethical choice to be made.
Student is unable to articulate an ethical choice to be made.
Decision-Making
Student states a position on the issue with more detailed e.
Assessment – SITXOHS003BStudent name ____________________________.docxfredharris32
Assessment – SITXOHS003BStudent name: ____________________________
What you have to do
There are a total of four (4) parts to complete, as follows:
Part A – consists of Multiple Choice and True/False questions requiring a correct answer for each.
Part B – consists of tasks requiring an extended response answer.
Part C – consists of a task requiring an extended response answer.
Part D – consists of questions requiring extended response answers.
Securely attach your answers on separate sheets that clearly identify the question to which you are responding and number the pages in sequence. At the end of each answer, allow adequate space (at least 6-8 lines), for the teacher’s comments and feedback.
You will be assessed on how well you interpret each task request and how you structure each according to layout, sequencing and by providing all relevant and applicable details for each task.
This is an ungraded unit. Your result is based on the evidence you provide to meet the criteria for competence as specified in the unit of competency and grading criteria. You will receive a result of Achieved Competency (AC) or Not yet Competent (NC).
Information on how to submit your assignment is located on the OTEN website under your OLS log-in.
Task/Question
Part A: Multiple Choice and True/False questions
MultipleChoice
Questions 1 – 9 are Multiple Choice. Please circle or select the most correct answer; only one answer per question can be chosen.
1.
Which government authority administers health and safety legislation in NSW?
a. Safe Work Australia
b. Comcare
c. WorkCover Authority
d. GIO.
2.
To whom do employers owe a ‘Duty of Care’?
a. Everyone
b. Employees
c. Employees and third parties who enter the workplace and anyone who may be affected by the consequences of their act
d. WorkCover inspectors.
3.
How many employees in a NSW workplace require the setting up of an OHS committee?
a. 50
b. 10
c. 100 or more
d. 20 or more.
4.
If an employer failed to meet their ‘Duty of Care’, what is one way of demonstrating this to a court?
a. To tender a prescribed Code of practice and demonstrate it was not adhered to
b. To rely on the common law ‘Duty of Care’
c. To show that the instructions of a WorkCover inspector were NOT adhered to
d. All of the above.
5.
Which of the following is NOT a consequence of a death in a workplace?
a. A fine on the employer
b. A fine on the employee who caused the accident
c. A WorkCover investigation
d. Compensation paid to the deceased’s estate.
6.
What is the difference between a risk and a hazard?
a. A hazard will always cause injury; whereas a risk might not
b. A risk is the likelihood of disease or injury, by the incorrect handling of the hazard
c. There is no difference; they mean the same thing
d. A hazard is where WorkCover has identified a potential danger; a risk does not involve WorkCover.
7.
What made the Legionnaires outbreak in USA in 1976 so significant?
a. It wasn’t, w ...
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Pearson btec hnd level 5 unit 05 aspects of contract and negligence for busin...Naeem Sulehry
The document provides instructions and tasks for a business law assignment on aspects of contract and negligence. The assignment requires students to write a report that covers the essential elements of a valid contract, different types of contracts and contract terms. It also requires students to contrast contractual and tort liability and explain the nature of liability in negligence and vicarious liability. The assignment tasks are mapped to specific learning outcomes and assessment criteria. Guidance is provided on formatting, referencing, submission requirements and achievement levels.
Discussion Question 4·1You have been asked to investigate a new .docxelinoraudley582231
Discussion Question 4·1
You have been asked to investigate a new procedure that physicians would like nurses to adopt in the hospital. Discuss the process you would apply to determine whether the procedure falls within the RN scope of practice and how you would go about introducing the new procedure with physicians and fellow nurses.
Grading Rubric and Sample Table for this DQ
Class this question assumes you are the nurse manager and is a how you would evaluate and implement a standard practice or standing order into your unit. Complete all of the learning activities, critically think and post your reply.
Here is a link to "An Explanation of the Scope of RN Practice Including Standardized Procedures" from the CA BON, your state BON site likely has something similar, but this gives a general idea of procedures one might follow. Lisa
Grading Rubric
Discusses/ lists the process used to determine whether the standardized procedure falls within RNs’ scope of practice (consider your Nurse Practice Act/ Board of Nursing, standards in your workplace, staff training) this is asking .. how will you as a nurse manager make sure that this new procedure is in your staffs scope of practice. 6 points
Discusses process used to introduce the new procedure with physicians and fellow nurses. (Think legalities, change theory and nursing process) 6 points
APA and writing 3 points
Uses 1 properly formatted reference
Correctly formatted in text citations
Writing free of mechanical grammar and spelling errors.
Very import For students.
Welcome to week 4 Class! Last week we studied nursing history and its impact and our individual scope of practice, this week we move forward and review policies that impact us as a group. We will be look at adoption of standard procedures in the work place, discuss theories on promoting change, and will research how standards of professional practice are developed.
Our units objectives are:
1. Describe the impact on the nursing profession of the Institute of Medicine’s 2010 report on The Future of Nursing: Leading Change, Advancing Health.
2. Identify sources for the creation of standards of nursing practice.
3. Apply standards of practice to appropriate settings.
Consider these objectives as you complete your discussion posts, replies and assignments. You have two discussion posts and one paper due this week.
Scope of Practice (studied last week) and Standards of Practice are not synonymous, be sure to differentiate between the two. In Discussion 1 you will need to consider scope of practice of RNs in your state/ facility, research how standardized procedures are implemented and discuss change processes to promote a positive transition. In this scenario you are the nurse manager that is considering implementing a standard procedure. Your answer should palace yourself in the leadership position.
Assignment 9, Chapter 19 NAME _________________________
FIN 3610
Provide a reference and a copy of your source of information w.
This document provides a summary of an examiners' report on the June 2011 GCE Economics exam. The key points are:
1) The exam differentiated well between candidates and most were able to complete it in the allotted time, though some ran short on the final data response question. Essay questions proved more challenging than the previous year.
2) The most popular essay was question 3, followed by question 1, with question 2 being the least popular. Data response question 5 was more popular than question 4.
3) Weaker responses generally failed to answer the question directly, lacked economic knowledge and analysis, and showed poor written communication. Stronger answers demonstrated good application of concepts and understanding of recent economic
Spain v Brown and Williamson US Court of Appeals, 11th Circuit 199.docxrafbolet0
Spain v Brown and Williamson US Court of Appeals, 11th Circuit 1994
The purpose of this case is to give the student the opportunity to read a court case. This case brings out the role of the federal courts and state courts in our dual court system, and the federal preemption. It also cover important aspects of the law of warranties.
Criteria
Exemplary
Proficient
Marginal
Unacceptable
Executive Summary
10
8
6
4
A concise well written explanation of the importance of the case
Concise but not well written has both the results and importance.
Too lengthy and misses the importance or results of the case
Too lengthy and does not explain why the case is important or the results.
Introduction
10
8
6
4 or less
Summarizes the case facts and legal proceedings
Shows a thorough understanding of the facts and how the case proceeded through the legal system
Shows an understanding of the facts and how the case proceeded through the legal system
Shows an understanding of the facts or how the case proceeded through the legal system, but not both.
Misses important fact of the case and an understanding of the legal process is lacking and confused.
Analysis
25
20
15
10 or less
Discuss the reasons and reasoning supporting the court’s opinion
Thoroughly and succinctly discusses the reasoning supporting the court’s opinion.
Thoroughly discusses the reasoning supporting the court’s majority opinion, However, the discussion is wordy.
Discusses the reasoning supporting the court’s majority opinion. However, part of the analysis is missing.
Discusses the reasoning supporting the court’s majority opinion. However, much of the analysis is missing.
Ethics
15
12
9
6 or less
Ethical issue recognition
Recognizes the complex and gray ethical issues in the case and recognize and explains the cross relationships between legal and ethical issues.
Recognizes the ethical complex and gray issues in the case or can grasp cross relationships between legal and ethical issues, but the explanations are cloudy.
Recognizes basic and obvious issues and grasps incompletely complex relationships among the issues and fails to explain them adequately.
Recognizes basic and obvious ethical issues, but fails to grasp the complexity of the relationships. The explanation is incomplete.
Conclusion
10
8
6
4 or less
Summarize the reasons for the court’s decision and its impact on business
Succinctly and effectively summarizes the effect of the case and its importance to business.
Summary is ineffective and includes the major points of the case.
Misses one of the major reasons for the importance of the case.
Misses more than one of the major reasons for the importance of the case.
Communication
15
12
9
6 or less
Organization of Paper
Report is professional in appearance; includes title page, headings/subheadings, exhibits are creative and informative; external sources are properly cited; easy to read, comprehend; persuasive.
Report is acceptable in appearance; includes title page, headings/su.
0455 example candidate_responses_paper_2_(for_examination_from_2020)JoelKibe
The document provides example candidate responses for Paper 2 of the Cambridge IGCSE Economics exam. It includes high, middle, and low-level responses to each question on the paper. For each response, the examiner comments on what was done well and how the response could be improved. Common mistakes made by candidates are also listed. The document is intended to help teachers understand the standards required to score well on the Cambridge exam and identify areas where students need more practice.
Subrogation Presentation: Made Whole Made Simplecplacitella
The document discusses the made-whole doctrine as it relates to subrogation in workers' compensation cases. It provides an overview of the goals of subrogation and the made-whole doctrine from the perspectives of the insured and claimant. It then analyzes how the made-whole doctrine impacts recovery in different states, some which have structured methodologies and some which do not. A case study example is provided to demonstrate how recovery potential is determined under the made-whole doctrine based on the facts of the case and jurisdiction.
COURSE CODE BCO124COURSE NAME MACROECONOMICS Task brief & rubricsCruzIbarra161
COURSE CODE BCO124 COURSE NAME MACROECONOMICS Task brief & rubrics
Task: Individual assignment
· Exercises have to be explained and calculations shown.
1. Consider an economy that produces only pens. In year 1, the quantity produced is 4 bars and the price is 5 €. In year 2, the quantity produced is 5 bars and the price is 6. In year 3, the quantity produced is 6 bars and the price is 7. Year 1 is the base year.
a. What is nominal GDP for each of these three years?
b. What is real GDP for each of these years?
c. What is the GDP deflator for each of these years?
d. What is the percentage growth rate of real GDP from year 2 to year 3?
e. What is the inflation rate as measured by the GDP deflator from year 2 to year 3?
2. Suppose that people consume only three goods, as shown in this table:
Raquets Nets bottle of water
2019 price 3 € 5 € 2 €
2019 quantity 200 200 300
2020 price 3 7 3
2020 quantity 200 200 300
a. What is the percentage change in the price of each of the three goods?
b. Using a method similar to the CPI, compute the percentage change in the overall price level.
c. If you were to learn that a bottle of water increased in size from 2019 to 2020, should that information affect your calculation of the inflation rate? If so, how?
3. Read the following text:
Many studies have examined the effect of unemployment insurance on job search. The most persuasive studies use data on the experiences of unemployed
individuals rather than economy-wide rates of unemployment. Individual data often yield sharp results that are open to few alternative explanations.
One study followed the experience of individual workers as they used up their eligibility for unemployment-insurance benefi ts. It found that when unemployed
workers become ineligible for benefi ts, they are more likely to fi nd jobs. In particular, the probability of a person fi nding a job more than doubles when his
or her benefi ts run out. One possible explanation is that an absence of benefi ts increases the search effort of unemployed workers. Another possibility is that
workers without benefi ts are more likely to accept job offers that would otherwise be declined because of low wages or poor working conditions.
Additional evidence on how economic incentives affect job search comes from an experiment that the state of Illinois ran in 1985. Randomly selected new claimants for unemployment insurance were each offered a $500 bonus if they found employment within 11 weeks. The subsequent experience of this group was compared to that of a control group not offered the incentive. The average duration of unemployment for the group offered the $500 bonus was 17.0 weeks, compared to18.3 weeks for the control group. Thus, the prospect of earning the bonus reduced the average spell of unemployment by 7 percent, suggesting that more effort was devoted to job search. This experiment shows clearly that the incentives provided by the unemployment-in ...
Examiner Comments S 13 BCBS - See what killsMuhammad Ovais
The document provides examiners' comments on student performance on a Business Communication and Behavioral Studies exam. It notes that overall performance was below expectations, with many students lacking preparation across the entire syllabus and unable to express ideas clearly. For individual questions, common issues included not comprehending requirements, providing vague answers, and missing opportunities to score points. The examiners emphasize the need for students to improve writing skills in order to perform better and be effective professionally.
Centre for Enhancementof Learning and TeachingAssessment Cov.docxketurahhazelhurst
Centre for Enhancement
of Learning and Teaching
Assessment Coversheet and Feedback Form
Complete the details marked in the coloured text and leave everything else blank. Copy and paste your submission after the first pages as indicated. You are reminded of the University regulations on cheating. Except where the assessment is group-based, the final piece of work which is submitted must be your own work. Close similarity between submissions is likely to lead to an investigation for cheating. You must submit a file in an MSWord or equivalent format as tutors will use MSWord to provide feedback including, where appropriate, annotations in the text.
Student Name
Reasonable Adjustments
Student Number
Check this box [x] if the Faculty has notified you that you are eligible for a Reasonable Adjustment (including additional time) in relation to the marking of this assessment. Please note that action may be taken under the University’s Student Disciplinary Procedure against any student making a false claim for Reasonable Adjustments.
Course and Year
MSc Management
Module Code
ACC7032
Module Title
Managerial Finance
Personal Tutor
None
First Marker Name:
First Marker Signature:
Date:
Feedback: General comments on the quality of the work, its successes and where it could be improved
Provisional Uncapped Mark Marks will be capped if this was a late submission or resit assessment and may be moderated up or down by the examination board.
%
Feed Forward: How to apply the feedback to future submissions
Quality and use of Standard English and Academic Conventions
Spelling Errors
Style is Colloquial
Standard is a Cause for Concern
Grammatical Errors
Inappropriate Structure
If the box above has been ticked you should arrange a consultation with a member of staff from the Centre for Academic Success via [email protected]
Punctuation Errors
Inadequate Referencing
Moderation Comments (Please note that moderation is carried out through ‘sampling’. If this section is left blank, your work is not part of the sample.)
Moderation is done via sampling. Your work was not part of the sample.
Moderator Name:
Moderator Signature:
Date:
Managing Financial Performance – ACC7021
Assessment Coversheet and Feedback Form
Faculty of Business, Law and Social Sciences
School of Business
Student Name
A. Student
Reasonable Adjustments
Student Number
1……………….
Check this box [x] if the Faculty has notified you that you are eligible for a Reasonable Adjustment (including additional time) in relation to the marking of this assessment. Please note that action may be taken under the University’s Student Disciplinary Procedure against any student making a false claim for Reasonable Adjustments.
Course and Year
Int. MBA
Module Code
ACC7012
Module Title
Managing Financial Performance
Module Tutor
Jonathan Mills
Personal Tutor
Complete the details marked in the colored text and leave everything else blank. Where appropriate, co ...
Having an important roll for automatism of packaging machines, We are doing our best to provide with much improved machines to many customers in highly developed 21st century's machinery industry by upgrading Packaging Technology.
With our integrated technology and various experience, we will make more efforts in R&D so that we will take the first place of packing machinery industry.
Tugas kjd aliffio f x tkj 1 membuat hotspot di mikrotikaliffio firmansyah
Tutorial ini menjelaskan langkah-langkah membuat DHCP hotspot menggunakan MikroTik ISO di Virtual Box, meliputi pengaturan RAM, ISO, dan jaringan, memilih semua opsi, menambahkan alamat IP 192.168.10.1, membuat hotspot dengan menyesuaikan IP sebelumnya, mengubah DNS dan nama DNS, menambahkan nama dan sandi akses hotspot, serta mengubah tema hotspot.
Las LAN son redes privadas que conectan computadoras dentro de una oficina u organización a velocidades de 10 a 100 megabits por segundo. Las WAN son redes más grandes que se extienden geográficamente usando enrutadores y líneas de transmisión para conectar hosts. Existen diferentes tipologías de redes como bus, anillo, estrella y híbridas que definen cómo fluyen los datos y cómo están conectadas las estaciones.
Este documento presenta las respuestas correctas a 10 preguntas sobre conceptos básicos de contabilidad de costos. Cubre temas como los elementos del costo de producción, la clasificación de costos, cómo se calcula el costo unitario, y cómo se acumulan los costos de producción en el balance general.
Empleo en IT 2017 Profesiones con Futuro (Infoempleo y Deloitte)Infoempleo
Descubre cómo trabajar en el sector de las Tecnologías y la Información de la mano de Infoempleo y Deloitte. Analizamos este sector y entrevistamos a 17 profesionales de diversos ámbitos para conocer cómo es su día a día y las perspectivas laborales que tiene su puesto.
Las principales áreas y perfiles IT están en www.infoempleo.com/empleo-it
Организаторами данного мероприятия были лаборатория «Я и общество» и Организаторами данного мероприятия были лаборатория «Я и общество» и метасообщество «Мир англоговорящих». Акция прошла в необычном формате. Организаторами было предложено провести акцию в виде метауроков с показов социальных роликов и вместе с ребятами создать мастерские по изготовлению сувениров и подарков своими руками, которые оцениваются как учителями, так и организаторами .
Prince Royce es un cantante estadounidense de origen dominicano. Desde joven le interesó la música y comenzó a componer. A los 19 años conoció a su mánager y luego a un productor musical que lo contrató. Debutó en 2010 con su primer álbum.
Aspects of contract_negligence_for_business_-_aug_13sajimi olusegun
This document provides instructions for a contract law assignment. It outlines four tasks assessing students' understanding of contract formation, terms, liability in negligence, and applying these principles to business scenarios. Students must analyze requirements for a valid contract, exclusion clauses, duty of care, vicarious liability, and apply these legal concepts to cases involving supply contracts and delivery accidents. The assignment aims to develop students' research, summarizing and legal problem-solving skills.
Personal Responsibility RubricFormatted by the DCCCD in alignmen.docxpauline234567
Personal Responsibility Rubric
Formatted by the DCCCD in alignment with the AAC&U VALUE rubrics.
Definition
The Texas Higher Education Coordinating Board describes Personal Responsibility to include “the ability to connect choices, actions and consequences to ethical decision-making.” Framing Language
This rubric is designed to assess the Core Objective (Personal Responsibility) as described by the THECB in the Texas Core Curriculum. In past attempts to assess Personal Responsibility, different faculty have focused on factors ranging from understanding and avoiding plagiarism to being on time for class. When the THECB defined the new core objectives, the DCCCD decided to use the five VALUE rubrics created by the AAC&U for the assessment of Personal and Social Responsibility. These rubrics were determined to be ineffective for assessing Personal and Social Responsibility as they are defined by the THECB. A team of representatives from each of the Colleges of the DCCCD met several times over the summer of 2016 to develop two new rubrics for assessing these two objectives in the next cycle of assessment.
The focus of our discussions were centered on the definition of Personal Responsibility as described by the THECB. We also researched other colleges around the country with varying results. Ultimately, we wanted to create a rubric that would assess a student’s ability to work through an ethical decision making process. The ideal assignment will be a written essay that is long enough to address all three criteria. This rubric was created to fit well in a signature assignment that assesses more than one core objective simultaneously.
Glossary – the definitions that follow were developed to clarify terms and concepts used in this rubric only.
·
Understanding Ethical Choices – The student is able to thoroughly discuss at least two sides of an ethical choice to be made.
·
Decision-Making – The student is able to state a position on the issue with more detailed explanation and/or reasons for the position and addresses objections to their position.
·
Consequences – The student is able to identify consequences and demonstrates a sophisticated understanding of the scope, complexity and/or magnitude of the consequences.
Personal Responsibility (PR) – ability to connect choices, actions and consequences to ethical decision-making
Capstone
Milestones
Benchmark
Below Benchmark
4
3
2
1
0
Understanding Ethical Choices
Student thoroughly discusses at least two sides of an ethical choice to be made.
Student thoroughly discusses one side and partially describes another side of an ethical choice to be made.
Student partially explains two sides of an ethical choice to be made.
Student attempts to explain only one side of an ethical choice to be made.
Student is unable to articulate an ethical choice to be made.
Decision-Making
Student states a position on the issue with more detailed e.
Assessment – SITXOHS003BStudent name ____________________________.docxfredharris32
Assessment – SITXOHS003BStudent name: ____________________________
What you have to do
There are a total of four (4) parts to complete, as follows:
Part A – consists of Multiple Choice and True/False questions requiring a correct answer for each.
Part B – consists of tasks requiring an extended response answer.
Part C – consists of a task requiring an extended response answer.
Part D – consists of questions requiring extended response answers.
Securely attach your answers on separate sheets that clearly identify the question to which you are responding and number the pages in sequence. At the end of each answer, allow adequate space (at least 6-8 lines), for the teacher’s comments and feedback.
You will be assessed on how well you interpret each task request and how you structure each according to layout, sequencing and by providing all relevant and applicable details for each task.
This is an ungraded unit. Your result is based on the evidence you provide to meet the criteria for competence as specified in the unit of competency and grading criteria. You will receive a result of Achieved Competency (AC) or Not yet Competent (NC).
Information on how to submit your assignment is located on the OTEN website under your OLS log-in.
Task/Question
Part A: Multiple Choice and True/False questions
MultipleChoice
Questions 1 – 9 are Multiple Choice. Please circle or select the most correct answer; only one answer per question can be chosen.
1.
Which government authority administers health and safety legislation in NSW?
a. Safe Work Australia
b. Comcare
c. WorkCover Authority
d. GIO.
2.
To whom do employers owe a ‘Duty of Care’?
a. Everyone
b. Employees
c. Employees and third parties who enter the workplace and anyone who may be affected by the consequences of their act
d. WorkCover inspectors.
3.
How many employees in a NSW workplace require the setting up of an OHS committee?
a. 50
b. 10
c. 100 or more
d. 20 or more.
4.
If an employer failed to meet their ‘Duty of Care’, what is one way of demonstrating this to a court?
a. To tender a prescribed Code of practice and demonstrate it was not adhered to
b. To rely on the common law ‘Duty of Care’
c. To show that the instructions of a WorkCover inspector were NOT adhered to
d. All of the above.
5.
Which of the following is NOT a consequence of a death in a workplace?
a. A fine on the employer
b. A fine on the employee who caused the accident
c. A WorkCover investigation
d. Compensation paid to the deceased’s estate.
6.
What is the difference between a risk and a hazard?
a. A hazard will always cause injury; whereas a risk might not
b. A risk is the likelihood of disease or injury, by the incorrect handling of the hazard
c. There is no difference; they mean the same thing
d. A hazard is where WorkCover has identified a potential danger; a risk does not involve WorkCover.
7.
What made the Legionnaires outbreak in USA in 1976 so significant?
a. It wasn’t, w ...
Dear student, Warm Greetings of the Day!!! We are a qualified team of consultants and writers who provide support and assistance to students with their Assignments, Essays and Dissertation. If you are having difficulties writing your work, finding it stressful in completing your work or have no time to complete your work yourself, then look no further. We have assisted many students with their projects. Our aim is to help and support students when they need it the most. We oversee your work to be completed from start to end. We specialize in a number of subject areas including, Business, Accounting, Economic, Nursing, Health and Social Care, Criminology, Sociology, English, Law, IT, History, Religious Studies, Social Sciences, Biology, Physic, Chemistry, Psychology and many more. Our consultants are highly qualified in providing the highest quality of work to students. Each work will be unique and not copied like others. You can count on us as we are committed to assist you in producing work of the highest quality. Waiting for your quick response and want to start healthy long term relationship with you. Regards http://www.cheapassignmenthelp.com/ http://www.cheapassignmenthelp.co.uk/
Pearson btec hnd level 5 unit 05 aspects of contract and negligence for busin...Naeem Sulehry
The document provides instructions and tasks for a business law assignment on aspects of contract and negligence. The assignment requires students to write a report that covers the essential elements of a valid contract, different types of contracts and contract terms. It also requires students to contrast contractual and tort liability and explain the nature of liability in negligence and vicarious liability. The assignment tasks are mapped to specific learning outcomes and assessment criteria. Guidance is provided on formatting, referencing, submission requirements and achievement levels.
Discussion Question 4·1You have been asked to investigate a new .docxelinoraudley582231
Discussion Question 4·1
You have been asked to investigate a new procedure that physicians would like nurses to adopt in the hospital. Discuss the process you would apply to determine whether the procedure falls within the RN scope of practice and how you would go about introducing the new procedure with physicians and fellow nurses.
Grading Rubric and Sample Table for this DQ
Class this question assumes you are the nurse manager and is a how you would evaluate and implement a standard practice or standing order into your unit. Complete all of the learning activities, critically think and post your reply.
Here is a link to "An Explanation of the Scope of RN Practice Including Standardized Procedures" from the CA BON, your state BON site likely has something similar, but this gives a general idea of procedures one might follow. Lisa
Grading Rubric
Discusses/ lists the process used to determine whether the standardized procedure falls within RNs’ scope of practice (consider your Nurse Practice Act/ Board of Nursing, standards in your workplace, staff training) this is asking .. how will you as a nurse manager make sure that this new procedure is in your staffs scope of practice. 6 points
Discusses process used to introduce the new procedure with physicians and fellow nurses. (Think legalities, change theory and nursing process) 6 points
APA and writing 3 points
Uses 1 properly formatted reference
Correctly formatted in text citations
Writing free of mechanical grammar and spelling errors.
Very import For students.
Welcome to week 4 Class! Last week we studied nursing history and its impact and our individual scope of practice, this week we move forward and review policies that impact us as a group. We will be look at adoption of standard procedures in the work place, discuss theories on promoting change, and will research how standards of professional practice are developed.
Our units objectives are:
1. Describe the impact on the nursing profession of the Institute of Medicine’s 2010 report on The Future of Nursing: Leading Change, Advancing Health.
2. Identify sources for the creation of standards of nursing practice.
3. Apply standards of practice to appropriate settings.
Consider these objectives as you complete your discussion posts, replies and assignments. You have two discussion posts and one paper due this week.
Scope of Practice (studied last week) and Standards of Practice are not synonymous, be sure to differentiate between the two. In Discussion 1 you will need to consider scope of practice of RNs in your state/ facility, research how standardized procedures are implemented and discuss change processes to promote a positive transition. In this scenario you are the nurse manager that is considering implementing a standard procedure. Your answer should palace yourself in the leadership position.
Assignment 9, Chapter 19 NAME _________________________
FIN 3610
Provide a reference and a copy of your source of information w.
This document provides a summary of an examiners' report on the June 2011 GCE Economics exam. The key points are:
1) The exam differentiated well between candidates and most were able to complete it in the allotted time, though some ran short on the final data response question. Essay questions proved more challenging than the previous year.
2) The most popular essay was question 3, followed by question 1, with question 2 being the least popular. Data response question 5 was more popular than question 4.
3) Weaker responses generally failed to answer the question directly, lacked economic knowledge and analysis, and showed poor written communication. Stronger answers demonstrated good application of concepts and understanding of recent economic
Spain v Brown and Williamson US Court of Appeals, 11th Circuit 199.docxrafbolet0
Spain v Brown and Williamson US Court of Appeals, 11th Circuit 1994
The purpose of this case is to give the student the opportunity to read a court case. This case brings out the role of the federal courts and state courts in our dual court system, and the federal preemption. It also cover important aspects of the law of warranties.
Criteria
Exemplary
Proficient
Marginal
Unacceptable
Executive Summary
10
8
6
4
A concise well written explanation of the importance of the case
Concise but not well written has both the results and importance.
Too lengthy and misses the importance or results of the case
Too lengthy and does not explain why the case is important or the results.
Introduction
10
8
6
4 or less
Summarizes the case facts and legal proceedings
Shows a thorough understanding of the facts and how the case proceeded through the legal system
Shows an understanding of the facts and how the case proceeded through the legal system
Shows an understanding of the facts or how the case proceeded through the legal system, but not both.
Misses important fact of the case and an understanding of the legal process is lacking and confused.
Analysis
25
20
15
10 or less
Discuss the reasons and reasoning supporting the court’s opinion
Thoroughly and succinctly discusses the reasoning supporting the court’s opinion.
Thoroughly discusses the reasoning supporting the court’s majority opinion, However, the discussion is wordy.
Discusses the reasoning supporting the court’s majority opinion. However, part of the analysis is missing.
Discusses the reasoning supporting the court’s majority opinion. However, much of the analysis is missing.
Ethics
15
12
9
6 or less
Ethical issue recognition
Recognizes the complex and gray ethical issues in the case and recognize and explains the cross relationships between legal and ethical issues.
Recognizes the ethical complex and gray issues in the case or can grasp cross relationships between legal and ethical issues, but the explanations are cloudy.
Recognizes basic and obvious issues and grasps incompletely complex relationships among the issues and fails to explain them adequately.
Recognizes basic and obvious ethical issues, but fails to grasp the complexity of the relationships. The explanation is incomplete.
Conclusion
10
8
6
4 or less
Summarize the reasons for the court’s decision and its impact on business
Succinctly and effectively summarizes the effect of the case and its importance to business.
Summary is ineffective and includes the major points of the case.
Misses one of the major reasons for the importance of the case.
Misses more than one of the major reasons for the importance of the case.
Communication
15
12
9
6 or less
Organization of Paper
Report is professional in appearance; includes title page, headings/subheadings, exhibits are creative and informative; external sources are properly cited; easy to read, comprehend; persuasive.
Report is acceptable in appearance; includes title page, headings/su.
0455 example candidate_responses_paper_2_(for_examination_from_2020)JoelKibe
The document provides example candidate responses for Paper 2 of the Cambridge IGCSE Economics exam. It includes high, middle, and low-level responses to each question on the paper. For each response, the examiner comments on what was done well and how the response could be improved. Common mistakes made by candidates are also listed. The document is intended to help teachers understand the standards required to score well on the Cambridge exam and identify areas where students need more practice.
Subrogation Presentation: Made Whole Made Simplecplacitella
The document discusses the made-whole doctrine as it relates to subrogation in workers' compensation cases. It provides an overview of the goals of subrogation and the made-whole doctrine from the perspectives of the insured and claimant. It then analyzes how the made-whole doctrine impacts recovery in different states, some which have structured methodologies and some which do not. A case study example is provided to demonstrate how recovery potential is determined under the made-whole doctrine based on the facts of the case and jurisdiction.
COURSE CODE BCO124COURSE NAME MACROECONOMICS Task brief & rubricsCruzIbarra161
COURSE CODE BCO124 COURSE NAME MACROECONOMICS Task brief & rubrics
Task: Individual assignment
· Exercises have to be explained and calculations shown.
1. Consider an economy that produces only pens. In year 1, the quantity produced is 4 bars and the price is 5 €. In year 2, the quantity produced is 5 bars and the price is 6. In year 3, the quantity produced is 6 bars and the price is 7. Year 1 is the base year.
a. What is nominal GDP for each of these three years?
b. What is real GDP for each of these years?
c. What is the GDP deflator for each of these years?
d. What is the percentage growth rate of real GDP from year 2 to year 3?
e. What is the inflation rate as measured by the GDP deflator from year 2 to year 3?
2. Suppose that people consume only three goods, as shown in this table:
Raquets Nets bottle of water
2019 price 3 € 5 € 2 €
2019 quantity 200 200 300
2020 price 3 7 3
2020 quantity 200 200 300
a. What is the percentage change in the price of each of the three goods?
b. Using a method similar to the CPI, compute the percentage change in the overall price level.
c. If you were to learn that a bottle of water increased in size from 2019 to 2020, should that information affect your calculation of the inflation rate? If so, how?
3. Read the following text:
Many studies have examined the effect of unemployment insurance on job search. The most persuasive studies use data on the experiences of unemployed
individuals rather than economy-wide rates of unemployment. Individual data often yield sharp results that are open to few alternative explanations.
One study followed the experience of individual workers as they used up their eligibility for unemployment-insurance benefi ts. It found that when unemployed
workers become ineligible for benefi ts, they are more likely to fi nd jobs. In particular, the probability of a person fi nding a job more than doubles when his
or her benefi ts run out. One possible explanation is that an absence of benefi ts increases the search effort of unemployed workers. Another possibility is that
workers without benefi ts are more likely to accept job offers that would otherwise be declined because of low wages or poor working conditions.
Additional evidence on how economic incentives affect job search comes from an experiment that the state of Illinois ran in 1985. Randomly selected new claimants for unemployment insurance were each offered a $500 bonus if they found employment within 11 weeks. The subsequent experience of this group was compared to that of a control group not offered the incentive. The average duration of unemployment for the group offered the $500 bonus was 17.0 weeks, compared to18.3 weeks for the control group. Thus, the prospect of earning the bonus reduced the average spell of unemployment by 7 percent, suggesting that more effort was devoted to job search. This experiment shows clearly that the incentives provided by the unemployment-in ...
Examiner Comments S 13 BCBS - See what killsMuhammad Ovais
The document provides examiners' comments on student performance on a Business Communication and Behavioral Studies exam. It notes that overall performance was below expectations, with many students lacking preparation across the entire syllabus and unable to express ideas clearly. For individual questions, common issues included not comprehending requirements, providing vague answers, and missing opportunities to score points. The examiners emphasize the need for students to improve writing skills in order to perform better and be effective professionally.
Centre for Enhancementof Learning and TeachingAssessment Cov.docxketurahhazelhurst
Centre for Enhancement
of Learning and Teaching
Assessment Coversheet and Feedback Form
Complete the details marked in the coloured text and leave everything else blank. Copy and paste your submission after the first pages as indicated. You are reminded of the University regulations on cheating. Except where the assessment is group-based, the final piece of work which is submitted must be your own work. Close similarity between submissions is likely to lead to an investigation for cheating. You must submit a file in an MSWord or equivalent format as tutors will use MSWord to provide feedback including, where appropriate, annotations in the text.
Student Name
Reasonable Adjustments
Student Number
Check this box [x] if the Faculty has notified you that you are eligible for a Reasonable Adjustment (including additional time) in relation to the marking of this assessment. Please note that action may be taken under the University’s Student Disciplinary Procedure against any student making a false claim for Reasonable Adjustments.
Course and Year
MSc Management
Module Code
ACC7032
Module Title
Managerial Finance
Personal Tutor
None
First Marker Name:
First Marker Signature:
Date:
Feedback: General comments on the quality of the work, its successes and where it could be improved
Provisional Uncapped Mark Marks will be capped if this was a late submission or resit assessment and may be moderated up or down by the examination board.
%
Feed Forward: How to apply the feedback to future submissions
Quality and use of Standard English and Academic Conventions
Spelling Errors
Style is Colloquial
Standard is a Cause for Concern
Grammatical Errors
Inappropriate Structure
If the box above has been ticked you should arrange a consultation with a member of staff from the Centre for Academic Success via [email protected]
Punctuation Errors
Inadequate Referencing
Moderation Comments (Please note that moderation is carried out through ‘sampling’. If this section is left blank, your work is not part of the sample.)
Moderation is done via sampling. Your work was not part of the sample.
Moderator Name:
Moderator Signature:
Date:
Managing Financial Performance – ACC7021
Assessment Coversheet and Feedback Form
Faculty of Business, Law and Social Sciences
School of Business
Student Name
A. Student
Reasonable Adjustments
Student Number
1……………….
Check this box [x] if the Faculty has notified you that you are eligible for a Reasonable Adjustment (including additional time) in relation to the marking of this assessment. Please note that action may be taken under the University’s Student Disciplinary Procedure against any student making a false claim for Reasonable Adjustments.
Course and Year
Int. MBA
Module Code
ACC7012
Module Title
Managing Financial Performance
Module Tutor
Jonathan Mills
Personal Tutor
Complete the details marked in the colored text and leave everything else blank. Where appropriate, co ...
This course covers specific contracts such as indemnity, guarantee, bailment, pledge, agency, sale of goods, and partnerships. It has 4 credit units and includes 4 modules that cover these topics as well as related rights and obligations. Assessment includes class tests, project proposals, reports, viva voce, and an end-term examination. The course aims to enhance students' understanding of commercial transactions and application of contract law principles to specific contexts.
This document provides an overview of an IELTS preparation course designed for Arabic students. The goals of the course are to improve students' speaking skills so they can achieve a band score of 6.0. The 8-week course focuses on building vocabulary, confidence, grammar, and test-taking skills through various in-class activities and practice exams. Lessons progress from general vocabulary and communication exercises to more advanced skills like connecting sentences, analysis, and quick thinking. The document also outlines the three parts of the IELTS speaking test and provides tips for achieving a high score in each section.
TEST BANK For Auditing & Assurance Services A Systematic Approach, 11th Editi...Donc Test
TEST BANK For Auditing & Assurance Services A Systematic Approach, 11th Edition & 12th Edi.pdf
TEST BANK For Auditing & Assurance Services A Systematic Approach, 11th Edition & 12th Edi.pdf
The document provides an examiner's report on candidates' performance on a Level 5 Diploma in Credit Management exam from January 2013. The examiner notes that answers seemed to reflect poor preparation and understanding of applying theory to practical situations, as required at Level 5. Candidates appeared to feel success could be achieved without thorough preparation in all subject areas. The examiner was disappointed candidates could not accurately apply basic ratio analysis and hopes future candidates will prepare more effectively. The report then provides the exam questions, suggested answers, and comments on areas candidates struggled with or failed to address sufficiently.
The examiner provides comments on student performance on the DipIFR exam from June 2010. In general, performance was superior to recent exams, with candidates performing well on questions one and two. However, a minority of candidates performed well below passing standards. For question one on preparing a consolidated statement of financial position, most candidates consolidated the subsidiary correctly but some incorrectly tried to consolidate the associate. For question two on preparing financial statements from a trial balance, most did well but some struggled with deferred tax implications of a property revaluation. Question three on impairing financial assets and accounting for leases and foreign currency transactions was answered poorly, particularly part a on impairments. Question four on revenue recognition principles was answered satisfactorily. Question
1 of 5 S116 ACT301 Accounting Theory and Contemporary Is.docxhoney725342
This document provides instructions for an accounting assessment. It outlines:
1) The task which is a critical analysis of an accounting question and cases.
2) Formatting requirements for submitting the assessment such as font size and page numbering.
3) Requirements around word count and acceptable sources to reference.
4) Warnings against plagiarism and instructions on submitting and retaining a copy of the assessment.
Synopsis On Annual General Meeting/Extra Ordinary General Meeting With Ordinary And Special Businesses And Ordinary And Special Resolutions with Companies (Postal Ballot) Regulations, 2018
Guide on the use of Artificial Intelligence-based tools by lawyers and law fi...Massimo Talia
This guide aims to provide information on how lawyers will be able to use the opportunities provided by AI tools and how such tools could help the business processes of small firms. Its objective is to provide lawyers with some background to understand what they can and cannot realistically expect from these products. This guide aims to give a reference point for small law practices in the EU
against which they can evaluate those classes of AI applications that are probably the most relevant for them.
Genocide in International Criminal Law.pptxMasoudZamani13
Excited to share insights from my recent presentation on genocide! 💡 In light of ongoing debates, it's crucial to delve into the nuances of this grave crime.
What are the common challenges faced by women lawyers working in the legal pr...lawyersonia
The legal profession, which has historically been male-dominated, has experienced a significant increase in the number of women entering the field over the past few decades. Despite this progress, women lawyers continue to encounter various challenges as they strive for top positions.
Sangyun Lee, 'Why Korea's Merger Control Occasionally Fails: A Public Choice ...Sangyun Lee
Presentation slides for a session held on June 4, 2024, at Kyoto University. This presentation is based on the presenter’s recent paper, coauthored with Hwang Lee, Professor, Korea University, with the same title, published in the Journal of Business Administration & Law, Volume 34, No. 2 (April 2024). The paper, written in Korean, is available at <https://shorturl.at/GCWcI>.
सुप्रीम कोर्ट ने यह भी माना था कि मजिस्ट्रेट का यह कर्तव्य है कि वह सुनिश्चित करे कि अधिकारी पीएमएलए के तहत निर्धारित प्रक्रिया के साथ-साथ संवैधानिक सुरक्षा उपायों का भी उचित रूप से पालन करें।
Matthew Professional CV experienced Government LiaisonMattGardner52
As an experienced Government Liaison, I have demonstrated expertise in Corporate Governance. My skill set includes senior-level management in Contract Management, Legal Support, and Diplomatic Relations. I have also gained proficiency as a Corporate Liaison, utilizing my strong background in accounting, finance, and legal, with a Bachelor's degree (B.A.) from California State University. My Administrative Skills further strengthen my ability to contribute to the growth and success of any organization.
This document briefly explains the June compliance calendar 2024 with income tax returns, PF, ESI, and important due dates, forms to be filled out, periods, and who should file them?.
Lifting the Corporate Veil. Power Point Presentationseri bangash
"Lifting the Corporate Veil" is a legal concept that refers to the judicial act of disregarding the separate legal personality of a corporation or limited liability company (LLC). Normally, a corporation is considered a legal entity separate from its shareholders or members, meaning that the personal assets of shareholders or members are protected from the liabilities of the corporation. However, there are certain situations where courts may decide to "pierce" or "lift" the corporate veil, holding shareholders or members personally liable for the debts or actions of the corporation.
Here are some common scenarios in which courts might lift the corporate veil:
Fraud or Illegality: If shareholders or members use the corporate structure to perpetrate fraud, evade legal obligations, or engage in illegal activities, courts may disregard the corporate entity and hold those individuals personally liable.
Undercapitalization: If a corporation is formed with insufficient capital to conduct its intended business and meet its foreseeable liabilities, and this lack of capitalization results in harm to creditors or other parties, courts may lift the corporate veil to hold shareholders or members liable.
Failure to Observe Corporate Formalities: Corporations and LLCs are required to observe certain formalities, such as holding regular meetings, maintaining separate financial records, and avoiding commingling of personal and corporate assets. If these formalities are not observed and the corporate structure is used as a mere façade, courts may disregard the corporate entity.
Alter Ego: If there is such a unity of interest and ownership between the corporation and its shareholders or members that the separate personalities of the corporation and the individuals no longer exist, courts may treat the corporation as the alter ego of its owners and hold them personally liable.
Group Enterprises: In some cases, where multiple corporations are closely related or form part of a single economic unit, courts may pierce the corporate veil to achieve equity, particularly if one corporation's actions harm creditors or other stakeholders and the corporate structure is being used to shield culpable parties from liability.
Lifting the Corporate Veil. Power Point Presentation
9084 s11 ms_43
1. UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Advanced Level
MARK SCHEME for the May/June 2011 question paper
for the guidance of teachers
9084 LAW
9084/43 Paper 4, maximum raw mark 75
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
• Cambridge will not enter into discussions or correspondence in connection with these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2011 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.