The document is a mark scheme for a business studies exam that assesses candidates' understanding of various business concepts and their ability to apply them in context. It provides the requirements to earn marks on questions related to topics like revenue, disciplinary procedures, gross profit calculation, production methods, performance-related pay, and market research. For each question, it outlines the level of knowledge, application, analysis, and evaluation required to achieve different mark levels.
ROLE OF C & I IN FERTILIZER PRODUCTION PLANTGaurav Rai
Role of control and instrumentation in fertilizer production plant.
use of different instruments in measurement of pressure, flow and temperature in fertilizer plant.
This document provides information about variants of question papers used for Cambridge International Examinations (CIE) assessments. It explains that for some popular exams, CIE uses two closely related variants of the question paper to maintain best assessment practices. Both variants assess the same content and skills to the same standard. Accompanying materials like mark schemes and examiner reports are also available in two variants. Schools will use only one variant for a given exam session. This provides students and teachers access to more past paper material for preparation. The document outlines the relationship between the question paper variants and corresponding marking and examiner materials. It also provides contact information for any questions about these changes.
Este documento fornece instruções passo-a-passo para simular processos de separação usando o simulador DWSIM, incluindo destilação flash, operações de ajuste, reciclagem e projeto de coluna de destilação.
This document contains the mark scheme for the May/June 2006 International General Certificate of Secondary Education (IGCSE) Chemistry exam. It provides guidance to examiners on how to award marks for students' answers, including identifying acceptable alternative responses. The mark scheme also indicates the minimum marks required to achieve different overall grades. CIE will not enter into discussions about the mark scheme.
O documento discute os conceitos fundamentais da destilação como um processo unitário de separação. A destilação é definida como uma operação que visa separar os componentes de uma fase líquida através de sua vaporização parcial, onde os vapores são mais ricos nos componentes mais voláteis do que no líquido. O processo de destilação é descrito como ocorrendo em estágios onde duas correntes (líquido e vapor) entram em contato para produzir correntes com composições diferentes. Curvas de equilíbrio podem ser us
An olefins plant produces ethylene and other co-products like propylene and butadiene through a process called steam cracking. Steam cracking involves thermally cracking hydrocarbon feedstocks like natural gas liquids in a furnace at high temperatures. The main sections of an olefins plant include the furnace for cracking the feedstock, a quenching system to cool the cracked gases, compression and drying of gases, separation and recovery of ethylene and other products. The presentation discusses the topology and layout of an olefins plant and processing of different feedstocks and products.
Nbr 10068 folha de desenho - leiaute e dimensões - 1987Luciano Otavio
Este documento estabelece padrões para folhas de desenho técnico no Brasil, incluindo formatos, margens, legendas, escalas, sistemas de referência e marcas. Ele especifica dimensões e posições para esses elementos visando uniformizar a apresentação de desenhos.
[1] A NBR 10647 define os termos utilizados em desenho técnico, incluindo diferentes tipos de desenhos como projetivos, não projetivos, de componentes, de conjunto e detalhes.
[2] Os desenhos podem variar quanto ao grau de elaboração, desde esboços até desenhos definitivos, e quanto ao material e técnica de execução, podendo ser manuais ou à máquina.
[3] A norma também estabelece definições sobre a obtenção dos desenhos, distinguindo originais e suas reproduções em có
ROLE OF C & I IN FERTILIZER PRODUCTION PLANTGaurav Rai
Role of control and instrumentation in fertilizer production plant.
use of different instruments in measurement of pressure, flow and temperature in fertilizer plant.
This document provides information about variants of question papers used for Cambridge International Examinations (CIE) assessments. It explains that for some popular exams, CIE uses two closely related variants of the question paper to maintain best assessment practices. Both variants assess the same content and skills to the same standard. Accompanying materials like mark schemes and examiner reports are also available in two variants. Schools will use only one variant for a given exam session. This provides students and teachers access to more past paper material for preparation. The document outlines the relationship between the question paper variants and corresponding marking and examiner materials. It also provides contact information for any questions about these changes.
Este documento fornece instruções passo-a-passo para simular processos de separação usando o simulador DWSIM, incluindo destilação flash, operações de ajuste, reciclagem e projeto de coluna de destilação.
This document contains the mark scheme for the May/June 2006 International General Certificate of Secondary Education (IGCSE) Chemistry exam. It provides guidance to examiners on how to award marks for students' answers, including identifying acceptable alternative responses. The mark scheme also indicates the minimum marks required to achieve different overall grades. CIE will not enter into discussions about the mark scheme.
O documento discute os conceitos fundamentais da destilação como um processo unitário de separação. A destilação é definida como uma operação que visa separar os componentes de uma fase líquida através de sua vaporização parcial, onde os vapores são mais ricos nos componentes mais voláteis do que no líquido. O processo de destilação é descrito como ocorrendo em estágios onde duas correntes (líquido e vapor) entram em contato para produzir correntes com composições diferentes. Curvas de equilíbrio podem ser us
An olefins plant produces ethylene and other co-products like propylene and butadiene through a process called steam cracking. Steam cracking involves thermally cracking hydrocarbon feedstocks like natural gas liquids in a furnace at high temperatures. The main sections of an olefins plant include the furnace for cracking the feedstock, a quenching system to cool the cracked gases, compression and drying of gases, separation and recovery of ethylene and other products. The presentation discusses the topology and layout of an olefins plant and processing of different feedstocks and products.
Nbr 10068 folha de desenho - leiaute e dimensões - 1987Luciano Otavio
Este documento estabelece padrões para folhas de desenho técnico no Brasil, incluindo formatos, margens, legendas, escalas, sistemas de referência e marcas. Ele especifica dimensões e posições para esses elementos visando uniformizar a apresentação de desenhos.
[1] A NBR 10647 define os termos utilizados em desenho técnico, incluindo diferentes tipos de desenhos como projetivos, não projetivos, de componentes, de conjunto e detalhes.
[2] Os desenhos podem variar quanto ao grau de elaboração, desde esboços até desenhos definitivos, e quanto ao material e técnica de execução, podendo ser manuais ou à máquina.
[3] A norma também estabelece definições sobre a obtenção dos desenhos, distinguindo originais e suas reproduções em có
The document is a mark scheme for an exam on business studies. It provides guidance to examiners on how to award marks to exam answers. For each question, it gives the key points or context that should be included in answers for full or partial marks. It also provides examples of explanations, analyses or evaluations that would merit different levels of marks based on their depth and use of context. The mark scheme aims to ensure examiners apply the marking criteria consistently and fairly.
The document is a mark scheme for a business studies exam that provides guidance to examiners on how to award marks to exam responses. It covers several questions related to business topics like marketing research methods, human resource management functions, types of business organizations, and issues related to business growth and financing. For each sub-question, it provides descriptions of responses that would earn different levels of marks, from limited to full marks. The mark scheme aims to ensure examiners apply standards consistently when evaluating answers.
The document contains the mark schemes for Papers 1, 2, and 3 of the Cambridge International Examinations GCE Advanced Subsidiary Level and GCE Advanced Level Physics examination from May/June 2014. It provides the answers to the multiple choice questions on each paper and notes that the mark schemes should be read in conjunction with the question papers and principal examiner reports. Cambridge will not enter into discussions about the mark schemes.
This mark scheme provides guidance to examiners on how to evaluate exam responses for a paper on Business Studies. It outlines the key points and level of analysis or understanding required to achieve each mark level for multiple choice and long answer questions related to two case studies on companies SV and TQ. For each question, it describes the content, knowledge, application and analysis or evaluation expected in student answers to receive different levels of marks. The mark scheme aims to ensure examiners apply standards consistently and understand the basis on which marks should be awarded.
The document is the mark scheme for Cambridge International Examinations' GCE Advanced Subsidiary Level and GCE Advanced Level exam for the subject of Business Studies. It provides the requirements for examiners to award marks to student responses on the exam. For each question, it outlines the key points or level of understanding required to achieve each mark. It also provides sample student responses at each level to demonstrate how marks would be allocated. The mark scheme aims to ensure examiners apply the standards consistently and accurately.
This document contains a mark scheme for a business studies exam. It provides guidance to examiners on how to award marks to student answers. The mark scheme is broken down by question and lists what students need to include to achieve each mark. It also provides sample answers that would satisfy the requirements to receive particular marks. However, the document notes that it does not cover all possible acceptable answers, only indicating the general basis for awarding marks.
The document is a mark scheme for a business studies exam that provides guidance to examiners on how to award marks to exam responses. It includes:
- Definitions, explanations and requirements for full marks for various concepts that may be addressed in exam responses, such as retained profits, financial and management accounting, diseconomies of scale, corporate responsibility, and workforce planning.
- Identification of inter-departmental relationships and advantages/disadvantages of niche marketing that could be discussed in exam responses.
- Notes on how accounting ratios can be used for analysis but also have limitations, and how exam responses on this topic could be evaluated.
This document summarizes an interaction between two boys in a remote village in China that receives aid from Heifer International. A young boy from the visiting group engages an older local boy in conversation about books they both received as gifts. Their discussion is interrupted when a local woman points out that the older boy, A-Qiang, does not have a mother like the other children. It is revealed that A-Qiang's parents left him and he lives with his grandparents. The document argues that poverty and desperation, not lack of love, drive parents to abandon their children. It advocates that Heifer International's approach of teaching skills like animal husbandry is better than temporary donations, as it provides people with livelihoods and
The document discusses the representation of characters in a film opening. The main protagonist is portrayed as highly skilled in combat and determined in hunting down an important target. The only other character, the villain, is intimidating due to wearing a mask and size, leaving their identity and motives a mystery. While the protagonist's motives are unclear, the villain is negatively represented through stereotypical traits of being scary and likely to commit immoral acts. The document argues that only the villain has been stereotyped so far, as not enough is known about the protagonist, and stereotyping can oversimplify villains who may be characterized by intellect rather than physical traits.
Who would be the audience for your media product?Holly Connell
The document discusses the target audience for a media product. The primary audience is teenagers aged 15-22, mostly female, who can relate to the rebellious main character. Psychographic research found the film's themes of teenage problems and popular song choices would appeal to this group. Feedback confirmed teenagers most positively received and enjoyed the opening. The secondary audience may be older parents who relate to the strict mother character. The document provides demographic and psychographic profiles of the primary target audiences.
How did you attract:address your audience?Holly Connell
The document summarizes how the film opening addressed its target audience of teenagers. It used tension and unease created through lighting and camera angles to set the mood of a teen drama genre. Short clips showed the protagonist Aubrey in an intoxicated state and unable to focus. Feedback indicated that using teenage actors made the film more relatable. After receiving criticism about lighting and color, outdoor shots were brightened and indoor shots were warmed to feel more homely. The film employed Todorov's theory of disrupting equilibrium through Aubrey and Carol's argument and Aristotle's structure of beginning, middle, and end through Aubrey's journey from the street to arguing and running away.
Our target audience is teenage boys age 15 and up who enjoy action and comedy. They would appreciate the high speed chases and special effects in our R-rated movie but also understand the banter-style comedy. The ideal viewer likes films with violence and swearing but is also open to comedy. Those interested in hobbies like parkour or Grand Theft Auto video games would likely relate best to the characters.
The document discusses how a media product represents particular social groups. It focuses on a film targeted at males aged 16-28 of all races and backgrounds. Survey results show most males prefer action films while females prefer romance and comedy. The film includes a multi-ethnic cast and subverts the stereotype of a male gang leader by having a respected female in that role. It aims to represent social groups through inclusion of diverse actors and challenging stereotypes.
Q6- What have learnt about technologies from the process of constructing this...Leah Harte
This document summarizes the various technologies used to create a product and what was learned from using each technology. Software like Adobe Premiere, Prezi, Blogger, Emaze, PowerPoint, Photoshop and Survey Monkey were used. Skills like video editing, presentation creation, blog design, survey development and image editing were developed. Areas for improvement included making transitions smoother, being more creative with layouts, ensuring posts are in the right order and making content easier to find. A camera, tripod, phone and various online sharing platforms were also utilized.
The target audience for the media production "Because of Them" would primarily be females aged 16-18 based on survey results. Most of the audience would identify as feminists or believe in equality between men and women. They enjoy drama films and would watch "Because of Them" with their mother, wife, or friends. Key aspects like the characters, setting, and background music stood out to the audience from the film opening.
This document discusses various organization-wide incentive plans including profit sharing, gain sharing, and employee stock ownership plans. Profit sharing rewards employees based on organizational success over time to promote ownership culture. Gain sharing specifically shares unexpected productivity or cost savings gains between employees and the company. Employee stock ownership plans give employees the right to purchase company stock in the future. The document provides details on common gain sharing plans like Scanlon, Rucker, and ImproShare and discusses their advantages in motivating employees and aligning them with organizational goals.
This document discusses market research. It defines market research as researching customer needs and future needs to develop products that satisfy those needs and make a profit. It covers primary and secondary research methods. Primary research involves direct data collection through questionnaires, surveys, interviews. Secondary research uses already existing data. The document discusses advantages and disadvantages of each method. It also discusses qualitative and quantitative data, closed and open-ended questions, and sampling methods like random, quota, and stratified sampling. The document provides examples of market research questions and explains how to analyze results and draw conclusions to help businesses.
Media Studies Coursework Evaluation Student Guidealevelmedia
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
English Writing Skills by Atishay JainAtishay Jain
The document provides guidelines for different types of written communication such as notices, circulars, posters, articles, advertisements, invitations, and letters. It describes the key elements and format that should be followed for each type of written piece, such as including relevant details like the topic, date, location, and contact information. Sample templates and examples are also provided to illustrate how to draft each type of written communication.
The document describes three main characters - Erin Blake, Isla Hall, and Amber Hocart - in a teen drama film. Erin is the shy, quiet main character who prefers the indoors. Isla is outgoing and popular, contrasting with Erin. Amber is a daydreamer who provides comic relief. The characters were constructed based on research from films like Gone Girl and represent teenage life and friendship positively. Their costumes highlight their personalities while challenging stereotypes about teens and girls.
The document is a mark scheme for a GCE Advanced Level exam in Business Studies. It provides the requirements and basis for how examiners will award marks to different parts of student responses. For each question, it outlines the knowledge, application, analysis, and evaluation requirements to achieve different levels of marks. It also provides example answer responses that students could provide to receive marks. The mark scheme is intended to be used alongside the exam paper and examiner report to guide examiners in fairly and consistently assessing student answers.
The document is a mark scheme for a GCE Advanced Level exam in Business Studies. It provides the requirements and basis for how examiners will award marks to answers on the exam. For each question, it outlines the knowledge, application, analysis, and evaluation requirements to achieve marks at each level. It also provides example answers for each question that discuss concepts like benefits of ethical trading, calculating profit margins, impact of technology, investment appraisal, and revising an organizational structure. The mark scheme aims to guide teachers and students on what is required to receive marks for the different questions.
The document is a mark scheme for an exam on business studies. It provides guidance to examiners on how to award marks to exam answers. For each question, it gives the key points or context that should be included in answers for full or partial marks. It also provides examples of explanations, analyses or evaluations that would merit different levels of marks based on their depth and use of context. The mark scheme aims to ensure examiners apply the marking criteria consistently and fairly.
The document is a mark scheme for a business studies exam that provides guidance to examiners on how to award marks to exam responses. It covers several questions related to business topics like marketing research methods, human resource management functions, types of business organizations, and issues related to business growth and financing. For each sub-question, it provides descriptions of responses that would earn different levels of marks, from limited to full marks. The mark scheme aims to ensure examiners apply standards consistently when evaluating answers.
The document contains the mark schemes for Papers 1, 2, and 3 of the Cambridge International Examinations GCE Advanced Subsidiary Level and GCE Advanced Level Physics examination from May/June 2014. It provides the answers to the multiple choice questions on each paper and notes that the mark schemes should be read in conjunction with the question papers and principal examiner reports. Cambridge will not enter into discussions about the mark schemes.
This mark scheme provides guidance to examiners on how to evaluate exam responses for a paper on Business Studies. It outlines the key points and level of analysis or understanding required to achieve each mark level for multiple choice and long answer questions related to two case studies on companies SV and TQ. For each question, it describes the content, knowledge, application and analysis or evaluation expected in student answers to receive different levels of marks. The mark scheme aims to ensure examiners apply standards consistently and understand the basis on which marks should be awarded.
The document is the mark scheme for Cambridge International Examinations' GCE Advanced Subsidiary Level and GCE Advanced Level exam for the subject of Business Studies. It provides the requirements for examiners to award marks to student responses on the exam. For each question, it outlines the key points or level of understanding required to achieve each mark. It also provides sample student responses at each level to demonstrate how marks would be allocated. The mark scheme aims to ensure examiners apply the standards consistently and accurately.
This document contains a mark scheme for a business studies exam. It provides guidance to examiners on how to award marks to student answers. The mark scheme is broken down by question and lists what students need to include to achieve each mark. It also provides sample answers that would satisfy the requirements to receive particular marks. However, the document notes that it does not cover all possible acceptable answers, only indicating the general basis for awarding marks.
The document is a mark scheme for a business studies exam that provides guidance to examiners on how to award marks to exam responses. It includes:
- Definitions, explanations and requirements for full marks for various concepts that may be addressed in exam responses, such as retained profits, financial and management accounting, diseconomies of scale, corporate responsibility, and workforce planning.
- Identification of inter-departmental relationships and advantages/disadvantages of niche marketing that could be discussed in exam responses.
- Notes on how accounting ratios can be used for analysis but also have limitations, and how exam responses on this topic could be evaluated.
This document summarizes an interaction between two boys in a remote village in China that receives aid from Heifer International. A young boy from the visiting group engages an older local boy in conversation about books they both received as gifts. Their discussion is interrupted when a local woman points out that the older boy, A-Qiang, does not have a mother like the other children. It is revealed that A-Qiang's parents left him and he lives with his grandparents. The document argues that poverty and desperation, not lack of love, drive parents to abandon their children. It advocates that Heifer International's approach of teaching skills like animal husbandry is better than temporary donations, as it provides people with livelihoods and
The document discusses the representation of characters in a film opening. The main protagonist is portrayed as highly skilled in combat and determined in hunting down an important target. The only other character, the villain, is intimidating due to wearing a mask and size, leaving their identity and motives a mystery. While the protagonist's motives are unclear, the villain is negatively represented through stereotypical traits of being scary and likely to commit immoral acts. The document argues that only the villain has been stereotyped so far, as not enough is known about the protagonist, and stereotyping can oversimplify villains who may be characterized by intellect rather than physical traits.
Who would be the audience for your media product?Holly Connell
The document discusses the target audience for a media product. The primary audience is teenagers aged 15-22, mostly female, who can relate to the rebellious main character. Psychographic research found the film's themes of teenage problems and popular song choices would appeal to this group. Feedback confirmed teenagers most positively received and enjoyed the opening. The secondary audience may be older parents who relate to the strict mother character. The document provides demographic and psychographic profiles of the primary target audiences.
How did you attract:address your audience?Holly Connell
The document summarizes how the film opening addressed its target audience of teenagers. It used tension and unease created through lighting and camera angles to set the mood of a teen drama genre. Short clips showed the protagonist Aubrey in an intoxicated state and unable to focus. Feedback indicated that using teenage actors made the film more relatable. After receiving criticism about lighting and color, outdoor shots were brightened and indoor shots were warmed to feel more homely. The film employed Todorov's theory of disrupting equilibrium through Aubrey and Carol's argument and Aristotle's structure of beginning, middle, and end through Aubrey's journey from the street to arguing and running away.
Our target audience is teenage boys age 15 and up who enjoy action and comedy. They would appreciate the high speed chases and special effects in our R-rated movie but also understand the banter-style comedy. The ideal viewer likes films with violence and swearing but is also open to comedy. Those interested in hobbies like parkour or Grand Theft Auto video games would likely relate best to the characters.
The document discusses how a media product represents particular social groups. It focuses on a film targeted at males aged 16-28 of all races and backgrounds. Survey results show most males prefer action films while females prefer romance and comedy. The film includes a multi-ethnic cast and subverts the stereotype of a male gang leader by having a respected female in that role. It aims to represent social groups through inclusion of diverse actors and challenging stereotypes.
Q6- What have learnt about technologies from the process of constructing this...Leah Harte
This document summarizes the various technologies used to create a product and what was learned from using each technology. Software like Adobe Premiere, Prezi, Blogger, Emaze, PowerPoint, Photoshop and Survey Monkey were used. Skills like video editing, presentation creation, blog design, survey development and image editing were developed. Areas for improvement included making transitions smoother, being more creative with layouts, ensuring posts are in the right order and making content easier to find. A camera, tripod, phone and various online sharing platforms were also utilized.
The target audience for the media production "Because of Them" would primarily be females aged 16-18 based on survey results. Most of the audience would identify as feminists or believe in equality between men and women. They enjoy drama films and would watch "Because of Them" with their mother, wife, or friends. Key aspects like the characters, setting, and background music stood out to the audience from the film opening.
This document discusses various organization-wide incentive plans including profit sharing, gain sharing, and employee stock ownership plans. Profit sharing rewards employees based on organizational success over time to promote ownership culture. Gain sharing specifically shares unexpected productivity or cost savings gains between employees and the company. Employee stock ownership plans give employees the right to purchase company stock in the future. The document provides details on common gain sharing plans like Scanlon, Rucker, and ImproShare and discusses their advantages in motivating employees and aligning them with organizational goals.
This document discusses market research. It defines market research as researching customer needs and future needs to develop products that satisfy those needs and make a profit. It covers primary and secondary research methods. Primary research involves direct data collection through questionnaires, surveys, interviews. Secondary research uses already existing data. The document discusses advantages and disadvantages of each method. It also discusses qualitative and quantitative data, closed and open-ended questions, and sampling methods like random, quota, and stratified sampling. The document provides examples of market research questions and explains how to analyze results and draw conclusions to help businesses.
Media Studies Coursework Evaluation Student Guidealevelmedia
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
English Writing Skills by Atishay JainAtishay Jain
The document provides guidelines for different types of written communication such as notices, circulars, posters, articles, advertisements, invitations, and letters. It describes the key elements and format that should be followed for each type of written piece, such as including relevant details like the topic, date, location, and contact information. Sample templates and examples are also provided to illustrate how to draft each type of written communication.
The document describes three main characters - Erin Blake, Isla Hall, and Amber Hocart - in a teen drama film. Erin is the shy, quiet main character who prefers the indoors. Isla is outgoing and popular, contrasting with Erin. Amber is a daydreamer who provides comic relief. The characters were constructed based on research from films like Gone Girl and represent teenage life and friendship positively. Their costumes highlight their personalities while challenging stereotypes about teens and girls.
The document is a mark scheme for a GCE Advanced Level exam in Business Studies. It provides the requirements and basis for how examiners will award marks to different parts of student responses. For each question, it outlines the knowledge, application, analysis, and evaluation requirements to achieve different levels of marks. It also provides example answer responses that students could provide to receive marks. The mark scheme is intended to be used alongside the exam paper and examiner report to guide examiners in fairly and consistently assessing student answers.
The document is a mark scheme for a GCE Advanced Level exam in Business Studies. It provides the requirements and basis for how examiners will award marks to answers on the exam. For each question, it outlines the knowledge, application, analysis, and evaluation requirements to achieve marks at each level. It also provides example answers for each question that discuss concepts like benefits of ethical trading, calculating profit margins, impact of technology, investment appraisal, and revising an organizational structure. The mark scheme aims to guide teachers and students on what is required to receive marks for the different questions.
This document contains two mark schemes for Cambridge International Examinations papers on business studies from May/June 2013 and May/June 2015. The mark schemes provide guidance for examiners on how to award marks to student responses. They indicate the requirements of the exam and the basis for awarding marks, but do not discuss the examiners' meetings. Mark schemes should be read along with the question papers and examiner reports. Cambridge will not discuss the specific mark schemes.
This mark scheme provides guidance to examiners on how to evaluate exam responses for a paper on Business Studies. It outlines the key points and level of understanding required to receive different point values for questions related to two case studies: Super View (SV) and Top Quality supermarkets (TQ). For SV, examiners are directed to look for explanations of concepts like dynamic pricing and trade receivables. For TQ, public limited company and direct costs should be explained. The case studies also require calculations, analysis of financial ratios and comments on productivity, marketing mix impacts, and employment contracts.
The document is a mark scheme for a business studies exam that assesses students' understanding of key business concepts and their ability to apply them to case study examples. It provides:
1) Detailed explanations and mark allocations for answers to questions about terms, calculations, and analysis of business scenarios from two sample case studies.
2) The questions assess students' knowledge of topics like pricing strategies, cash flow forecasting, and advantages/disadvantages of franchising.
3) The mark scheme provides guidance to examiners on what constitutes a complete or partial answer for each question and the levels of understanding or analysis required to achieve different point allocations.
This document provides the mark scheme for an exam on Business Studies. It outlines the requirements for answering multiple choice questions on two case studies - Let's Make Music (LMM) and Great Gifts (GG). For each case study question, it describes the expected content and level of explanation, analysis and evaluation required to achieve different mark levels. The mark scheme serves as guidance for examiners on how to assess answers consistently based on their depth of understanding, use of context and quality of analysis.
The document provides information about an exam for Cambridge International Examinations' Cambridge International Advanced Level in Business Studies. It includes the mark scheme and exam questions related to a case study about a technology company called TC. The questions assess students' knowledge, application, analysis and evaluation of concepts related to TC's strategic options, financial performance, and management issues.
The document provides a mark scheme for an exam on Business Studies. It outlines the requirements for different exam questions and provides sample answers for each question. For question 1(a), it describes what students need to include in their explanations of portfolio analysis and inventories. For question 1(b), it lists the financial ratios and other factors students should analyze regarding the impact of business expansion on forecast liquidity. For the other questions, it similarly outlines the key points students should cover to receive marks for their responses.
The document contains a mark scheme for a business studies exam. It provides explanations and guidance for examiners on how to award marks for student responses to various questions. The questions assess understanding of business terms like capital intensive and balance sheet. They also require calculations of metrics like net profit margin and margin of safety. Students must analyze and discuss factors like sources of finance, the impact of just-in-time production, strengths/weaknesses of family businesses, and potential human resource problems. The mark scheme provides detailed guidance on awarding marks for demonstrating knowledge, application, analysis and evaluation of business concepts in context.
The document is a mark scheme for an exam on business studies. It provides the requirements to earn marks on different questions. The questions assess understanding of topics like niche marketing, disciplinary procedures, factors affecting inventory levels, break-even analysis, non-financial rewards, workforce planning, corporate social responsibility, business structures and sources of finance, and using cost information. The mark scheme provides definitions, explanations and levels of understanding required to earn different point totals for each question.
The document is a mark scheme for an exam on business studies. It provides the requirements for examiners to award marks to answers on topics related to business, including niche marketing, disciplinary procedures, inventory levels, break-even analysis, motivation, workforce planning, corporate responsibility, business structures, and using cost information. The mark scheme establishes definitions and explanations that would be awarded different point values, to guide examiners in a consistent evaluation of responses.
The document discusses strategies for SC to evaluate options A and B for its future. It recommends using strategic choice techniques like decision trees and force field analysis to assess the risks and returns of expanding into hotel development (option A) versus pursuing an overseas joint venture (option B). Both options carry significant risk due to lack of experience, so contingency planning is also important to mitigate potential disasters from factors like weather that could damage SC's reputation and profits. Careful evaluation of options is needed as the strategies involve substantial long-term costs and changes.
The document is a mark scheme for a GCE Advanced Level exam in Business Studies. It provides the requirements and basis for how examiners will award marks to different parts of the exam. The mark scheme breaks down the exam into different questions and lists the key points and level of analysis or application required to achieve different mark levels for each question. It is intended to aid both teachers and candidates in understanding how marks will be allocated for the exam.
This document contains a mark scheme for a GCE Advanced Level exam on business studies. It provides the requirements and basis for examiners to award marks to exam answers. The mark scheme provides detailed guidance on how points should be awarded for each question, including what level of explanation is required to achieve each mark. It also contains sample answers and factors that would be awarded marks. The mark scheme is intended to ensure examiners apply standards consistently and to help teachers understand what is required to achieve different marks.
Marketing Management
Assignment – Individual Portfolio
NAME
UON ID
SUBMISSION DATE
1/8/2022
MODULE
ASSIGNMENT 1
WORD COUNT
1600
LECTURER
SALLY LO
Table of Contents
Introduction:
PEEST
Micro Analysis
Porter’s 5 forces analysis
Competitor Perceptual Map
Internal Analysis
Strategy review
Functions review
Productivity review
TOWs and Strategic analysis
Appendices
Appendix 1: Company overview
Appendix 2: Macro analysis
Appendix 3: Micro analysis, customer segmentation, 5 forces and competitor perceptual map
Appendix 4: Internal analysis, marketing capabilities, marketing assets, 7Ps, and CBBE model.
Page | 2
Resume Evaluation Checklist
Student’s Name
Evaluator’s Name
Your resume should immediately convey your ability to do the target job and promote the unique selling points of your personal brand to a prospective employer. It should clearly communicate your capabilities for delivering on the job’s requirements and, wherever possible, demonstrate accomplishments that jump off the page to make you more memorable than the competition.
FOCUS & SUMMARY
G=Good
F=Fair
P=Poor
Summary: Contains significant role, skill, & value match
Role Match: Does your resume present a clear target job title? A target job title gives the reader a clear focus and boosts visibility in database searches.
Skill Match: Does your resume contain a relevant skills summary in the top third of the first page? Key words should match the skills and qualifications listed in the job description.
Value Match: Does your resume align relevant value with employers’ needs? Did you include a list of accomplishments or career highlights reflecting skills and/or unique achievements that relate to potential customers’ needs as stated in the job description?
Comments
EDUCATION
Y=Yes
N=No
G=Good
F=Fair
P=Poor
Education provides concentration, projects, coursework, and certification only related to target, with…
School name (example: DeVry University or Keller Graduate School of Management of DeVry University)
Program/Major (Accuracy matters - Check Degree Works for the specific name)
Concentrations, minors, technical specialties, or tracks
Graduation month and year (if future date, include “anticipated” next to the projected graduation year)
Curriculum highlights with all relevant coursework (include upper division course titles, exclude course numbers or “with lab”)
Relevant projects, internships, and/or student organizations
Academic Honors included based on Academic Catalog (Associate/Bachelor: GPA ≥ 3.5 / Masters: GPA ≥ 3.7)
Comments
RELEVANT EXPERIENCE (WORK & VOLUNTEER)
Y=Yes
N=No
G=Good
F=Fair
P=Poor
Experience focuses action verbs & accomplishments on solving problems, which includes all relevant jobs listing both paid and volunteer positions within the last 10 years, with…
Job Title & Company Nam ...
This document outlines various local challenges and global trends related to project management. It discusses 10 local challenges including training, resources, empowerment, leadership, motivation, organizational structure, culture, change management, prediction, and balancing customer needs. It also outlines 10 global trends such as agility, mobility, dedicated project management offices, crowdsourcing, the end of email, entrepreneurship, design thinking, chief project officers, analytics and big data, and certification. The document then discusses the author's top 10 critical success factors for project management including training, alignment, readiness, governance, empowerment, ownership, structured agile approaches, shifting from project management to benefits management, and realizing benefits. It provides details on each of these sections.
This document outlines various local challenges and global trends related to project management. It discusses 10 local challenges including issues with training, resources, empowerment, leadership, motivation, structure, culture, change management, prediction, and balancing customer needs. It also outlines 10 global trends such as agility, mobility, dedicated project management offices, crowdsourcing, the end of email, entrepreneurship, design thinking, chief project officers, analytics/big data, and certification. The document then discusses the author's top 10 critical success factors for project management including training, alignment, readiness, governance, empowerment, ownership, using agile methods, shifting from project to benefits management, and realizing benefits.
This document contains a mark scheme for an exam on business studies. It provides guidance to examiners on how to award marks for answers. For each question, it lists what type of response would merit different point levels. The mark scheme also reminds examiners to consider the question paper and examiner report alongside it. It indicates the mark schemes are published to aid teaching and learning for students and teachers.
This document discusses operations strategy and competitiveness. It explains that operations strategy can be used as a competitive weapon through factors like shorter product cycles, production flexibility, low costs, product variety, quality, and more. It also discusses competitive dimensions like cost, quality, delivery speed and reliability, flexibility, and product-specific criteria. Order qualifiers are basic criteria that allow a product to be considered for purchase, while order winners differentiate products. The balanced scorecard and Kaplan and Norton's generic strategy map are presented as frameworks for developing operations strategies. Steps in developing manufacturing and service strategies are also outlined.
The document discusses operations strategy and competitiveness. It provides examples of how operations can provide competitive advantages through factors like shorter product cycles, production flexibility, low costs, convenience/location, product variety, and quality. It also discusses order qualifiers, which are basic criteria for customer consideration, and order winners, which differentiate products. Finally, it discusses developing an operations strategy through aligning with corporate strategy and determining specific operational decisions and infrastructure needs.
This document provides guidelines for writing health and safety documents for workplaces. It outlines a five-stage process for writing documents: 1) determining the purpose of the document, 2) identifying the intended audience, 3) defining the key messages, 4) reviewing the document, and 5) planning how to share and use the document. Common types of health and safety documents are also described such as policies, procedures, checklists, and information sheets. The guidelines emphasize using clear language and involving workers.
1. This document provides an overview of the AL Business Studies 9707 unit on strategic management. It discusses key concepts such as strategic analysis, choice, and implementation.
2. Suggested teaching activities are provided for each learning outcome, including using case studies, models like SWOT and Porter's Five Forces, and exercises analyzing companies' strategies. Local businesses could provide real-world examples.
3. Numerous online resources are referenced that define strategies, analyze examples, and provide templates for tools like SWOT, PESTLE, mission statements, and more. These can help explain concepts and techniques for strategic analysis, choice, and leading strategic change.
This document provides an overview of the AS Business Studies 9707 unit on finance and accounting. It outlines the recommended prior knowledge, context, and key topics covered in the unit. The unit aims to provide an understanding of the role of finance and accounting in business decisions. Key topics covered include the need for business finance, sources of finance, forecasting cash flows, managing working capital, costs and break even analysis, accounting fundamentals like the income statement and balance sheet, and using ratios to analyze business performance. Suggested teaching activities and learning resources are also provided.
This document provides an overview and guidance for teaching the AL Business Studies 9707 unit on finance and accounting. It outlines the recommended prior knowledge, context, and learning outcomes for six topics: sources of finance, forecasting cash flows, costs, accounting fundamentals, analysis of published accounts, and investment appraisal. For each topic, it suggests introductory activities and case studies from the endorsed textbook. It emphasizes applying the topics to real-world business decision making and developing students' analytical and evaluative skills.
This unit covers key operations management topics including production methods, location, inventory control, and project management. It is recommended that students complete marketing and other business studies units first due to dependencies between production and other business functions. Operations decisions can significantly impact human resources and training needs. The unit examines production methods like job, batch, flow and mass customization manufacturing. It also addresses topics like economies of scale, flexibility and innovation in operations. Suggested learning activities include case studies, videos, and exercises analyzing local businesses with different scales of operation.
This document provides an outline for a business studies unit on operations and project management at A-level. It recommends building on concepts studied at AS-level with a deeper analysis and evaluation. New topics are introduced, including Enterprise Resource Planning and Critical Path Analysis. Suggested teaching activities aim to apply concepts in real-world contexts using case studies of local businesses. A range of online resources are also referenced to support teaching and learning a variety of topics within the unit, such as lean production, quality management, capacity utilization and project management.
This document provides an outline for a marketing unit within an A-Level Business Studies course. It discusses four key topics: market research, the marketing mix, marketing planning, and globalization and international marketing. Recommended learning activities and resources are provided for each topic. The unit is designed to build upon concepts introduced in the AS-Level units, with a focus on developing students' analytical and evaluative skills through real-world examples and case studies.
This document provides an outline for a marketing unit within an AS Business Studies course. It includes 3 key learning outcomes:
1) Understanding the fundamentals of marketing including definitions, links to corporate objectives, and supply and demand. A variety of activities are suggested to explore real-world examples.
2) Examining market research methods and how businesses gather information. Students may conduct their own small research projects.
3) Analyzing the marketing mix in depth, specifically the 4Ps and other elements. Local businesses and products are recommended case studies. Consistency within the mix and with objectives is emphasized.
This document provides an outline for teaching a unit on people in organizations at the AL Business Studies level. It includes learning outcomes, suggested teaching activities, and learning resources for several topics:
1) Human resource management topics like workforce planning, measures of employee performance, and management by objectives. Suggested activities include case studies and developing performance objectives for teachers.
2) Organisation structures like functional, hierarchical and matrix types. An activity suggests drawing the structure of the student's school.
3) Business communication, with suggested activities around evaluating a school's communication methods and simulating communication barriers.
This document provides an outline for a business studies unit on business and its environment at the AL level. It recommends building on concepts introduced in the AS level units, with a focus on developing analytical and evaluative skills. The unit covers topics such as business structure, growth, and external influences on business. Example teaching activities are provided to engage students in applying concepts to real businesses and current events using resources like newspapers, websites, and case studies.
This document provides an overview of the AS Business Studies 9707 syllabus for the unit on business and its environment. It outlines the learning outcomes and objectives of the unit and suggests teaching activities and learning resources to cover each topic. The topics covered in the unit include the nature of business activity, business structures, size of businesses, business objectives, and stakeholders. Student involvement is encouraged through activities like a Young Enterprise project. References are provided to textbooks and websites with additional materials to support teaching the concepts.
This document provides information about Senbo Construction (SC), a large construction company, including:
- SC is considering expanding through a new hotel project or investing in a housing development in another country.
- SC recently acquired another company, SureBuild, whose building practices have been questioned after a recent flood.
- SC must choose a new HR Director and is considering two candidates with different experience and focuses.
Timtang Corporation (TC) is considering two strategic options for further growth: 1) opening its own retail outlets or 2) diversifying into defense electronics. An analysis was conducted of each option including potential risks, investment required, and chances of success. Option 1 may allow TC to better develop customer relationships but requires more investment. Option 2 has a higher chance of failure due to less experience, but growing global demand for defense equipment reduces the risk. The board will review the analysis to determine which option to pursue.
This document is an exam for a business studies course. It consists of 6 pages of information about a company called Timtang Corporation and its operations, strategies, and financials. Students are asked a series of questions requiring them to analyze Timtang's performance, strategies, and options for future growth based on the provided information.
This document summarizes a case study about Active Fitness (AF), a large health club business. It discusses AF's history of growth through acquisitions from 2003-2013. It then describes challenges from low-cost competitors and AF's responses, including hiring a new Marketing Director. The Board is considering two growth strategies: acquiring a struggling low-cost gym for $6 million, or purchasing an established premium gym for $12 million. Appendices provide additional financial and analysis data to inform the Board's decision.
This document consists of exam questions related to two fictional businesses - Classic Clothes and Fine Furniture. For Classic Clothes, the questions cover capital intensive production, analyzing financial statements, factors to consider for new equipment financing, and impacts of Just-in-Time manufacturing. For Fine Furniture, the questions address the secondary sector, leadership styles, calculating margin of safety for a new product line, strengths and weaknesses of family businesses, and potential human resource issues from cost-cutting plans. The document provides background information on each company and tables of financial data to reference in answering the exam questions.
This document consists of exam questions for a Business Studies exam. It includes two case studies, Best Bakery and Helping the Children charity, and asks students to define terms, perform calculations, analyze strategies and evaluate approaches related to the cases. Students are asked to answer questions about revenue, disciplinary procedures, gross profit, batch production, performance pay, emotional intelligence, cash flow, objectives, market research and fundraising.
This document contains exam questions related to business studies. It discusses two fictional companies: Classic Cars, a large automaker, and Blooming Flowers, a flower shop franchise. It provides background information on each company's operations, financial data, and challenges. Students are asked multiple choice and essay questions about the companies' strategies, finances, marketing, and human resources issues.
This document consists of exam instructions and questions for a Business Studies exam. It contains:
- Instructions for the exam on the front cover of the answer booklet.
- Section A which contains 4 short answer questions.
- Section B which contains 2 essay questions from which students must choose 1.
- Blank pages to allow for answers to be written.
The document provides exam questions on topics related to business such as market research, managerial functions, stakeholder objectives, working capital, pricing strategies, and factors to consider when relocating a business. Students are instructed to answer all short answer questions and choose one essay question.
This document consists of exam instructions and questions for a Business Studies exam. It contains:
- Instructions for the exam on the front cover of the answer booklet.
- Section A (Short Answers) with 4 multiple choice questions.
- Section B (Essay) with 2 essay questions to choose from.
- Blank pages to write answers.
- A permission notice for copyrighted material.
1. ® IGCSE is the registered trademark of Cambridge International Examinations.
CAMBRIDGE INTERNATIONAL EXAMINATIONS
Cambridge International Advanced Subsidiary and Advanced Level
MARK SCHEME for the October/November 2014 series
9707 BUSINESS STUDIES
9707/22 Paper 2 (Data Response), maximum raw mark 60
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 should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®
, Cambridge International A and AS Level components and some
Cambridge O Level components.