This document contains the mark scheme for an International General Certificate of Secondary Education (IGCSE) exam on First Language English. It provides guidance to examiners on how to assess students' answers, including what content to look for and how to award marks. The mark scheme emphasizes that examiners should give credit for alternative answers and unexpected approaches as long as they demonstrate the relevant knowledge and skills. It also notes that examiners must read the mark scheme in conjunction with the exam questions and report.
Applying to universities abroad is indeed an exhilarating experience—after all. The thought of living and studying in an entirely new country is enough to get anyone excited. For this purpose, standardized English language tests like the TOEFL or IELTS are administered routinely throughout the year across a number of locations in the world.
PPP SHOWING CANDIDATES THE EXAM FORMAT: THE DIFFERENT PAPERS (READING, WRITING, LISTENING AND SPEAKING) AND PARTS OF EACH ONE, A SHORT EXPLANATION OF WHAT EACH PAPER IS ABOUT AND SOME PRACTICAL EXAMPLES OF THE ACTUAL CAMBRIDGE EXAM.
Applying to universities abroad is indeed an exhilarating experience—after all. The thought of living and studying in an entirely new country is enough to get anyone excited. For this purpose, standardized English language tests like the TOEFL or IELTS are administered routinely throughout the year across a number of locations in the world.
PPP SHOWING CANDIDATES THE EXAM FORMAT: THE DIFFERENT PAPERS (READING, WRITING, LISTENING AND SPEAKING) AND PARTS OF EACH ONE, A SHORT EXPLANATION OF WHAT EACH PAPER IS ABOUT AND SOME PRACTICAL EXAMPLES OF THE ACTUAL CAMBRIDGE EXAM.
Writing Assignment 2: Listening Styles
Assignment Directions: Spring 2019
The revised Listening Styles Profile (LSP-R) measures four constructs including relational listening, analytical listening,
task-oriented listening and critical listening (Bodie, Worthington & Gearhart, 2013) styles are outlined in chapter 7 of
your textbook. For this writing assignment, you are asked to complete the Listening Styles Profile (LSP-R) and then
answer the following prompts.
Take time to read each of the following and assess how each statement applies to you by marking your level of
agreement/disagreement with each item. Do not think of any specific listening situation. The stronger you disagree with a
statement the lower the number you will write in the far right column next to the statement. The stronger you agree with a
statement, the higher the number you will write down. Your score for each item should reflect the following: Strongly
Disagree = 1, Disagree =2, Somewhat Disagree =3, Unsure = 4, Somewhat Agree = 5, Agree = 6, Strongly Agree = 7.
Calculate your scores for each of the four categories.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on understanding the feelings behind words.
Relational Listening Total Score
Analytical Listening
I wait until all the facts are presented before forming judgments and opinions.
I tend to withhold judgment about another’s ideas until I have heard everything they have to say.
When listening to others, I attempt to withhold making an opinion until I’ve heard their entire message.
When listening to others, I consider all sides of the issue before responding.
I fully listen to what a person has to say before forming any opinions.
To be fair to others, I fully listen to what they have to say before making judgments.
Analytical Listening Total Score
Task-Oriented Listening
I am impatient with people who ramble on during conversations.
I get frustrated when people get off topic during a conversation.
When listening to others, I become impatient when they appear to be wasting time.
I prefer speakers who quickly get to the point.
I find it difficult to listen to people who take too long to get their ideas across.
When listening to others, I appreciate speakers who give brief, to the-point presentations.
Task-Oriented Listening Total Score
Critical Listening
When listening to others, I focus on any inconsistencies and/or errors in what’s being said.
I often catch errors in othe ...
Assignment 3D. Critical reflection journal
Learning outcomes
This assessment is designed to make the students write an in depth reflective research journal about two to three selected diversity themes from the course. The reflective research learning journal should exhibit student’s reflections, critical analysis and explanations around their own reactions and opinions as well as learning outcomes from the themes selected.
Objective
Students will write a reflective research journal around two to three themes from the course.
Task Description
Students will select two to three themes related to managing diversity that has engaged the student at a personal level. Themes can be:
· a specific diversity dimension with which the student has had experience with in work or personal life;
· an overarching concept related to managing diversity (for instance equity, stereotypes, acculturation or other managing diversity concepts/theories) that the student can relate some personal or professional experience with;
· a particular event/experience from personal or professional life which can be explained using concepts or theories from the Managing Diversity course.
The reflective research journal should be written following the DIEP strategy as described in assessment 3C and in RMIT note posted on Blackboard): D – Describe objectively what was experienced. I - Interpret the experience/events/themes. E – Evaluate the effectiveness and usefulness of the experience. P – Plan how this reflective activity will be useful to you.
We would expect that you use more At least five academic references from the reading list must be used. The written expression can be personal, but needs to exhibit use of academic concepts and references. The student can decide a structure for the journal ensuring that the DIEP elements are covered.
Word Limit : 1500 words +- 10% (Exclusive of references)
Weighting : 25%
Due Date and Submission : Tuesday 9th June at Midnight Through Turnitin
Assessment Criteria : See attached rubric.
1. Demonstrated ability to reflect and critically analyse and explain the themes/experiences selected, applying theories, concepts and vocabulary from the course.Demonstrated ability to select and clearly describe themes/events relevant for managing diversity, the context they appear in and the students reaction to these themes/events
2. Demonstrated ability to reflect and critically analyse themes/events applying theories, concepts and vocabulary from the course to explain equity and diversity issues.
3. Clearly identify learning outcomes and usefulness of knowledge gained
4. Written expression, structure and use of academic sources
5. Ability to use and reference academic sources
6. Clarity of expression and structure of written work.
Marking Rubric for Reflective Research Journal
Criteria
Fail (<2.5) poor
Pass/Credit (2.5-4)good
Distinction/High Dist. (>4) very good
Marks
Demonstrated ability to select and clearly describe the ...
Title Page and AbstractTotal 1.00Distinguished - The draft in.docxherthalearmont
Title Page and Abstract
Total: 1.00
Distinguished - The draft includes a title page and a clear and well-constructed abstract that presents a comprehensive overview of a problem and solution relating to the larger Recommendation Report.
Table of Contents and Table of Graphics/Illustrations
Total: 1.00
Distinguished - Includes two distinct tables that clearly delineate the order of information. The tables closely correlate with subheadings, and figures in the body of the Recommendation Report.
Executive Summary
Total: 1.00
Distinguished - Includes a well-written one-page executive summary that carefully follows the models from the textbook.
Introduction and Body Paragraphs
Total: 3.00
Distinguished - Includes a well-written introduction that includes the problem, solution, background, data sources, scope and limitation, and ends with a clear thesis statement or initiative to solve the identified problem. Includes fully-developed body paragraphs that include: methods, results, conclusions, and recommendations.
Conclusion and Glossary
Total: 1.00
Distinguished - Includes a fully-developed conclusion that restates the draft’s main points. Includes a glossary with a comprehensive overview of specialized terminology.
Written Communication: Genre and Disciplinary Conventions
Total: 0.25
Distinguished - Properly employs all existing conventions for the specific type of assignment (e.g., lab report, academic paper, personal essay, etc.) and the specific academic field (e.g., science, business, English, etc.).
Written Communication: Control of Syntax and Mechanics
Total: 0.13
Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Written Communication: APA Formatting
Total: 0.13
Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Written Communication: Page Requirement
Total: 0.12
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
Creative Thinking: Solving Problems
Total: 0.25
Distinguished - Develops a logical, consistent plan to solve a problem. Identifies consequences of the solution and clearly communicates the reason for choosing the solution.
Written Communication: Resource Requirement
Total: 0.12
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Assignment 08
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Fo ...
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level
of depth of student’s ability
to relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts,
and concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in
examples given. Details
and facts presented
provide an adequate
presentation of student’s
current level of subject
matter knowledge.
The assignment reveals
that the student has a
general, fundamental
understanding of the
course material. Whereas,
there are areas of some
concerning in the linkages
provided between facts
and supporting
statements. Student
generally explains
concepts, but only meets
the minimum requirements
in this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears
vague or incomplete in
various segments.
Student presents
concepts in isolation,
and does not perceive to
have a logical
sequencing of ideas.
CRITICAL THINKING
SKILLS
Student demonstrates a
higher-level of critical
thinking necessary for 300-
400 level work. Learner
provides a strategic
Student exhibits a good
command of critical
thinking skills in the
presentation of material
and supporting
Student takes a common,
conven.
NR 507 – Week 3 Discussion PurposeThe purpose of this discus.docxvannagoforth
NR 507 – Week 3 Discussion
Purpose
The purpose of this discussion is to apply pathophysiological concepts to an individual presenting with cardiovascular dysfunction (heart failure). Related concepts will also be applied that includes potential alterations in fluid and electrolytes and acid/base balance.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
1. Explore age-specific and developmental alterations in the cardiovascular system. (CO 3, 1)
2. Relate pathophysiological alterations in cardiovascular processes to the development, diagnosis and treatment of heart failure. (CO 4, 2)
3. Examine current evidence to support the management of patients who present with alterations in the cardiovascular system. (CO 5, 3)
Total Points Possible: 100
Requirements:
A 64-year-old woman presents to the primary care office with shortness of breath, leg swelling, and fatigue. She has a history of type 2 diabetes and hypertension. She reports that recently she had been able to go for daily walks with her friends, but in the past month, the walks have become more difficult due to shortness of breath and fatigue. She also sometimes awakens in the middle of the night due to shortness of breath and has to prop herself up on three pillows. On physical examination, she is tachycardic (110 beats per minute) and has a blood pressure of 106/74 mm Hg. Fine crackles are noted on inspiration in bilateral bases. The cardiac exam reveals the presence of a third and fourth heart sound and jugular venous distension. 2+ pitting edema is noted in the knees bilaterally. An ECG shows sinus rhythm at 110 bpm with Q waves in the anterior leads. An echocardiogram shows decreased wall motion of the anterior wall of the heart and an estimated ejection fraction of 25%. She is diagnosed with systolic heart failure, secondary to a silent MI.
1. Discuss the pathophysiological mechanisms that can lead to heart failure.
2. Differentiate between systolic and diastolic heart dysfunction
3. Discuss the causes of the patient’s shortness of breath, awakening in the middle of the night and the need to prop herself up on three pillows. Include pathophysiological mechanisms that causes each of these signs and symptoms.
4. Include two points of teaching for this patient
5. Support your response with at least one current evidence based resource.
6. Students must post a minimum of three times in each graded discussion (see participation guidelines below).
DISCUSSION CONTENT
Category
Points
%
Description
Application of Course Knowledge
30
30%
1. Posts make direct reference to concepts discussed in the lesson or drawn from relevant, evidence based outside sources, AND
2. Posts are on topic and answer all presented questions which demonstrates a solid understanding of the topic.
3. Applies concepts to personal experience in the professional setting and or relevant application to real life, AND
4. Decisions are well support ...
Ashford 2: - Week 1 - Discussion
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.
Purpose of General Education
Prepare: As you prepare to write your answer to the discussion question, think about the general education courses that you have taken as a university student. To help you address the prompts, carefully read the Week One required resources that address the purpose of general education courses.
Reflect: After reviewing the required resources, and in light of what you discovered in preparing to write your answer to the discussion question, consider, analyze, and explain why general education courses should be a significant part of every student’s education.
Write: For this discussion, address the following prompts:
· Provide at least three reasons why every student should be required to take general education courses. Explain your rationale. Support your rationale with evidence from at least one scholarly source.
· Describe what you have learned from at least three specific courses (e.g., philosophy, history, English, math, psychology, etc.) that has proved its usefulness in your daily life. For instance, what did you learn in history classes beyond just names, dates, and places? In literature courses, what did you learn about life, the university, and everything beyond the literary work itself?
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference information of all sources cited at the end of your response. Please use correct APA format when writing in-text citations and references.
Respond to Peers: Review your classmates’ posts, and respond to at least two of your peers by Day 7. Compare and contrast your reasons why general education courses are important with that of your peers’ reasons and rationale. Each participation post should be a minimum of 75 words.
Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.
Discussion Forum Grading Rubric
STEP 1
Select the percentage value of the discussion
STEP 2
Select a peformance value for each criterion
SCORING
DISTINGUISHED
PROFICIENT
BASIC
BELOW EXPECTATIONS
NON-PERFORMANCE
Critical Thinking Skills/Original Thoughts
25%
Student applies relevant, professional, personal, or other real-world experiences in a manner that is rich in thought and provides valuable insight into the topic.
Student ap.
Writing Rubric for W7000Task Description (Module 2 Assignment .docxericbrooks84875
Writing Rubric for W7000
Task Description (Module 2 Assignment 2):
Critique the article by Langer provided in the DocSharing area. Review the assignment instructions, both supplemental documents provided in the DocSharing area, and the rubric included below to understand the expectations clearly before beginning the assignment. Revise and proofread carefully prior to submission. Submit as per assignment instructions.
Criteria Explanation:
Writing Criteria
Organization = How ideas have been structured so that the reader can understand them
Writing Style = How clear and focused is the paper
Grammar and Mechanics = How well has the paper been presented
Comprehension and Analysis Criteria
Comprehension of subject matter = How well is knowledge demonstrated and to what depth
Analysis = How well has the writer considered the material and discussed it
APA Style
How well does the student submission reflect knowledge of APA Style conventions
Unsatisfactory
(1)
Emerging
(2)
Proficient
(3)
Exemplary
(4)
Student Level
Writing Criteria
Organization
Writing is unclear and vague with little to no coherence. Writing has limited or missing transitions. Writing frequently tangents and/or repeats ideas unnecessarily.
Writing lacks coherence between paragraphs and ideas. Writing has inconsistent or inappropriate transitions.
Writing is clear and coherent. Transitions are appropriate and consistently used between paragraphs and help move from one idea to the next.
Writing is clear, coherent, and, fluid. Writing also is recursive in that it links ideas back to previously mentioned ideas. Writing also contains appropriate, consistent transitions between paragraphs and ideas help reader see the relationship between ideas.
1 2 3 4
x2
____/8pts
Paragraph development is flawed: no clear topic sentences. Paragraphs frequently have multiple topics. The writing has a limited or missing introduction and/or conclusion or summary of argument.
Paragraph development is ineffective or inappropriate for the assignment: topic sentences are present but not well connected to the rest of the writing. The introduction paragraph is incomplete or underdeveloped. Conclusion argument does not go beyond a brief repetition of points.
Paragraph development is appropriate for the topic and assignment: topic sentences introduce or summarize the content of the paragraph. The introduction paragraph is appropriate and complete for the topic and assignment. Concluding argument appropriately synthesizes key points.
Paragraphs are well developed and appropriate: there are strong topic sentences, clear ideas that naturally lead reader through the writing. The written piece is structured in a logical fashion that supports the presentation of complex content, including in the introduction and conclusion.
Comments:
Writing Style
Writing style is unfocused, wordy, inconsistent, and does not support the purpose of the writing.
Writing style is incons.
California State University, Chico • College of Business W.docxhacksoni
California State University, Chico • College of Business
Writing Rubric- Guidelines for Assessment*
Writing Trait Unacceptable in
Market
Communications
Acceptable-Good Excellent
Organization of Ideas and
Content
(OIC)
Writing is not concise and
has a tendency to ramble.
No clear direction in the
writing. Lack of focus and
organization interfere with
communication and
understanding. If
appropriate: Lacks a clear
introduction and
conclusion. Needs work
F D- D D+
Writing could be a bit more
concise. Focus and
direction of writing is
acceptable, but could use a
little work. Organization
doesn’t interfere with
communication and
understanding, but could
use a bit more attention. If
appropriate: Introduction
and conclusion are
acceptable, but could use a
little work.
C- C C+ B- B
Writing is concise.
Information is presented in
a manner which makes it
extremely easy for the
reader to understand the
points being made. Ideas
are clearly stated. Focus
and direction of the writing
are extremely clear. If
appropriate: Compelling
introduction, informative
body with details, and
effective conclusion.
B+ A- A
Sentence Structure
(SS)
Poorly developed
sentences. Sentences don’t
express ideas well.
Sentence structure is
sometimes so poor that it
makes reading and
understanding difficult.
Sentences are awkward,
rambling and would sound
strange if read out loud.
Needs work.
F D- D D+
Sentences usually flow well
while at other times are
awkward due to lack of
conciseness, wordiness, or
lack of appropriate
structure. Overall, most
sentences clearly express
ideas.
C- C C+ B- B
Extremely well developed
sentences. Sentences flow
well. Sentences clearly
express ideas. Sentences
are concise.
B+ A- A
Paragraph Structure
(PS)
Sentences within a
paragraph are unrelated. No
clear direction within the
paragraph. Connections
between paragraphs are
confusing. Needs work.
F D- D D+
Similar to Superior, but a
few paragraphs need
improvements. Most
sentences within a
paragraph build upon or
relate to a single issue. A
few paragraphs lack good
lead-in or transitional
sentences.
C- C C+ B- B
Organization of paragraphs
enhances readability.
Sentences within paragraph
all build upon or relate to a
single issue. Logical flow.
Good lead-in sentence for
each paragraph. Good
transition between
paragraphs.
B+ A- A
Word Choice
and Tone
(WCT)
Writer struggles to use
appropriate vocabulary.
Language is vague. Words
are used incorrectly. Tone
and word choice are
inappropriate for intended
audience. Inappropriate use
of “casual language” and
Writer uses familiar words
well and occasionally
makes more sophisticated
word choices. Tone and
word choice are.
Assignment 07SP180 Principles of Public SpeakingDirections B.docxdavezstarr61655
Assignment 07
SP180 Principles of Public Speaking
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the "Assignment Format" page for specific format requirements.
Project: Written Speech
1. Submit your speech with a title page, your name, and date submitted.
2. Your response should be a minimum of two (2) double-spaced pages to a maximum of four (4) pages in length; refer to the "Assignment Format" page located on the Course Home page for specific format requirements.
3. Develop your speech based on the preparation outline you submitted for Assignment 6.
4. Write your speech using tips, techniques, and guidelines studied in the lesson.
5. Create a reference list that includes any and all sources you use to locate information.
6. Review the Speech Grading Criteria.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points 12 points 8 points 5 points
(1) Gets attention, (2) clearly
identifies topic, (3)
establishes credibility, and
(4) previews the main points
Meets any three of the four
criteria
Meets any two of the four
criteria
Meets only one of the four
criteria
20 points 15 points 10 points 5 points
Main points are clear, fully
developed and well
supported,
sources are documented
Main points are somewhat
clear and developed, some
support, some
documentation
Main points need clarity
and support lack of sources
and documentation
Main points are not clear
and have no support and
no sources or
documentation
10 points 8 points 5 points 2 points
Use of language contributes
to effectiveness of the
speech, demonstrates
imagination and creativity
Use of language good but
lacks imagination and
creativity
Use of language causes
potential confusion, unclear
Use of language is
inappropriate
10 points 8 points 5 points 2 points
Speech flows very well,
demonstrates identified
organizational method
Speech well-organized with
no clear use of identified
organizational method
Speech somewhat
organized
Speech is disorganized, no
logical flow
10 points 7 points 3 points 0 points
(1) Ties main points and
central idea together
effectively, (2)effective use
of transitions (3) approach is
original and inventive, use of
stylistics techniques as
narratives, examples,
quotes, etc.
Meets any two of the three
criteria
Meets any one of the three
criteria
Meets none of the three
criteria
15 points 10 points 5 points 0 points
(1) Summarizes central idea
and key points briefly, (2)
concludes in a memorable
fashion with impact, (3) calls
for some action
Meets any two of the three
criteria
Meets any one of the three
criteria
.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
A tale of scale & speed: How the US Navy is enabling software delivery from l...sonjaschweigert1
Rapid and secure feature delivery is a goal across every application team and every branch of the DoD. The Navy’s DevSecOps platform, Party Barge, has achieved:
- Reduction in onboarding time from 5 weeks to 1 day
- Improved developer experience and productivity through actionable findings and reduction of false positives
- Maintenance of superior security standards and inherent policy enforcement with Authorization to Operate (ATO)
Development teams can ship efficiently and ensure applications are cyber ready for Navy Authorizing Officials (AOs). In this webinar, Sigma Defense and Anchore will give attendees a look behind the scenes and demo secure pipeline automation and security artifacts that speed up application ATO and time to production.
We will cover:
- How to remove silos in DevSecOps
- How to build efficient development pipeline roles and component templates
- How to deliver security artifacts that matter for ATO’s (SBOMs, vulnerability reports, and policy evidence)
- How to streamline operations with automated policy checks on container images
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Welocme to ViralQR, your best QR code generator.ViralQR
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We are here to make the process of creating QR codes easy and smooth, thus enhancing customer interaction and making business more fluid. We very strongly believe in the ability of QR codes to change the world for businesses in their interaction with customers and are set on making that technology accessible and usable far and wide.
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Our Services
At ViralQR, here is a comprehensive suite of services that caters to your very needs:
Static QR Codes: Create free static QR codes. These QR codes are able to store significant information such as URLs, vCards, plain text, emails and SMS, Wi-Fi credentials, and Bitcoin addresses.
Dynamic QR codes: These also have all the advanced features but are subscription-based. They can directly link to PDF files, images, micro-landing pages, social accounts, review forms, business pages, and applications. In addition, they can be branded with CTAs, frames, patterns, colors, and logos to enhance your branding.
Pricing and Packages
Additionally, there is a 14-day free offer to ViralQR, which is an exceptional opportunity for new users to take a feel of this platform. One can easily subscribe from there and experience the full dynamic of using QR codes. The subscription plans are not only meant for business; they are priced very flexibly so that literally every business could afford to benefit from our service.
Why choose us?
ViralQR will provide services for marketing, advertising, catering, retail, and the like. The QR codes can be posted on fliers, packaging, merchandise, and banners, as well as to substitute for cash and cards in a restaurant or coffee shop. With QR codes integrated into your business, improve customer engagement and streamline operations.
Comprehensive Analytics
Subscribers of ViralQR receive detailed analytics and tracking tools in light of having a view of the core values of QR code performance. Our analytics dashboard shows aggregate views and unique views, as well as detailed information about each impression, including time, device, browser, and estimated location by city and country.
So, thank you for choosing ViralQR; we have an offer of nothing but the best in terms of QR code services to meet business diversity!
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June 2008 ms
1. UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
MARK SCHEME for the May/June 2008 question paper
0500 FIRST LANGUAGE ENGLISH
0500/02 Paper 2 (Reading Passages – Extended),
maximum raw mark 50
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.
All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
• CIE will not enter into discussions or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the May/June 2008 question papers for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.