Today were going to talk about one of the most amazing, fantastic, incredible and just this awesome movie! Called LIFE OF PI!!!! So let’s get right to it! LIFE OF PI is a fantasy adventure novel by Yann Martel, which was published in 2001, but earlier this year the movie called LIFE OF PI was released, and so far it has been getting really great reviews. The movie is about a 16 year old boy named Pi, whose father decides to move to Canada, the teen boy sadly has to leave is home, friends and lover behind, but he promises to return.
Suddenly one night there is a storm, and the family is caught in it, a crew member on the ship throws Pi in a Lifeboat to safe his life, Pi then watches helplessly as the ship sinks, killing his family and the crew members. After the storm, Pi finds himself in the lifeboat with an injured zebra, but little did he know that there another hidden creature with them on the boat, it was a massive humongous tiger named Richard Parker, (who knew tigers had names) long story short Pi and the tiger eventually create a friendship, and connection also they begin to care for each other.
The movie offers some really cool effects, and if you’re like me, you’ll be interested in the amazing 3D work, and the very interesting visual effects, there’s a scene where a fish jumps from the water, and jumps right out of the frame and it almost looks like the fish is jumping right at it. So that was one of my favorite scenes, but let’s continue!
So not only it’s a visual masterpiece but Life of Pi has a really good storyline, after watching the movie, I left with Goosebumps. If you haven’t seen Life of Pi you’re missing out on an astonishing movie. Find out if Pi and his new friend survive! Watch this this epic adventurous movie and go on a journey with Pi in the movie Life of Pi.
Entrepreneurship – a French Bakery college essay help online: college essay help online
La Seconde France “ The tasty group Not only a bakery. But a French universe that welcomes you. Table of Contents EXECUTIVE SUMMARY Section I: BUSINESS DESCRIPTION A. Business Concept B. Industry Analyse C. Business Name D. Why will this concept work? SECTION II: MARKETING PLAN A. Geographic market B. Customer Profile C. Market Penetration D. Promotion SECTION III: MANAGEMENT PLAN A. Human Resources SECTION IV: FINANCIAL PLAN A. Initial Capitalization B. Cash Flow Projection EXECUTIVE SUMMARY « La Seconde France » is a start-up business by the Tasty Group that will serve gourmet French bakeries.
Our successful recipe of producing superb pastries, bread, and savouries has been based on time proven traditional French baking methods using the finest natural ingredients. We have decided to situate a storefront in Parnell, Auckland, populated by approximately 8,000 Inhabitants. Parnell is one of the most popular and wealthiest suburbs in Auckland (the 3rd one). This decision to make a French bakery in New Zealand is based on statistics research. French culture is really appreciated by New-Zealanders so we thought it was a great opportunity to create a business like that. We expect to start our activity on the 1st of July 2013.
We expect an annual growth of 40% for cafe sales and 70 % for bakery sales, so a global annual growth of 53% for this forth year. The commercial margin rate of coffee that we hope to reach is 67%, and 45% for the bakeries. SECTION I: BUSINESS DESCRIPTION A. Industry Trend •3. 5% of New-Zealanders speak French •54,000 people indicated French as their first language > 1. 4% of NZ population •French is the 1st foreign language learned in NZ: 56,000 students are learning it (+20% from 2004 to 2010) •French cuisine belongs to UNESCO (world-patrimony) The trend in the bakery, pastry and cafe is very upscale.
We can see that people need to eat more quickly in an enjoyable place. B. Business Concept We’re trying to create a unique concept: a French bakery-pastry cafe, where people can either take baking goods home, or take a seat and enjoy a “French patisserie” over a cup of coffee, while learning about the French culture. With this concept we’re also trying to recreate a French universe, “a home away from home” for the French people living overseas. The boutique •Cosy salon atmosphere. •French music known around the World will be played (ex: Edith Piaf, Charles Azenavour, Gainsbourg, etc.) •The boutique will be decorated in a baroque French style. C. Business Name We decided to call our bakery-pastry-cafe “La Seconde France”. This name means “The Second France” in French. We wanted a French name that was easy to understand for an English speaking person. Besides we wanted to remind the concept of “a home away from home”, throughout this name. D. Why will this concept work? •Authentic French patisserie, and bakery (croissant, baguette, macarons…) made with the finest raw materials. •Customers will be able to see the pastry chef bake. •Imported French products (ex: confiture, biscuits, fromage…) will be sold.
French magazines and newspaper will be available. •The menu will be in French. •You will be able to learn more about the French Culture: –French lessons will be available on demand –Maps and history of France will be shown on the wall •Each month, a new region speciality will be available (ex: the “kouign-amann” from Bretagne etc. ) •French suffering from homesickness will be able to feel at home in our boutique. SECTION II: MARKETING PLAN A. Geographic market Market place: Auckland (New-Zealand) richest and most popular suburbs. > 1st implantation: in the suburb of Parnell. Why Parnell?
Because it’s one of New Zealand’s oldest suburb famed for it’s cafe, restaurant and charming boutique, where you’re sure to find something unique. B. Customer profile Our targets are: –The French away from home –Anyone who enjoys the French culture According to the Maslow hierarchy, customers will come to our boutique because of their need to belong to a French community. C. Market penetration We really think our market penetration is only limited by the size of the cafe. D. Promotion Communication schedule S-2S-1J-7J-6J-5J-4J-3J-2J-1JJ+1J+2J+3 Radio Ads in cultural magazine (food).
Internet buzz Food tasting in strategic places We put NZ$2000 in our communication budget. E. Growth potential There is a lot of growth potential for this market (ex in Auckland: Belgian chain cafe, etc. ). In fact if the concept work, we will import it in other popular Auckland suburbs (ex: Browns Bay, etc. ), then franchise it and go International. SECTION III: MANAGEMENT PLAN A. Human Resources Recruitment policy: ?Bilingual staff ?Good hospitality background ?Chef “Meilleur ouvrier de France” ?Dress code: French uniform ? SECTION IV: FINANCIAL PLAN > Excel file
Implementing Innovation essay help for free: essay help for free
Thus, the number one strategic goal of businesses is to gain and maintain competitive advantage. By programs of continuous improvements companies try to reduce costs, to enhance quality, and to increase speed of responsiveness to customer needs. Additionally, most businesses have some sort of innovation program on their agenda to stay ahead of (or at least keep in pace with) their competitors. Still, finding a common ground on what innovation is and what business elements to consider when implementing innovation seems intricate. The research on the topic of this term paper reveals a wide range of terms associated with innovation.
Some examples are ‘research and development (R&D)’, ‘product innovation’, ‘corporate entrepreneurship’, ‘intrapreneur’,’inventorpreneur’, ‘think tanks’, ‘continuous improvement’, ‘change program’, ‘market research’, ‘systems engineering’ and ‘optimization process’. This term paper lays the fundamentals to understand innovation and its implementation in businesses independent from the type of business on a strategic level. A gateway to innovation is the success story of the manufacturing company 3M. 3M is a diversified technology company serving customers and communities with innovative products and services.
Innovation can be a function of an area or areas within a corporation whereas functions are performed by a diverse range of employees. Although the original product itself was developed in a research department, the latter idea for use of the product was the result of a need that arose by one person. Needless to say that the consequential implementation was a team-effort again. These functional areas are circumscribed in this term paper as the modes of innovation. The term ‘innovation’ is defined by 3M as follows: “New ideas + action or implementation which results in an improvement, gain, or profit.
At first glance, some business areas seem to be hidden in 3M’s definition where innovation can take place. Others describe these types of innovation within business strategy and business processes in a more elaborate way: “Innovation is not just releasing new products. It also encompasses implementing new business processes, fresh ways of doing things, radical alliances, brilliant new routes to markets and business strategies. ” Innovation needs time and is based on trial and error. The development of a breakthrough product isn’t something you can do on the fly.
It is the result of individual and corporate features coming together at a certain point of time. These are the elements of innovation, this term paper will look at. Thus, innovation can be summarized as the business process of inventing, developing, putting new concepts into practice and gaining benefit of new products, new services, new processes, or further revolutionary business elements. The following sub-chapters explain the modes of programs, highlight innovation types and select key elements to consider for successful implementation of innovation management. I 1. Innovation types and modes
A gateway to innovation is the success story of the manufacturing company 3M. 3M is a diversified technology company serving customers and communities with innovative products and services. One of the award-winning products of the last century is the Post-it® note developed by two employees of 3M. In 1968 the researcher Spencer Silver developed an adhesive that was ‘not working properly’ as a glue. So he tried marketing his product within 3M to discover a use for his non-adhesive glue. Unfortunately his mission was without immediate success. Years later, the product developer Arthur Fry found a meaningful purpose for the ‘non-working’ thing.
Subsequently 3M worked out a product to be marketed. Since then 3M’s notes have been sold worldwide in 400 different variations of the original product . Innovation can be a function of an area or areas within a corporation whereas functions are performed by a diverse range of employees. Although the original product itself was developed in a research department, the latter idea for use of the product was the result of a need that arose by one person. Needless to say that the consequential implementation was a team-effort again. These functional areas are circumscribed in this term paper as the modes of innovation.
The term ‘innovation’ is defined by 3M as follows: “New ideas + action or implementation which results in an improvement, gain, or profit. ” At first glance, some business areas seem to be hidden in 3M’s definition where innovation can take place. Others describe these types of innovation within business strategy and business processes in a more elaborate way: “Innovation is not just releasing new products. It also encompasses implementing new business processes, fresh ways of doing things, radical alliances, brilliant new routes to markets and business strategies.
Innovation needs time and is based on trial and error. The development of a breakthrough product isn’t something you can do on the fly. It is the result of individual and corporate features coming together at a certain point of time. These are the elements of innovation, this term paper will look at. Thus, innovation can be summarized as the business process of inventing, developing, putting new concepts into practice and gaining benefit of new products, new services, new processes, or further revolutionary business elements.
The following sub-chapters explain the modes of programs, highlight innovation types and select key elements to consider for successful implementation of innovation management. The historic development of scientific management and the industrial revolution led to specialization of workers. Specialization increased output but also raised the need for coordinatin because single parts in the production process had to be put together to a final product. The idea of specialization led to the ‘innovation monopole’ of research and development (R&D) departments.
Biuret Test for Proteins and Emulsion Test for Lipids write my essay help: write my essay help
Proteins are complex molecules that react differently to many compounds but are also fragile and cannot withstand high temperatures or strong acids and bases without degrading. The Biuret Method, or biuret test, is used to detect the presence of peptide bonds. It has this name because it reacts positively to the biuret molecule’s peptide bonds.
Correctly evaluating the number of peptide bonds is a step towards determining the protein content of the sample. In the Biuret Test, copper ions form a violet-colored complex when in the presence of peptide bonds in an alkaline solution. The intensity of the violet color is directly proportional to the protein concentration, according to the Beer-Lambert law. For this test, a specific reagent is needed, in this case, the biuret reagent. The alkaline solution is made of potassium hydroxide, a strong base.
A compound of hydrated copper sulfate and potassium sodium tartrate is dissolved in this solution, turning blue. In the presence of proteins, the reagent turns violet, but turns from blue to pink in the presence of short-chain polypeptides, or basic amino acids. This dual sensitivity is useful to determine if the sample has complex proteins or only the simpler amino acids. On higher concentrations and when there is only need to confirm the presence of proteins, a simple visual check for color change is enough. EMULSION TEST FOR lIPIDS
The lipids are a large and diverse group of naturally occurring organic compounds that are related by their solubility in nonpolar organic solvents The emulsion test is a method to determine the presence of lipids using wet chemistry. The procedure is for the sample to be suspended in ethanol, allowing lipids present to dissolve (lipids are soluble in alcohols). The liquid (alcohol with dissolved fat) is then decanted into water. Since lipids do not dissolve in water, when the ethanol is diluted, it falls out of solution to give a cloudy white emulsion.
A cloudy white emulsion will appear Lipids are insoluble in water but soluble in organic solvents. Ethanol is an example of an organic polar solvent which will dissolve lipids to a limited extent. However ethanol is miscible with water so when a solution of lipid and ethanol is added to water the ethanol will combine preferentially to the water, leaving the ethanol to form tiny globules in the water. These globules then form a white emulsion. Ethanol extracts the lipid from the crushed solid sample.
As ethanol is miscible with lipids no change is seen upon its addition to the solid and liquid samples. The lipid spontaneously comes out of solution when water is added and is dispersed as micelles (small droplets) throughout the solution of ethanol and water. ( This happens as hydrophobic portion of the lipid molecules project inwards and excludes the aqueous environment; the hydrophilic portion (-COOH) group faces the aqueous environement. ) A layer is formed at the top as lipids are less dense than water. The droplets diffract light, appearing cloudy white. B
Informative Speech Smoke college application essay help online: college application essay help online
Speech Outline Template Introduction Attention getter: Cigarette smoke contains over 4,800 chemicals. Relevance to this audience: Everyone knows someone that smokes. Speaker credibility: My uncle has been smoking ever since I was little. Thesis statement/Main Points: Smoking cigarettes is bad all around because of the chemicals it has in it, the effects it has on your body, and the harm it does to the people around you. Transition: Some people who smoke don’t know what’s in them. Body I. Cigarettes have many harmful chemicals in them. A.
I am going to name a couple of these chemicals. 1. Cigarettes have acetone in them. a. Acetone is found in nail polish remover. 2. They also have carbon monoxide in them. a. Carbon monoxide is released from the exhaust of the car. 3. There is also butane in cigarettes. a. Butane is used in lighter fluid. Transition: Inhaling these chemicals can harm your body. II. Smoking cigarettes causes many health problems. A. Smoking cigarettes causes Cardiovascular Disease. 1. It causes coronary heart disease witch is the leading cause of death in the United States.
It also causes reduced circulation by narrowing your blood vessels. B. Smoking also causes respiratory disease. 1. Smoking causes lung cancer. 2. Lung disease is also caused by smoking. a. It damages the airways in your lungs. C. Smoking cigarettes can cause you to get a lot of different kinds of cancer. 1. One of the cancers you could get is bladder cancer. 2. Another cancer it could give you is kidney cancer. Transition: Not only does smoking cigarettes harm you it harms the people around you. III.
Second hand smoke is just as harmful as smoking a cigarette. A. Even if you don’t smoke you could still get lung cancer. 1. If you are exposed to second hand smoke you increase your chances of getting lung cancer by 20-30% 2. There is about 3,400 lung cancer deaths among nonsmokers in the U. S. B. Nonsmokers could also get heart disease if there exposed to second hand smoke. 1. In the U. S there is about 46,000 deaths of nonsmokers from heart disease. 2. Nonsmokers who are exposed to second hand smoke is increasing their chances by 20-30%.C. Children could get serious health problems from secondhand smoke. 1. Children who are around cigarette smoke often get sick more. 2. Wheezing and coughing are found more in children who inhale secondhand smoke. Transition: When you spark a cigarette you harming the people around you to. Conclusion Review of main points: Smoking cigarettes is bad all around because of the chemicals it has in it, the effects it has on your body, and the harm it does to the people around smoking.
Reminder of relevance: Everyone knows someone who smokes cigarettes. Closure/clincher: With all the chemicals and effects cigarettes have they should be called cancer sticks. ———————– Topic: My topic is smoking cigarettes. Organizational pattern: Specific purpose: To inform about the dangers of smoking. Primary audience outcome: To learn how bad smoking is. Thesis statement: Smoking cigarettes is bad all around because of the chemicals it has in it, the effects it has on your body, and the harm it does to the people around smoking.
Cape Mob 2013 Syllabus essay help free: essay help free
Subjects examined under CAPE, may be studied concurrently or singly. The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE Diploma, awarded to candidates who have satisfactorily completed at least six Units including Caribbean Studies. The third is the CXC Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and Communication Studies.
For the CAPE Diploma and the CXC Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years. Recognised educational institutions presenting candidates for CXC Associate Degree in one of the nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded. Candidates will not be awarded any possible alternatives for which they did not apply.
CXC A24/U2/12 i Management of Business Syllabus ? RATIONALE T he dynamic environment within which businesses operate today present both challenges and opportunities for business leaders. The growth in economic and social needs in most economies also constitutes another area of great challenge. As students proceed beyond the Caribbean Secondary Education Certificate (CSEC) level, in pursuit of their career goals, they must be cognisant of the changing socio-economic climate within which modern businesses operate.
Management of Business students must understand the principles that govern the human and operational interactions within a business, and must be aware of how a business operates within a society. Moreover, it is imperative that students possess a comprehensive understanding of the markets in the region in addition to knowledge of the global marketplace. The CAPE Management of Business syllabus provides opportunities for students to develop the required knowledge and understanding of management principles and practices.
The syllabus also provides students with the requisite skills required to address managerial problems and the challenges faced by businesses. In addition, the syllabus seeks to inculcate tenets of the Ideal Caribbean. Students are therefore encouraged to adopt appropriate and acceptable attitudes, values and ethical practices related to business activities. These skills will enable students to function not only in existing business organisations, but also as successful entrepreneurs. Additionally, the syllabus provides a good foundation for further study of Management of Business and other related disciplines at the tertiary level.
The syllabus aims to: 1. develop an understanding of the integrated nature of business organisations and the environment in which they operate; develop an awareness of how global issues impact the development of business organisations with special reference to the Caribbean; provide basic information on principles, legal issues, and practices of modern management with special reference to the Caribbean; develop critical thinking skills that involve analysis, problem solving; evaluation, decision making and 2. 3. 4. CXC A24/U2/12
Engage class in discussions and debates on types of business organisations to enable students to recognise advantages and disadvantages of one business organisation over another. Assign different students to listen to business news (both regional and international) and make an oral presentation to the class to sensitise students to local and regional developments. Use newspaper clippings on business news for class discussions and students’ journals (online journals, blogs).
Factors influencing distribution decisions. Types of distribution channels (including direct, indirect). Introduction to logistics strategy. Types of distribution strategies (intensive, selective, exclusive). 8. Promotion Strategy (a) (b) Objectives of promotion. Tools of promotion and their relative advantages: (i) (ii) (iii) (iv) advertising; personal selling; sales promotion; publicity. 10. Internet Marketing (a) (b) (c) (d) Development of Internet marketing. Opportunities created by Internet marketing. Challenges posed by Internet marketing. Importance of e-commerce to business organisations. CXC A24/U2/12 31 UNIT 2 MODULE 2: FUNDAMENTALS OF MARKETING (cont’d)
Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives in Module 2, teachers are advised to engage students in the teaching and learning activities listed below. 1. 2. 3. Engage students in simulated case studies related to marketing. Engage students in group projects to foster teamwork. Encourage students to participate in panel discussion on marketing issues conducted by external resource persons. CXC A24/U2/12 32 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT GENERAL OBJECTIVES On completion of this Module, students should: 1. 2. appreciate the nature of entrepreneurship; develop an awareness of the characteristics of small business management. SPECIFIC OBJECTIVES
Students should be able to: 1. 2. explain the nature and characteristics of entrepreneurship; explain the relationship between business organisations and the economic system in which they operate; assess the criteria for measuring size and growth of business; assess the challenges and opportunities faced by small businesses; describe the types of assistance agencies offer to small businesses; develop a business plan. 3. 4. 5. 6. CONTENT 1. The Nature and Characteristics of Entrepreneurship (a) (b) (c) (d) Definition of entrepreneurship. Corporate Entrepreneurship (intrapreneurship). Social Entrepreneurship. Characteristics of successful entrepreneurs. 2.
Business and Economic Systems (a) (b) Economic systems in which businesses operate (free economy, mixed economy, planned economy). The impact of the economic system on business decision-making. CXC A24/U2/12 33 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT (cont’d) 3. Size and Growth of Business (a) Criteria for measuring size and growth: (i) (ii) (iii) (iv) (b) output; labour force; market share; capital structure. Advantages and disadvantages of small firms vs. large firms: (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) size and financial requirements; the economies of scale; strategies for growth; management and control; lack of record keeping; working capital deficiencies; poor management skills; regulation and Legislation. 4.
Major Challenges and Opportunities faced by Small Businesses including (a) (b) (c) (d) (e) (f) (g) Identifying successful business opportunities. Sourcing capital (finance). Selection of business types (sole trader, partnership, company). Determining a location. Globalisation and trade liberalisation. E-commerce. Intellectual property. CXC A24/U2/12 34 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT (cont’d) 5. Types and Nature of Assistance Available to Small Firms (a) Agencies that Assist Small Businesses: (i) (ii) (iii) (b) Governmental Agencies; Non-governmental Agencies; Financial Institutions. Types of Assistance Offered to Small Businesses: (i) (ii) (iii) financial; technical; education and training. 6.
Preparation of a Business Plan for a Small Business (a) (b) (c) Definition of a Business Plan; Executive Summary; Business Description: (i) (ii) (c) legal establishment history; start-up plans. Business Environment Analysis: (i) (ii) (iii) target market; customer needs; location. (d) (e) Industry Background. Competitor Analysis: who are your competitors. CXC A24/U2/12 35 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT (cont’d) (f) Market Analysis: (i) (ii) (iii) (g) customer needs; where they are; how to reach them. Marketing Plan: (i) (ii) (iii) pricing strategy; promotion strategy; distribution strategy. (h) Operations Plan: (i) (ii) cost of production; machinery. (i) Managerial Summary: (i) (ii) management personnel; staffing. (j)
Financial Plan: (i) (ii) (iii) (iv) (v) (vi) profit and loss; cash flows; break-even analysis; source of funds; business ratios; assumptions. CXC A24/U2/12 36 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT (cont’d) Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives in Module 3, teachers are advised to engage students in the teaching and learning activities listed below. 1. Decide on a “product” or “service” company and allow students to determine what each company will produce or offer. Assign students to develop a questionnaire to investigate if there is a need to start a company of their choice. Develop a yearly sales estimate and a cash flow budget for their company.
Establish and operate a small store to sell items used by students in the school, involving the steps of: ordering, banking, inventory, cost and sales analysis, sales. Create a list of costs to start the business. Encourage students to work in groups to “sell” specific items to the rest of the class using the sales and marketing methods discussed in the class. Students critique business plans and offer suggestions for improvement. 2. 3. 4. 5. 6. 7. RESOURCES Birchall, John and Morris, Graham Business Studies, Surrey: United Kingdom: Thomas Nelson and Sons Ltd. , Walton-on-Thames, 1995. Building a Dream: A Comprehensive Guide to Starting a Business of Your Own, Toronto: McGraw Hill Ryerson, 1993.
Business Studies, Lancaster: Causeway Press Limited, 1993. Business Studies, United Kingdom: Longman Group Ltd. , 1994. Principles of Internet Marketing: South Western College Publishing, 2000. Good, Walter S. Hall, Dave, Jones, Rob and Raffo, Carlo Hammond, Susan Hanson, Ward CXC A24/U2/12 37 ? OUTLINE OF ASSESSMENT Each Unit of the syllabus will be assessed separately. The same scheme of assessment will be applied to each Module in each Unit. Grades will be awarded independently for each Unit. The Assessment will comprise two components, one external component and one internal. Candidates must complete the School-Based Assessment for the first Unit that they write.
Candidates may carry forward the School-Based Assessment mark from the first Unit written to the second Unit (irrespective of the mark earned), or opt to complete the School-Based Assessment for the second Unit as well. EXTERNAL ASSESSMENT FOR EACH UNIT Paper 01 (1 hour 15 minutes) This paper consists of forty-five (45) multiple-choice items. There are fifteen (15) items on each Module. (80 per cent) 30 per cent Paper 02 This paper consists of three (2 hours 30 minutes) corresponding to a Module in section will contain two essay Students are required to attempt one from each section. SCHOOL-BASED ASSESSMENT FOR EACH UNIT Paper 03/1 sections, each the Unit. Each type questions. three questions, 50 per cent (20 per cent) A research paper of approximately 2,500 words, based on any topic covered in any one, two or all three Modules of the Unit being assessed.
The School-Based Assessment for each Unit requires that candidates undertake a project which must demonstrate their skills in research, analysis, evaluation and presentation of information. Candidates who, in the same year, register for both Units of CAPE Management of Business may opt to: (a) (b) submit a separate School-Based Assessment assignment for each Unit; or submit a single School-Based Assessment assignment from either Unit 01 or Unit 02. Candidates who opt for (b) must indicate from which Unit the School-Based Assessment assignment was selected. Paper 03/2 Private candidates are required to write an Alternative Paper – Paper 03/2. Details are on page 43. CXC A24/U2/12
38 MODERATION OF SCHOOL-BASED ASSESSMENT School-Based Assessment Record Sheets are available online via the CXC’s website www. cxc. org. All School-Based Assessment Record of marks must be submitted online using the SBA data capture module of the Online Registration System (ORS). A sample of assignments will be requested by CXC for moderation purposes. These assignments will be re-assessed by CXC Examiners who moderate the School-Based Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’ comments will be sent to schools. All samples must be delivered to the specified marking venues by the stipulated deadlines.
Copies of the students’ assignment that are not submitted must be retained by the school until three months after publication by CXC of the examination results. ASSESSMENT DETAILS External Assessment by Written Papers (80 per cent of Total Assessment) Paper 01 (1 hour 15 minutes – 30 per cent of Total Assessment) 1. Numbers of Questions All questions are compulsory. This paper will consist of 45 multiple-choice questions. There will be 15 questions from each Module. 2. Syllabus Coverage (a) (b) Knowledge of the entire syllabus is required. The intention of this paper is to test candidates’ knowledge across the breadth of the syllabus. 3. Mark Allocation (a) (b) (c) One mark will be assigned for each question. The total number of marks available for this paper is 45.
This paper contributes 30 per cent towards the final assessment. 4. Use of Calculators Candidates may use silent non-programmable calculators. CXC A24/U2/12 39 Paper 02 (2 hours 30 minutes – 50 per cent of Total Assessment) This paper will be divided into three sections, each section corresponding to a Module of the Unit. 1. Composition of Paper (a) (b) (c) (d) (e) This paper will consist of six essays or extended response questions. There will be two questions in each section. Candidates are required to attempt three questions, one from each section. The total number of marks available for the paper is 75. This paper contributes 50 per cent towards the final assessment. 2.
Syllabus Coverage (a) Each question requires a greater depth of understanding than those questions in Paper 01. The purpose of this paper is to test candidates’ in-depth knowledge of the syllabus. (b) 3. Question Type Questions require an extended response involving reasoning, analysis and synthesis. 4. Mark Allocation Each question is worth 25 marks. 5. Award of Marks Marks will be awarded for: (a) (b) clear logical reasoning; evidence of ability to analyse a problem step by step and to apply principles and practices, skills and knowledge to reach a logical conclusion; evidence of problem solving ability; evidence of the ability to synthesise information. (c) (d) Full marks will be awarded when candidates meet all criteria. CXC A24/U2/12 40
SCHOOL-BASED ASSESSMENT The Project – Paper 03/1 School-Based Assessment is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for the School-Based Assessment are linked to the syllabus and should form part of the learning activities to enable the student to achieve the objectives of the syllabus. During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their School-Based Assessment assignments. These marks contribute to the final marks and grades that are awarded to students for their performance in the examination.
The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of School-Based Assessment. The guidelines provided for the assessment of the assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the SchoolBased Assessment component of the course. In order to ensure that the scores awarded by teachers are consistent with the CXC standards, the Council undertakes the moderation of a sample of the School-Based Assessment assignments marked by each teacher. Presentation of Project
The aims of the project are to: (a) (b) (c) promote self-learning; allow teachers the opportunity to engage in the formative assessment of their students; allow students to enhance their understanding of the nature of organisations through local studies; business (d) allow students to display evidence of careful observation and some degree of originality in their work; allow students to analyse business information gathered and make practical decisions; explore more fully, some areas of the Unit which may not be assessed adequately in an external examination. (e) (f) 2. Requirements Students must choose a firm (or simulate a firm) on which they would do their investigative research project.
The project should afford students the opportunity to pursue areas of personal interest. Students must undertake a project which embraces any one, two, or all three Modules within the Unit being assessed. CXC A24/U2/12 41 Primary Sources of Data Candidates can use primary sources of data in their research activities. These include information gathered through questionnaires, and face to face interviews. Secondary Sources Secondary sources of data can also be used. These include newspapers, trade and professional journals, magazines, (such as News Week, Times) and documentation on the firm studied.
An early start to planning project work is highly recommended. Each candidate should know the requirements of the project and its assessment procedures, as part of the orientation to the Unit. Teachers should guide the candidates in choosing appropriate projects that relate to the candidates’ interest and the specific objectives identified. A schedule of the dates for submitting project work (agreed by teachers and candidates) should be established. A teacher should offer guidance in the data collection process and the preparation of the report. Project Reports A candidate’s project should be presented in a soft folder bearing the candidate’s number, name of subject and the date submitted.
The project document should comprise: (a) (b) (c) title; table of contents; introduction: (i) topic/aim of the project; (ii) background. literature review; methodology; presentation of data; analysis of data; interpretation of results; conclusions and recommendations; references and citations. (d) (e) (f) (g) (h) (i) (j) CXC A24/U2/12 42 The report (approximately 2500 words) should be typed double-spaced or hand-written legibly. Skills to be assessed 1. Knowledge and Understanding: candidate’s ability to demonstrate knowledge and understanding of the objectives being assessed in the Module. candidate’s ability to collect, classify and communicate information. candidate’s ability to distinguish relationships among components of the business environment.
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This questionnaire is designed to assess your satisfaction with Gloria Jean’s Coffee shops. This is not commercial research. Your answers will be treated as highly confidential and will not be disclosed to anyone. Q1. Have you ever purchased from Gloria Jean’s? ? If yes, please go to question 1 ? If no, thank you for your time Q2. I would now like to ask you about how frequently you visit Gloria Jean’s. Please tick the appropriate box. ? Every day ? 5-6 times a week ? 2-4 times a week ? Once a week ? Less than once a week Q3. Now I would like to ask how much approximatelydoyou spend on each visit to Gloria Jean’s.
Atmosphere of the cafe Convenience of location Q5. Now I would like to determine how you thinkGloria Jean’sperforms on each of these attributes. Please select a number from the scale below to show how good or poor each attribute performs and note it in the space provided. Scale ExtremelyExtremely Poor1234567Good PerformancePerformance Quality of food Variety of food Value for money of food Quality of coffee Value for money of coffee Variety of coffee Speed of service Friendliness of serving staff Availability of seating Cleanliness of cafe and its surrounds Atmosphere of the cafe Convenience of location Q6.
The following question is designed to assess your opinion on the quality of food at Gloria Jean’s. Please select a number from the scale below to show how much you agree or disagree with each statement and note it in the space provided. If you have never purchased food at Gloria Jean’s, please go to question 8 Scale StronglyStrongly Disagree1234567Agree •The food available at Gloria Jean’sis always of high quality •The quality of food at Gloria Jean’s is excellent •I am very content with the quality of food at Gloria Jean’s Q7. This question is designed to assess your satisfaction with the variety offood offered at Gloria Jean’s.
Select a number from the scale below to show how much you agree or disagree with each statement and note it in the space provided. Scale StronglyStrongly Disagree1234567Agree •Gloria Jean’s has a vast variety of food available •The diversity of food at Gloria Jean’s is excellent •I am extremely pleased with the variety of food offered at Gloria Jean’s Q8. With this question, we want to assess your satisfaction with the value for moneyof food at Gloria Jean’s. Please select a number from the scale below to show how much you agree or disagree with each statement and note it in the space provided. Scale
StronglyStrongly Disagree1234567Agree •The food at Gloria Jean’s is definitely worth the money •I get superb value food for the money I pay at Gloria Jean’s •The food at Gloria Jean’s is fantastic value for money Q9. This question is designed to assess your satisfaction with the quality of coffee at Gloria Jean’s. Please select a number from the scale below to show how much you agree or disagree with each statement and note it in the space provided. If you have never purchased a coffee at Gloria Jean’s, please go to question 11. Scale StronglyStrongly Disagree1234567Agree •The coffee at Gloria Jean’s is excellent
Gloria Jean’soffered exceptional quality coffee •I am extremely pleased with the quality of coffee served at Gloria Jean’s ? Q10. With this question, we want to find out your opinion on the value for money of coffee at Gloria Jean’s. Please select a number from the scale below to show how much you agree or disagree with each statement and note it in the space provided. Scale StronglyStrongly Disagree1234567Agree •The coffee at Gloria Jean’s is fantastic value for money •I get superb value coffee for the money I pay at Gloria Jean’s •The coffee at Gloria Jean’s is definitely worth the money •
This question is designed to assess your satisfaction with the variety of coffee offered at Gloria Jean’s. Please select a number from the scale below to show how much you agree or disagree with each statement and note it in the space provided. Scale StronglyStrongly Disagree1234567Agree •Gloria Jean’s has a vast variety of coffee available •The diversity of coffee at Gloria Jean’s is excellent •I am exceptionally content with the variety of coffee offered at Gloria Jean’s Q12. Now I would like to know what you think about the speed of the service at Gloria Jean’s.
Please select a number from the scale to indicate how much you agree or disagree with each statement and note your answer in the space provided. Scale StronglyStrongly Disagree1234567Agree •I am serviced extremely quick by the staff at Gloria Jean’s •Waiting time is kept to a minimum at Gloria Jean’s •The speed of service at Gloria Jean’s is excellent ? Q13. With this question, I want to find out how you perceive the friendliness of the servingstaff at Gloria Jean’s. Please select a number from the scale to show how much you agree or disagree with each statement and note it in the space provided. Scale StronglyStrongly Disagree1234567Agree
The serving staff at Gloria Jean’s make me feel very welcome •I can rely on the serving staff being very friendly at Gloria Jean’s •The serving staff at Gloria Jean’s are very pleasant Q14. This question is designed to assess your satisfaction with the availability of seating at Gloria Jean’s. Please select a number from the scale below to indicate how much you agree or disagree with each statement and note it in the space provided. Scale StronglyStrongly Disagree1234567Agree •It is very easy to find a table to sit down at Gloria Jean’s •There are sufficient number of tables for the number of customers at Gloria Jean’s
At Gloria Jean’s, there are often many tables available ? Q15. This question is designed to assess your attitude towards the cleanliness of Gloria Jean’s and its surrounds (including any outside seating areas; they can be in the front and out the back). Please selecta number from the scale to show how much you agree or disagree with each statement and note your answer in the space provided. Scale StronglyStrongly Disagree1234567Agree •I never see litter at Gloria Jean’s and the surrounding area •Gloria Jean’s and its surrounds are very clean •I am exceedingly happy with the cleanliness at Gloria Jean’s and the surrounding area
This question is designed to assess your opinion on the atmosphere at Gloria Jean’s. Please select a number from the scale below to show how much you agree or disagree with each statement and note it in the space provided. Scale StronglyStrongly Disagree1234567Agree •Gloria Jean’s is a very pleasant place •You can always rely on there being an excellent atmosphere at Gloria Jean’s •Gloria Jean’s atmosphere is exactly what I am looking for in a cafe Q17. Now we would like to know what you think about the convenience of the location of Gloria Jean’s.
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The Colonel is a white man who fights the bigotry of the enemy, who have vowed to kill any officers who lead the troops and by his own commanding officers who have kept them out of the war to do their dirty work. Colonel Shaw starts the War eager and zealous for the fight, the battle of Antietam leaves his disillusioned and wounded. Synopsis Robert Shaw grew up in a life of wealth and privilege in Boston. He was raised in a home that valued character, dignity and self-respect.
His family had personal and political connections with then Governor John Andrew and President Abraham Lincoln. The enemy is not only the Confederate Army but the northern whites who have resisted allowing blacks to fight for their freedom and emancipation. The Colonel puts Major Cabot Forbes, his best friend, in as his second in command. The men are drilled by the sadistic Sargent Major Mulcahy who breaks them with savagery and disrespect. The Colonel turns a blind eye to the treatment of the black soldiers.
One of the first recruits is a friend of Robert and Cabot, Thomas Searles. Cabot reminds Robert that Thomas is their friend and he needs to stop the Running Header: CHARACTER, DIGNITY and SELF-RESPECT 3 harsh treatment of the recruits. Robert is hardened by what he has seen and experienced at the battle of Antietam and stands coldly on Army protocol. Robert slowly comes back to his true character and begins to see his men as human beings. He begins fighting for them, getting needed supplies and eventually the right to fight for their freedom.
There first brush with the Confederate Army is successful after initially faltering in the first skirmish. Robert volunteers the 54th infantry for a charge upon Fort Wagner, which has never been taken. Robert inspires his men to lead the fight when other units do not volunteer to lead the charge to take the fort. They charge into a battle that traps them under heavy cannon fire and the shore. Robert is shot and killed as he rallies the men forward on to the fight. His men continue on in the fight and die as they charge the parapet of the fort.
Many casualties occur and Fort Wagner is never taken. The end shows Robert being thrown into a sandpit and buried with his men. Ethical Theories According to the Sommers’ text Aristotle defined happiness as an activity we can do better than anything else, and to exercise their capacity to reason is a virtue (Sommers, C. & Sommers, F. 2010). Reason plays a part in all virtues and courageous persons use it to control fear. After Robert returned from the battle at Antietam he had a temporary change of character, most likely it was post-traumatic stress from the battle.
As he got to know the men in his unit and saw their desire and determination to become good soldiers in order to fight for their freedom his character began to return. Running Header: CHARACTER, DIGNITY and SELF-RESPECT 4 You could see this change as he began to care for and fight for the things his men needed. He chaffed at the bigotry and discrimination displayed by the Army Command and began to see and treat the men differently. Based on the teachings of Epictetus Robert had the inner strength to do the right thing when it came to the command of his men.
Epictetus taught that “regardless of circumstances, human beings are capable of dignity and self-control” ( Rachels, J. & Rachels, S. 2012). Humans also had the power to control their response to circumstances even though they could not control the outside world based on inner strength. The situation that comes to mind during the movie was when Robert was dining with the other officers and they were making derogatory remarks about the men in his command. (Fields, F. (Producer), Zwick, E. (Director), 1989).
The more the officers abused and put down his men, the madder Robert got and he finally got up and left the dining hall. “Saint Augustine distrusted reason and believed that moral goodness depends on subordinating oneself to the will of God” ( Rachels, J. & Rachels, S. 2012). Robert was raised in a home that was moral, patriotic; character driven and likely had a rich religious background. Duty to one’s Country and God were in their life and character’s. Conclusion Robert was raised in a home where values and character were important parts of daily life.
Even though they were wealthy they valued all people, Robert had a friend who was black. When Thomas was shot in the battle at Antietam Robert forgot his rank Running Header: CHARACTER, DIGNITY and SELF-RESPECT 5 and went to his side. The obstacles that were overcome were discrimination and hatred. Robert was willing to share in the hardships of the black soldiers and choose not to take pay if his men chose not to in protest of the decrease in pay.
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Role of managers Report By Caroline McNaught Role of managers Report By Caroline McNaught CONTENTS * Analyse Jess’s role as manager of the Customer Engagement team using appropriate management and leadership theories. * Analyse how assertiveness, influencing and negotiating techniques could be used with reference to specific team members and show why the techniques proposed might be effective in this situation. * Identify potential sources of conflict within her team and the effects of these conflicts. Provide techniques to assist Jess in the management of these conflicts.
Consider approaches to managing meetings and make suggestions that may help Jess in her management and conduct of team meetings. * Outline techniques that may help Jess manage her time. * Identify and deal with the stress that Jess currently faces. * Provide approaches that may assist Jess in managing problems and enhance her decision making skills. * References Introduction My name is Caroline McNaught and currently I am a mentor for Jess Green who is a newly appointed manager for the New Customer Engagement team of Balance Banking PLC.
I have been asked to write a report regarding Jess’s role as manager and some of the obstacles that have been getting in the way of her being able to do her job efficiently. These include lifting team morale, managing conflicts within her team, approaches to managing meetings, time management and dealing with stress. The aim of this report is to inform Jess of some techniques that can be used effectively to help her in her new position. Analyse Jess’s role as manager of the Customer Engagement team using appropriate management and leadership theories.
Jess’s role as manager is to ensure that the performance of her team is geared towards achieving the strategic objectives of the organisation. These are: * To achieve financial security and return to profit. * To become a place of choice for employees. * To create an open and transparent management style. * To focus on customer and shareholder needs. * To focus on long-term quality profitability. * To create a new business mix and manage the business risk. Unfortunately for Jess, not all of her team are performing very well.
Some of them are reluctant to embrace the changes that have occurred since the restructuring of the organisation. For Jess to be able to achieve the goals of the organisation then she must look at the alternate ways of managing her team. In reality, Jess’s role of manager changes every day into many different roles. Some of these roles include being a planner, organiser, negotiator, leader and representing her team at board meetings. As tasks and situations change Jess has to be able to keep up with these changes herself.
In today’s society being a manager has many more obstacles to overcome than earlier years. With new technology, globalisation and the changing marketplace being just a few of these obstacles faced today. Many theorists have different views on the role of manager. In 1916, Henri Fayols book Administration Industrielle et Generale was first published. From Fayols observations of managers he concluded that every managerial job contained the same five elements. These elements are: * Planning * Organising * Commanding * Co-ordinating * Controlling ( H.
Fayol, 1916) Fayols framework for looking at what a manager does is still valid today. By planning, organising, co-ordinating and commanding then Jess may be able to take control of her team in a more productive way. Henry Mintzberg is another theorist who studied the activities of managers and identified 10 roles common to the work of all managers. Mintzberg published his book, “Mintzberg on Management: Inside our Strange World of Organisations,” in 1990. The ten roles are: 1. Figurehead. 2. Leader. 3. Liaison. 4. Monitor. 5. Disseminator. 6. Spokesperson.