...Web Results Economics | Caribbean Examinations Council 6 days ago ... The CAPE Economics Syllabus is intended to promote knowledge and understanding of the principles and concepts of economics and to foster ... www.cxc.org/?q=examinations/exams/cape/list-subjects/economics List of Subjects | Caribbean Examinations Council 6 days ago ... The CAPE Economics Syllabus is intended to promote knowledge and understanding of the principles and concepts of economics and to foster ... www.cxc.org/?q=examinations/exams/cape/list-subjects Economics | Caribbean Examinations Council 6 days ago ... The Economics Syllabus introduces students to relevant economic ... CSEC®, CAPE®, CCSLC® and CVQ® are registered trade marks of the ... www.cxc.org/?q=node/667 Cape Economics Syllabus - College Essay - Hcswagmar Oct 4, 2012 ... Cape Economics Syllabus. CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examinations Economics Syllabus ... www.termpaperwarehouse.com/essay-on/Cape-Economics-Syllabus/103335 Cape economics syllabus - free eBooks download - GoBookee.com Cape economics syllabus download on GoBookee.net free ... www.gobookee.net/cape-economics-syllabus/ Cape units syllabus - free eBooks download - GoBookee.com Economics Syllabus - St. François Girls College. each CAPE Unit completed. The second is the CAPE diploma, awarded to candidates who have satisfactorily . www.gobookee.net/cape-units-syllabus/ Cape Economics Syllabus - Free TXT downloads Download...
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... 2007 |introduction to CAPE history, |Establishment of class rules. |1.Students should recognize the importance |Teacher introduction.- outline of course |CAPE History Syllabus | | |2. Indigenous societies. – an |1.Overview of syllabus & Assessments. |of acquiring a personal copy of the |syllabus, course assessment, submission | | | |overview of historiography. |Identifying learning styles of students. |syllabus for the course. |policy, expectations, etc. |Computer Lab. & Multiple | | | |Introduction to the historiography on |2. Students should appreciate the rationale|Class discussion. |Intelligencies exercise . | | | |indigenous societies: The Maya |and general aims of the Advanced level | | | | | |Overview of historiography on indigenous |history syllabus. | ...
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...Advanced Proficiency Examination® CAPE® MANAGEMENT OF BUSINESS SYLLABUS Effective for examinations from May-June 2013 CXC A27/U2/13 Published by the Caribbean Examinations Council All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica Telephone Number: + 1 (876) 630-5200 Facsimile Number: + 1 (876) 967-4972 E-mail Address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2013 by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados CXC A27/U2/13 CXC A24/U2/12 Contents INTRODUCTION .................................................................................................................................. i RATIONALE ......................................................................................................................................... 1 AIMS .................................................................................................................................................. 1 SKILLS AND ABILITIES TO BE ASSESSED .............................................................................................. 2 STRUCTURE OF THE SYLLABUS ...............................
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...Advanced Proficiency Examination CAPE ® BIOLOGY SYLLABUS Effective for examinations from May/June 2008 CXC A10/U2/07 Published by the Caribbean Examinations Council All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W.I. Telephone: (876) 630-5200 Facsimile Number: (876) 967-4972 E-mail address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2007, by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados CXC A10/U2/07 ii Contents RATIONALE.....................................................................................................................................................1 AIMS ..................................................................................................................................................................1 SKILLS AND ABILITIES TO BE ASSESSED ...............................................................................................2 PRE-REQUISITES OF THE SYLLABUS .......................................................................................................5 STRUCTURE OF THE SYLLABUS ..............................
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...format of the Examination in CAPE History is similar for both Unit 1 and Unit 2. Paper 01 in each unit consisted of nine short-answer questions, three on each Module. The questions were intended to assess the range of content covered by the syllabus, and questions were set on each theme. Candidates were expected to answer all nine questions. This paper was worth 30 per cent of the candidates’ overall grade. Paper 02, on the other hand, emphasized depth of coverage. Three questions were set on each Module, one of which required candidates to analyse extracts from a set of documents related to one of the themes in the Module. The other two questions were extended essays. Both the document analysis and the essay questions required well-developed and clearly reasoned responses. Candidates were required to choose three questions, one from each Module. They were required to respond to one document analysis and two essay questions. This paper contributed 50 per cent to the candidates’ overall grade. Paper 03, was the internal assessment component. Candidates were required to complete a research paper on a topic of their choice from within the syllabus. This paper contributed 20 per cent to the candidates’ overall grade. Unit 1: The Caribbean in the Atlantic World Paper 1- Short Responses that Test Coverage Module 1 This Module focused on Indigenous Societies and their encounter with the Iberians. Question 1 This question required candidates to describe two economic features of either the...
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...San Diego State University Syllabus World History Summer 2015 History 101 Dr. Mahdavi Student Learning Goals for Content and Skill Acquisition: This is a course in the history of the human community from approximately 1500 C.E. to the present. The course differs from the traditional Western Civilization class in that the entire world rather than Europe alone is the focus of study. The central questions the course will ask are these: What is Modernity, that is, what do we mean when we ask of "the modern world" in which we live? How have the political, social, cultural, and economic forces that we associate with modernity changed our world and its people during the past 500 years? Why has the intercommunication, interaction, and interdependence of the peoples of the world become so much more intense during the past 500 years than they were in earlier ages? How and why did western civilization rise to global domination in the eighteenth and nineteenth centuries, and how has the challenge of western power and cultural prestige affected the course of history of all the World's people? Finally a question that we should be asking throughout the semester: how have the patterns of world history over the past 500 years determined or affected 1) the way we now live and think, and 2) our prospects for peace, prosperity, and the "pursuit of happiness" in the coming decades? This course is NOT primarily a narrative survey of civilizations, dynasties,...
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...San Diego State University Syllabus World History Fall 2015 History 101, Sec. 03 Dr. Mahdavi Student Learning Goals for Content and Skill Acquisition: This is a course in the history of the human community from approximately 1500 C.E. to the present. The course differs from the traditional Western Civilization class in that the entire world rather than Europe alone is the focus of study. The central questions the course will ask are these: What is Modernity, that is, what do we mean when we ask of "the modern world" in which we live? How have the political, social, cultural, and economic forces that we associate with modernity changed our world and its people during the past 500 years? Why has the intercommunication, interaction, and interdependence of the peoples of the world become so much more intense during the past 500 years than they were in earlier ages? How and why did western civilization rise to global domination in the eighteenth and nineteenth centuries, and how has the challenge of western power and cultural prestige affected the course of history of all the World's people? Finally a question that we should be asking throughout the semester: how have the patterns of world history over the past 500 years determined or affected 1) the way we now live and think, and 2) our prospects for peace, prosperity, and the "pursuit of happiness" in the coming decades? This course is NOT primarily a narrative survey of civilizations, dynasties...
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...Apartheid: Through the Looking Glass of South Africa Social Movements Professor Steven Sherman Final Paper By: Jourdan Kennis Through the looking glass of history there have been many instances where a people of a certain race or cultural background are discriminated against and forced to fight for their freedom. In the 1940’s there was World War II; where a ruler who had preyed on the weaknesses of its’ people, the country was given false hope by a new political up and comer with a secret agenda to get its’ people out of an economic depression. Hitler had the whole country convinced it was the fault of Jewish and Christian people amongst many others who were victimized and ostracized against. This, among many other things lead to the anti-sematic views that Germany had taken upon themselves at the time. Many died; others were tortured as a result. It seems history keeps repeating it no matter where the problem lands. The Deep South had its’ segregation which brought upon a ton of civil rights violations of many of our countries citizens,...
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...3Department of Psychiatry and Mental Health, University of Cape Town, South Africa 4Department of Mental Health and Substance Abuse, World Health Organization, Geneva, Switzerland 5Nuffield Centre for International Health and Development (NCIHD), University of Leeds, United Kingdom 6Research Centre for Health Promotion, University of Bergen, Norway 7The Mental Health and Poverty Project (MHaPP) is a Research Programme Consortium (RPC) funded by the UK Department for International Development (DfID)(RPC HD6 2005- 2010) for the benefit of developing countries. The views expressed are not necessarily those of DfID. RPC members include Alan J. Flisher (Director) and Crick Lund (Co-ordinator) (University of Cape Town, Republic of South Africa (RSA)); Therese Agossou, Natalie Drew, Edwige Faydi and Michelle Funk (World Health Organization); Arvin Bhana (Human Sciences Research Council, RSA); Victor Doku (Kintampo Health Research Centre, Ghana); Andrew Green and Mayeh Omar (University of Leeds, UK); Fred Kigozi (Butabika Hospital, Uganda); Martin Knapp (University of London, UK); John Mayeya (Ministry of Health, Zambia); Eva N Mulutsi (Department of Health, RSA); Sheila Zaramba Ndyanabangi (Ministry of Health, Uganda); Angela Ofori-Atta (University of Ghana); Akwasi Osei (Ghana Health Service); and Inge Petersen (University of KwaZulu-Natal, RSA). Abstract Objective: Stigma plays a major role in the persistent suffering, disability and economic loss associated with...
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...CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN ADVANCED PROFICIENCY EXAMINATION (CAPE) CARIBBEAN STUDIES For Self-Study and Distance Learning This material has been developed for The Caribbean Examinations Council (CXC) With assistance from The Commonwealth of Learning (COL) Copyright © 2004 CXC/COL Prepared by Dr Jennifer Mohammed Mr. Samuel Lochan Dr. Henderson Carter Dr. David Browne CARIBBEAN STUDIES TABLE OF CONTENTS Study Guide 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Titles Society, Culture and the Individual Geography, Society and Culture History, Society and Culture Cultural Diversity in Caribbean Society and Culture Impact of Societal Institutions on Caribbean People Caribbean - Global Interaction Concepts and Indicators of Development Contribution of Sports to Development in the Caribbean Regional Integration and Development Factors Promoting or Hindering Development Intellectual Traditions The Mass Media Social Justice Investigating Issues in the Caribbean Pages 1 – 21 22 – 51 52 – 87 88 – 116 117 – 146 147 – 170 171 – 187 188 – 195 196 – 207 208 –222 223 – 247 248 – 255 256 – 262 263 – 303 INTRODUCTION Purpose The Caribbean Examinations Council (CXC), in collaboration with the Commonwealth of Learning (COL), has developed Self-Study Guides for a number of Caribbean Secondary Education Certificate (CSEC) and Caribbean Advanced Proficiency Examination (CAPE) subjects. The main purpose of the Guides is to provide both in-school and out-of-school...
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...re tu ra li CAPE Modern te ng Languages Literatures nE e siniEnglish ur e at l er g it En sin ur e at er it L Caribbean Examinations Council ® SYLLABUS SPECIMEN PAPER CSEC® SYLLABUS,MARK SCHEME SPECIMEN PAPER, MARK SCHEME SUBJECT REPORTS AND SUBJECT REPORTS Macmillan Education 4 Crinan Street, London, N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN 978-0-230-48228-9 © Caribbean Examinations Council (CXC ®) 2015 www.cxc.org www.cxc-store.com The author has asserted their right to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988. First published 2014 This revised version published 2015 Permission to copy The material in this book is copyright. However, the publisher grants permission for copies to be made without fee. Individuals may make copies for their own use or for use by classes of which they are in charge; institutions may make copies for use within and by the staff and students of that institution. For copying in any other circumstances, prior permission in writing must be obtained from Macmillan Publishers Limited. Under no circumstances may the material in this book be used, in part or in its entirety, for commercial gain. It must not be sold in any format. Designed by Macmillan Publishers Limited Cover design by Macmillan Publishers Limited and Red Giraffe CAPE® Literatures...
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...Economics: What is it? If someone asks you to define economics, what are you going to tell them? Without running to your book, let’s look at the word eco-nomics itself. The prefix ‘eco’ from the Latin word ‘oeco’ refers to household and ‘omics’ is a general term for a broad discipline of science which analyses certain variables. So the word economics can be defined as: ‘...A social science that studies how individuals, governments, firms and nations make choices on allocating scarce resources to satisfy their unlimited wants’ (Investopedia) ‘...The social science that deals with the production, distribution, and consumption of goods and services and the theory and management of economies or economic systems.’ (American Heritage Dictionary) ‘... The study of how society uses its scarce resources.’(The Economist) ‘...the branch of knowledge concerned with the production, consumption and transfer of wealth.’ (Oxford Dictionary) How is economics going to help me? Scenario 1: As a high school or college student, you about doing a number of different career options but why do you end up with one or two major interests?... Yes, you make a choice whether or not you want to be a Doctor, Lawyer, Entrepreneur, Accountant, Economist, among other professions. And economics has to do with making effective choices and how they impact you as an individual. This leads us to the first branch of economics. A group of concepts and explanations have been developed to explain the...
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...Subject: Caribbean Studies Territory: Jamaica Year: 2011-2012 Submitted in partial fulfillment of the CAPE Caribbean Studies Syllabus Problem Statement An investigation into the effects of substance abuse as a cultural habit on the health of students at Manchester High School within the age group 14- 20. Research Questions * What are the types of substances mainly abused? * How has substance abuse become a cultural habit? * What are the most devastating health effects of substance abuse? * What are the possible solutions to reduce the number of students who indulge in substance abuse? Rationale Substance abuse is a growing trend amongst teenagers including those at Manchester High and being within that age group, the researcher’s interest was generated to uncover how substance abuse as a cultural habit affects one’s health. The researcher’s aim is to educate the readers about these habits and highlight the reasons youths are involved thus identifying ways to solve the problems. The researcher also aims to fulfill the outlined requirements of the CAPE Caribbean Studies course. Delimitations The research is delimited to the effects of substances abuse from the perspectives of fourth to sixth form students at Manchester High School, located at 4 Perth Road, Mandeville Manchester. The sample size chosen was twenty (20) participants between the ages of 14-20 of both genders, which are essentially fourth to sixth form students...
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...MULTIMEDIA LEARNING MATERIALS FROM THE EXPERTS PRODUCT CATALOGUE JANUARY 2012–JUNE 2012 BPP Learning Media has been producing high quality study materials for more than 30 years. We are the publisher of choice for students, tuition providers, companies and professional bodies in more than 150 countries worldwide. Using the expertise of our specialist authors and tutors, we have developed a range of innovative study aids in a variety of formats including web delivery, audio-visual products, CD-ROMs and books. Our products are designed to support a variety of different learning styles, ensuring all students make the most of their study time and successfully achieve their learning outcomes. This catalogue is your comprehensive guide to the qualifications we publish for and the learning materials we offer in support of those qualifications, together with our UK and overseas stockists directory. CONNECT WITH US bpp.com/learningmedia twitter.com/bpplm LinkedIn: BPP Learning Media Clients contents 04 ABoUt Us WhaT’s neW aT 12 BPP LeaRning MeDia 14 insTiTUTe OF LeaDeRshiP anD ManageMenT (iLM) 15 MeDiCaL seRies assOCiaTiOn OF BUsiness exeCUTives (aBe) 16 a BRanD neW 17 aPPROaCh a neW iDenTiTY 17 a neW PROPOsiTiOn 18 inFORMaTiOn FOR BOOKseLLeRs 20 WhOLesaLe ORDeRs 23 BeCOMe a sTOCKisT TUiTiOn PROviDeRs 24 TeRMs anD COnDiTiOns OF saLe RegiOnaL saLes ManageRs 24 CUsTOMeR seRviCes PRinTeD 25 PRODUCTs 26 sTUDY TexTs PRaCTiCe & RevisiOn KiTs 27 PassCaRDs 28 eLeCTROniC PRODUCTs...
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...The International Journal Of Humanities & Social Studies (ISSN 2321 -9203) www.theijhss.com THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES Teacher Absenteeism and its Impact on Quality Education: A Case Study of the Public Schools in the Abesim Circuit of the Sunyani Municipality Samuel Tieku Gyansah Lecturer, Centre for Continuing Education, University of Cape Coast, Ghana Gabriel Esilfie Lecturer, Centre for Continuing Education, University of Cape Coast, Ghana Agnes Atta Tutor, Methodist Primary School, Abesim, Ghana Abstract: This study is a case study that reveals that teacher absenteeism in the Abesim circuit was as a result of most teachers commuting long distances to their respective schools. Some of the teachers who were on the Distance Education programmes often left for their Study Centres in Sunyani, Kumasi, Accra, Cape Coast on Fridays thereby absenting themselves from school. A sample size of 50 was used for the study and the main sampling techniques was the simple random and purposive sampling methods. The circuit is made up of ten public basic schools in 3villages. The main tools for gathering data were questionnaires, interviews and observations. The statistical tool used in the analysis of the data included percentages derived from frequencies and these were presented in tables. Conclusions drawn were that teacher absenteeism in the Abesim circuit led to the teachers’ inability to complete syllabi, there were poor examination...
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