...Examiners’ Report June 2013 GCE Geography 6GE02 01 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus. Giving you insight to inform next steps ResultsPlus is Pearson’s free online service giving instant and detailed analysis of your students’ exam results. • See students’ scores for every exam question. • Understand how your students’ performance compares with class and national averages. • Identify potential topics, skills and types of question where students may need to develop their learning further. For more information on ResultsPlus, or to log in, visit www.edexcel.com/resultsplus. Your exams officer will be able to set up your ResultsPlus account in minutes via Edexcel Online. Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages...
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...Pearson Edexcel General Certificate of Education May–June Summer 2016 Examination Timetable – FINAL Home Pearson Edexcel General Certificate of Education May–June Summer 2016 Examination Timetable – FINAL For more information on Edexcel qualifications please visit http://qualifications.pearson.com Notes Pearson Edexcel General Certificate of Education May–June Summer 2016 Examination Timetable – FINAL Home Notes Pearson Edexcel GCE Summer 2016 Examination View by Week Week Week 2 Week 3 Week 4 Week 5 Week 6 Monday 16 May Monday 23 May Monday 6 June Monday 13 June Monday 20 June Monday 27 June Tuesday 17 May Tuesday 24 May Tuesday 7 June Tuesday 14 June Tuesday 21 June Tuesday 28 June Wednesday 18 May Wednesday 25 May Wednesday 8 June Wednesday 15 June Wednesday 22 June Wednesday 29 June Thursday 19 May Thursday 26 May Thursday 9 June Thursday 16 June Thursday 23 June Thursday 30 June Friday 20 May Day Week 1 Friday 27 May Friday 10 June Friday 17 June Friday 24 June Friday 1 July View by Subject Subject A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Pearson Edexcel General Certificate of Education May–June Summer 2016 Examination Timetable – FINAL Notes Home Notes 1. Conduct of Examinations 2. Key Dates • Each examination must be taken on the day and at the time as shown on the timetable. • The date for the restricted release of results to centres is Wednesday 17 August 2016. • The published...
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...palgrave-journals.com/jit/ Research Article Key information technology and management issues 2011–2012: an international study Jerry Luftman1, Hossein S Zadeh2, Barry Derksen3, Martin Santana4, Eduardo Henrique Rigoni5, Zhengwei (David) Huang6 1 2 Global Institute for IT Management, Fort Lee, NJ, USA; DIBA Group Pty Ltd, Melbourne, Australia; 3 Business & IT Trends Institute, University of Amsterdam (VU), Amsterdam, The Netherlands; 4 Graduate School of Business, ESAN University, Lima, Peru; 5 ˜ Universidade do Vale do Rio dos Sinos, Sao Leopoldo, Brazil; 6 College of Economics and Management, Three Gorges University, China Three Gorges University, Yichang City, Hubei, China Correspondence: J Luftman, Global Institute for IT Management, Suite 15L, Fort Lee, NJ 07024, USA. Tel: þ 612 6128 7323 Abstract The importance of the impact of IT for organizations around the world, especially in light of a very slow recovery from the global financial crisis, has amplified the need to provide a better understanding of the specific geographic similarities and differences of IT managerial and technical trends. Going beyond identifying these influential factors is also the need to understand the considerations for addressing them in light of recognizing the respective local characteristics, especially when operating in a globally linked environment, although somehow heavily influenced locally. By comparing and contrasting IT trends from different geographies, this paper presents important...
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...Examiners’ Report June 2013 GCE Geography 6GE03 01 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus. Giving you insight to inform next steps ResultsPlus is Pearson’s free online service giving instant and detailed analysis of your students’ exam results. • See students’ scores for every exam question. • Understand how your students’ performance compares with class and national averages. • Identify potential topics, skills and types of question where students may need to develop their learning further. For more information on ResultsPlus, or to log in, visit www.edexcel.com/resultsplus. Your exams officer will be able to set up your ResultsPlus account in minutes via Edexcel Online. Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international...
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...Option: Personal Interview Introduction to Assignment: The experiential learning paper should be an extensive and thoughtful research paper which synthesizes scholarly research and personal experience. Synthesize means to blend and create something new and unique, so you will combine your research with your experience to create a new understanding of the topic. The paper should be at least 5-6 pages long (including cover page, but not reference pages), citing at least three scholarly sources in addition to the information provided through the course texts and classroom lectures/discussions. It should include research and reflection components, and will represent 20% of the student’s course grade. The finished paper should be typed, double-spaced with 12-point font, and one-inch margins and use all appropriate APA conventions. It should be free from spelling, punctuation or usage errors. All experiential learning papers should also include, at minimum, the four critical components and best practices for experiential learning described below: 1. BUILDING A FOUNDATION FOR THE EXPERIENCE: Conducting Research and Pre-Reflection (Frontloading) 2. HAVING THE EXPERIENCE: Observing and Describing the Concrete Experience 3. REFLECTING ON THE EXPERIENCE: Considering Lessons Learned and Abstract Conceptualizations 4. APPLYING THE EXPERIENCE TO FUTURE SITUATIONS: Using New Knowledge through Active Experimentation Instructions for Personal Interview We each see the world through lenses...
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...Impact of the Global Economic Crisis on China’s Migrant Workers: A Survey of 2,700 in 2009 Mark Wang1 Abstract: An Australian geographer examines the effects of the global financial crisis on China’s migrant workers, based on a recent survey of over 2,700 such workers conducted during January–February 2009. The author focuses on the number of migrant workers returning to their home villages for the annual New Year holiday period, the types of workers that were laid off, options available to such workers upon losing employment, and the reasons underlying their subsequent moves. Implications of the findings for labor policy in China are briefly outlined and several directions for future research identified. Journal of Economic Literature, Classification Numbers: E240, G010, J610, J690. 7 tables, 68 references. Key words: China, global financial crisis, migrant workers, unemployment, globalization, rural development, push factors, manufacturing exports, hukou, migration networks, remittances, Chinese New Year, return migration. INTRODUCTION M igration is closely tied with processes of globalization and the global economy, and China’s rural-to-urban migrant workers have contributed substantially to the country’s economic growth and success. This group of hard-working laborers has made inexpensive “made-in-China” products available in almost every corner of the world. Varying sources estimate that migrant workers2 have contributed 16–24 percent of China’s GDP growth and...
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...GEO 210 – CULTURAL GEOGRAPHY – 40H “People & the Land: Introduction to Cultural Geography” TNCC – FALL 2012 Instructor: Larry Snider – Phone: (757) 850-4912 E-mail: sniderl@tncc.edu (school); Skimmerva@aol.com (home) Office Hours: 4:30-5:30 p.m. M (Rm 947 Templin Hall), 6-7 p.m. T (Rm 131A Diggs Hall), 5:00-5:30 p.m. W (Rm 947 Templin Hall) and by appointment INTRODUCTION COURSE DESCRIPTION: (from VCCS Master Course file): Focuses on the relationship between culture and geography. Presents a survey of modern demographics, landscape modification, material and non-material culture, language, race and ethnicity, religion, politics, and economic activities. Introduces the student to types and uses of maps. COURSE CONTENT: Cultural geography entails the study of spatial variations among cultural groups and the spatial functioning of society. The course provides an introduction to the manner in which humans have modified the world, emphasizing patterns of migration, livelihoods of man, and environments in which these modifications have taken place and continue to occur. It focuses on describing and analyzing the ways population, religion, language, ethnicity and race, political factors, economy, agriculture, industry, the urban setting, and other cultural phenomena vary or remain constant from one place to another. The framework of geographic location of significant countries, regions, and physical features is also addressed in order to provide the necessary...
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...RESEARCH PAPER NO. 1488 Strategy, Organization, And Incentives: Global Corporate Banking At Citibank David P. Baron David Besanko April 1998 RESEARCH PAPER SERIES GRADUATE SCHOOL OF BUSINESS STANFORD UNIVERSITY Research Paper No. 1488 STRATEGY, ORGANIZATION, AND INCENTIVES: GLOBAL CORPORATE BANKING AT CITIBANK David P. Baron and David Besanko Stanford University and Northwestern University April 1998 Abstract This paper addresses the interplay of strategy, organization, and incentives in a global company. The basic framework takes one step further Chandler’s perspective that structure follows strategy by incorporating incentives chosen in response to both strategy and organization. The analysis of these three components of corporate policy is guided by a model of organization developed in earlier papers (1996, 1997). The perspective is that strategy is based on matching opportunities and capabilities. Capabilities reside in an organization’s shared know-how, and organization structure serves to mobilize a firm’s capabilities in pursuit of opportunities. How organization structure mobilizes capabilities depends on the complementarities among its activities and the pattern of spillovers that underlie its capabilities. When the activities include both complements and substitutes, and when the pattern of spillovers is complex, a mUlti-dimensional organization is required to manage the interrelationships. In multi-dimensional organizations the incentive...
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...COMBINED CIVIL SERVICES - I Group I Services (Preliminary Examination) General Studies - Degree standard Objective type - 200 items – 300 Marks UNIT – I - General science : Physics - Universe - General Scientific laws - Scientific instruments - Inventions and discoveries-National scientific laboratories-Science glossary-Mechanics and properties of matter-Physical quantities, standards and units-Force, motion and energy- electricity and Magnetism - electronics & communications - Heat, light and sound-Atomic and nuclear physics-Solid State Physics-Spectroscopy – Geophysics - Astronomy and space science. Chemistry - Elements and Compounds-Acids, bases and salts - Oxidation and reduction – Chemistry of ores and metals -Carbon, nitrogen and their compounds-Fertilizers, pesticides, insecticides-Biochemistry and biotechnology-Electrochemistry-Polymers and plastics Botany - Main Concepts of life science-The cell-basic unit of life-Classification of living organism-Nutrition and dietetics-Respiration-Excretion of metabolic waste-Biocommunication Zoology - Blood and blood circulation-Endocrine system-Reproductive system-Genetics the science of heredity-Environment, ecology, health and hygiene, Bio- diversity and its conservation-Human diseases, prevention and remedies-Communicable diseases and non- communicable diseases-Alcoholism and drug abuse-Animals, plants and human lifeUNIT - II. Current Events History - Latest diary of events – National -...
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...Write your name here Surname Other names Centre Number Candidate Number Edexcel GCE Geography Advanced Subsidiary Unit 2: Geographical Investigations Monday 19 January 2009 – Afternoon Time: 1 hour You must have: Resource Booklet. Paper Reference 6GE02/01 Total Marks Instructions black ink or • Usein the boxesball-point pen. page with your name, at the top of this • Fill number and candidate number. centre in Section A and • Answer answer ONE questionspaces provided ONE question in Section B. the questions in • Answermay be more spacethe you need. – there than Information for • The total markeachthis paper is 70.shown in brackets question are • The marks forguide as to how much time to spend on each question. – use this as a • The quality of your written communication will be assessed in ALL your responses – you should take particular care with your spelling, punctuation and grammar, as well as the clarity of expression. Advice carefully • Read each questiontime. before you start to answer it. Keep eye on the • Spendanapproximately 30 minutes on Section A and 30 minutes on Section B. • Check your answers if you have time at the end. • Turn over M34720A ©2009 Edexcel Limited. *M34720A0128* 1/1/1/1/1 SECTION A Answer ONE question in this section Candidates should use the resources provided, their own ideas, and relevant fieldwork and research which they have carried out. EXTREME WEATHER If you choose to answer Question 1, put a cross in the box 1 Study Figure 1. (a)...
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...hired: Advantages to in-house design work: Disadvantages to in-house design work: Media Select media for promotions: |Television |Radio (stations) |News-papers |Magazines |Outdoor (cities) |Internet (sites) |Other | |(stations) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Describe geography of promotion and/or product roll-out:...
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...Unit 1: Understanding Our Natural World Theme A: The Dynamic Landscape Specification: GCSE Geography Unit 1: Understanding Our Natural World Theme A: The Dynamic Landscape |Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources | |The Drainage Basin: A |Students should be able to: | | | |Component of the Water Cycle | | | | | |demonstrate knowledge and understanding of|The two websites listed here give clear animations of the hydrological cycle |www.epa.gov/ogwdw/kids/flash/ flashwatercycle.html | | |the components of the drainage basin cycle|which students can watch and discuss. |www.sweetwater.org/education/ watercycle.swf | | |and their interrelationships: | | ...
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...for my mixed ability year nine class offers a plethora of attributes that both incorporates sound core Geographic knowledge and divers teaching formats that can present a degree of awe and wonder into the minds of young people. Planning and teaching such a topic at a time when the Geography National Curriculum is being reviewed by the new coalition Government, seems to provide somewhat of a blank canvass as to what pedagogical approaches might be the most appropriate to adopt. Whatever the NC will look like, we are led to believe that there will be a re-focus on the ‘core’ knowledge in subjects like Geography. This is not to say a return to didactic teaching where teachers are merely transmitters of information, or indeed to adopt a textbook pedagogy which is reminiscent of the late 1970s and 1980s. The Geography Curriculum Consultation Full Report makes it clear “That a line-by-line, detailed list of geography’s contents is not the best way to draw a positive response from teachers . . . though there is strong support for the national curriculum achieving greater clarity over the core and essential knowledge contents of geography.” (Geographical Association, 2011, p.2 – cited in Debates in Geography). Having observed lessons in my school for several weeks now, I agree with this emphasis on teaching ‘core’ knowledge contents as I feel as if the emphasis in the classroom is more centred around designing creative activities which attempt to gain ‘buy-in’ from the students...
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...Journal Strat. Mgmt. J., 26: 287–295 (2005) Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/smj.448 RESEARCH NOTES AND COMMENTARIES CLUSTERS, NETWORKS, AND FIRM INNOVATIVENESS GEOFFREY G. BELL* Labovitz School of Business and Economics, University of Minnesota Duluth Campus, Duluth, Minnesota, U.S.A This paper extends current knowledge of industry clusters by disentangling the effects of networks from cluster (i.e., distinctly geographic) mechanisms on firm performance as well as by studying the influence of these different mechanisms on firms located inside and outside the industry cluster. It also highlights the importance of simultaneously modeling multiple networks which may differentially influence important firm outcomes. In the paper, I model the innovativeness of Canadian mutual fund companies as a function of their geographic location—inside or outside the industry cluster of Toronto—and of their centrality in networks of managerial and institutional ties. I find that locating in the industry cluster as well as centrality in the managerial tie network enhances firm innovation, while centrality in the institutional tie network does not. Copyright 2005 John Wiley & Sons, Ltd. INTRODUCTION Industry clusters—groups of geographically proximate firms in the same industry—are a striking feature of the geography of economic activity (Krugman, 1991) examined by industrial geographers at least since Marshall (1920). Strategy scholars are now beginning...
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...Module Code: EO314 Module Title: ISSUES IN INTERNATIONAL ECONOMICS Module Convenor: Stephen Smith ID: 03004367 Topic: INTERNATIONAL TRADE This project will attempt to research and gain an understating of whether there is linkage between trade liberalisation and poverty in (SSA) sub Saharan Africa. The project will contain a balance of key analytical approaches and empirical evidence on trade liberalisation and economic growth. In the world of economics and politics, trade and poverty is one of the major issues which has been debated over last decade. On the international stage, there is a growing concern among super powers, African leaders, and other observers that the independence and credibility of the state continues to be endangered due to the negative balance of trade, heavy dependence on international aid and the high levels of indebtedness in Sub Saharan Africa. The debt relief has come to be viewed not only as a basic condition for arresting Africa’s socio-economic decline but also for stimulating and sustaining development. Consequently, debt has had an adverse impact on the majority of the population, poverty, unemployment and socio-economic, inequalities has increased, physical infrastructures has deteriorated, political and civil conflicts have worsened and corruption has become more persistent. The concern with how to tackle the debt crisis has led to a number of developments, however the main one is for the G-8 countries to have adopted...
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