...Is O.j. Guilty or Not? Well it all started out like this, O.J. was at a club, and his soon to be ex-wife Nichole was there also. They met, and a couple days later they started to go out. While still married to Margerite Whitly. The papers didn't go through yet for a divorce, so legally he was still married to her, while going out with Nichole. The Evidence against O.J. Simpson Mark Fuhrman said he saw a knife box on the ledge of the bath tub, and it wasn't collected for evidence, but the prosecutors say we have the knife that was from the box, that we didn't need the box. I think the detectives did a sloppy job as in collecting evidence for the murder. Mark Fuhrman saw a finger print on the gate of Nichols home and it wasn't found by the collectors who were collecting all the evidence for the murder. O.k. there was a sock found at the murder scene that blood soaked right through the sock, Mark believes that O.J. got blood on the sock, and it went through the sock. There was a glove found at the murder scene of the crime, a lot of people believe it was planted by racist Mark Fuhrman, but lots of people think it would be impossible to do that. Someone would be watching if he did, there's always someone watching you. When O.J. was trying on the glove I think he was pretending they didn't fit but they really did. There was a safety desposite box with a bunch of pictures in it. Pictures from when O.J. had beat her. The police had taken them and she put them all in the safety deposit...
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...when sales slump or drop off? or how to handle stress situation of sales target, manage sales team diversity and so on) 3. Describe the Process of Selling and Buying of B2B or B2C from the experiences shared by the sales manager (guest speaker) and provide practical examples to illustrate, included: c) How to prospecting a customers d) How to building rapport e) Discuss critical aspects in relationship selling 4. Sales Performance and Others a) Discuss recruitment and selection b) Leadership and motivating sales forces c) Leadership and motivating sales forces d) Compensation, incentives, non-financial reward and personal satisfaction 5. Conclusion (5) a) Discuss your own point of view regarding the challenges. Group mark: _______/100% ___________________ Grade RULES OF THUMB The creativity of the report presentation, analysis and idea arrangement is highly marked The credibility of information source/reference must be guaranteed Quality not quantity! ASSIGNMENT 2 - B2B/B2C SALES CALL PRESENTATION BA032IU SALES MANAGEMENT Presentation Marking Sheet Group: _______________________ Date: ________________ c) Quality of presentation (preparation, speech and clarity) 1 2 3 4 5 d) Content (level of research and relevance of information) 1 2 3 4 5 e) Using multiple mediums (photos, videos, music, in-class enactments etc) 1 2...
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...UNIVERSITY OF EAST ANGLIA NORWICH BUSINESS SCHOOL UG/PG Coursework 2012-2013 MODULE: NBS- MC03 Marketing and Strategy: Markets, Competitors, and Customers – REASSESSMENT COURSEWORK Note: This is an individual assignment in which all of the work must be done by you alone. Question: “How well will the company do? Analyse the strategy and marketing of an existing company of your choice. Use your analysis to predict how successful it might be in future and make specific recommendations on how and why it should change its strategy and / or marketing” You are required to write a discussion paper that includes your strategic and market based analysis of the company, its competitive environment now and in the future, how successful you believe it will be in the future based upon its existing strategy and marketing, and how you would recommend it change its strategy and/or marketing to be more successful in the future. Submission deadline: 15th April 2013 no later than 3pm Word limit: 2,000 words This is a discussion paper and not a business plan. In addition to your main analysis and discussion, your paper you should include: • An Executive Summary (max 200 words) • Appendices – where you can put your supporting information. These are not marked but are helpful for the marker to see. They are not part of the word count. Suggestions for how to use the appendices, e.g. if you do a PESTLE analysis you put the detailed PESTLE in the appendix and...
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...EXECUTIVE SUMMARY PURPOSE The purpose of this report is to assess the compliance of Nightingale Community Hospital (NCH) in accordance with the Joint Commission’s National Patient Safety Goals for 2012. This report will focus exclusively on the Priority Focus Area of Communication and its subsequent standards: * UP.01.01.01 – Conduct a preprocedure verification process. * UP.01.02.01 – Mark the procedure site. * UP.01.03.01 – A time-out is performed before the procedure. BACKGROUND NCH is 13 months away from its next Joint Commission audit. It is imperative that NCH is in complete compliance with the Joint Commission. METHODOLOGY In order to determine the degree of compliance with the aforementioned standards, the following NCH documents were cross-referenced: * Preprocdure Hand-Off >cross-referenced with standard UP.01.01.01 * Site Identification and Verification >cross-referenced with standard UP.01.02.01 * Site Identification and Verification, subheading Time-Out Procedure >cross-referenced with standard UP.01.03.01 FINDINGS Standard UP.01.01.01. NCH is not in compliance with standard UP.01.01.01. The first element of performance of this standard requires NCH to conduct a preprocedure verification process. Although NCH currently has a Preprocedure Hand-Off form that highlights the process, it could be improved by the inclusion of more precise language. Three recommendations are suggested for this improvement: (a) procedure...
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...How do you correct your student’s grammar mistakes? Instructors often lament the sloppiness of their students’ writing. Grammatical problems abound in college student writing, and when student papers are filled with errors, many teachers feel obligated to correct every sentence-level error they see. While marking each error can be an extremely time-consuming task, it is always the hope that students will read these comments and learn from the corrections. Is this really what happens? Is the time well spent? Unfortunately correcting errors for students will probably not help them learn to correct errors themselves. Only the most conscientious students will pour over your comments and reach for their grammar handbooks for additional information. Rather, in cases where every error is marked and corrected, the student will likely believe that the instructor has done all the work, and that little revision is necessary beyond that indicated by the corrections. If students are not given a chance to revise work, chances are good that they will not attend to your comments at all. Another downfall to correcting every spelling, punctuation, grammar, and capitalization error in a student paper is that it can end up taking the focus of your comments off the content and organization of the piece. Even if you are careful to attend to both mechanics and content, it is important to keep in mind that students can be easily overwhelmed...
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...This can only be done if each tool has a specific place where it is stored that allows for quick identification if the tool is missing. There are several ways to do this. Tool shadowing This involves specifying a specific space for each tool. It should be designed in such a way as to quickly determine if a tool is missing. A popular method is to use some type of foam product and cut out spots for each tool. In a toolroom environment, walls can be used with pegboard and hooks. The item is then outlined and shadowed. Tool identification Some companies require employees permanently mark their tools for tool identification purposes. This provides a way to quickly identify who a tool belongs to when it is found. Tools can be marked using a vibra-peen tool. Some other marking methods such as permanent marker may not be very effective in a hangar environment. If your company requires mechanics to mark their personal tools in a uniform method, be careful of the requirement. It would be best to use mechanics’ initials or the last four digits of their Social Security number as a tool ID marking. Company specific numbers such as employee numbers should be avoided. If the mechanic changes jobs to another company, these numbers will not be...
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...------------------------------------------------- Top of Form Bottom of Form * Home * My Qualification * Assessments * Study resources * The Cafe * Media Lounge Hints and tips for writing assignments What follows are some tips which should help you when you are preparing for the assignment route of assessment. Your tutors are likely to use contact time in a different way than if they are preparing you for examinations – as well as covering the theory, more time may be spent debating the application of theory to practice, and perhaps using the assignment as a basis for some discussion. Studying and preparing assignments Any studying member who require support in preparing and writing assignments should contact their tutor/study centre for advice and assistance. Guidance on formats for assessments Please be advised that there is not a prescriptive approach to producing documents for assessment. The content and structure of the document depends upon the audience addressed and the subject matter. You can undertake research on different types of documents by looking at what is available on the internet. For example, putting in the words “discussion papers for conferences” brings up a wide variety of discussion papers for a conference audience. To view more examples download our Guidance on formats for assessments. Check our Command words guide: when answering your questions on your assignment, it is important to ensure you have interpreted what...
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...ensure information is communicated; however, there are areas lacking in the hand-off form. Although the current hand-off form has an area to verify the patient identification/armband and if the site has been marked, there is no area to verify the patient procedure and the procedure site thus leaving the hospital not in compliance with the standard. 2. Identify the items that must be available for the procedure and use a standardized list to verify their availability. NCH is also not compliant in this standard as, again, the hand-off form does not have an area that identifies items needed for the patient’s procedure, nor is there any other form identified in the written policy that addresses this element of performance. UP.01.02.01: Mark the procedure site – This Element of Performance is in place to ensure that wrong site surgeries do not happen...
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...be inserted at the field board): Number of students registered: Number of students assessment 1: Number of students assessment 2 (where applicable): Number of students provisionally awarded a Module Pass at the examination board in June/July for undergraduate programmes: Module Co-ordinator : Peter Walker Date 24 May 2011 | Assessment Report: Overview of how well students handled the assessment 1 (for example how well students understood material, met expectations, integrated knowledge, language skills, etc) 1. Overall this year’s cohort performed very well; 147 students took the assessment of these 5 obtained marks in the 1st class category, 68 obtained 2:1, 54 2:2, 16 3rd class and 4 students failed. In percentage terms this is a 97% pass rate. With the average mark skewed towards the 2:1 level. Given that a significant number of the students were on our top up degrees programme and therefore did not have English as their first language, this was a particularly gratifying result. (handling of specific questions/sections and strengths/weaknesses in relation to each question ) 1. The exam is separated into two sections, section A was related to a case study that the students received around 3 weeks prior to the examination and section B addressed some of the conceptual material from the module. In general students handled section A, very well, having been briefed on the key issues, they prepared themselves well for the...
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...2- Body In MotionAssessment Task Number: 2Weighting: 25%Due Date: 31 July 2015 (Term 3 Week 2)Task Title: Training ProgramTotal Marks: 50Draft and Review: 10 marksFinal Submission: 40 marksOutcomes: P7, P8, P10, P11, P17 | Context Coaching staff of high representative sporting teams/individuals will always plan training programs to effectively develop their teams or athletes. They will use various methods and techniques when designing these programs so that athletes can develop their fitness and skills. Task Choose a sport of your choice. This sport will be your focus in completing each section of this task. Part A- Draft and Review 10 Marks To gain 10 marks you need to complete the following * Submit at least 1 draft to a friend for “peer-feedback” * Submit at least 1 draft to the teacher for feedback * Complete Part A Student Reflection and submit sheet on assessment submission * Complete Part B Student Reflection and submit within 24 hours of assessment being returned. Part B- Training Program 20 Marks Design a week long training program using the FITT principles. Ensure your athletes have both anaerobic and aerobic training incorporated, in a ratio relevant for your chosen sport. You should also ensure you train the relevant health and skill related components of fitness. Part C- Report (1-2 pages) 20 Marks Justify your training program by: * Describing the changes to the musculoskeletal and cardiorespiratory systems. ...
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..._______________________________________________________________________________________ General Information Marks: 10 Weight: 10% Format: Short Answer with workings File Type: Excel (.xlsx or .xls) Due: 29 March 2012 Upload soft copy of your Excel file to Blackboard under Assessment on or prior to the due date. Assignments submitted after the due date (late assignments) cannot be uploaded to Blackboard. Instead, they need to be emailed directly to Mark Doolan (m.doolan@qut.edu.au). Unless prior approval for late submission is granted, late assignments will incur a penalty. To avoid mixing up assignments, you must name your assignment with the following format: * unit code, your name, your student number, and the assignment number * for example: EFB210 John Doe n1234567 Assignment Part A.xlsx Finally, complete the table below and add it to your assignment. Notes to Markers * Assignments are accessed and marked through grade centre. If the student has submitted multiple assignments, mark their last submission. * Marking for Knowledge and Understanding * 1 mark per question * 1 mark for correct answer * 0 marks for incorrect answer – no part marks * This shouldn’t happen, but mark the student correct if their answer appears to differ from correct answer by a small rounding. Note that this is for small rounding errors. * Marking Excel Component * Worth a total of two marks * Students need to follow set Excel formatting (input cells...
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...Chapter 2; or Du Plessis et al., 2009, Chapter 2). The students have to identify FIVE trends in the macro environment that impact on micro breweries. A trend is something that changes in the macro environment, for example: Rise in disposable income Customers search for value for money Rise of black middle class Rise of social media Rising costs. Environment protection/‘green industry’ Changing lifestyles Changing role of women New legislation Consumer Protection Act Changing needs of consumers. Each trend has to be discussed briefly and the student has to indicate what the impact and influence of the trend on the micro breweries industry are. Mark allocation: Definition of trend (1 mark) Impact of trend (2 marks) Implications for marketing of micro breweries (3 marks) 5 trends x 6 marks = 30 marks. Marking Memorandum: 2nd Semester 2012 © IMM Graduate School of Marketing M2/MAR202 [30] Page 2 of 2 NOTE: It is not possible to provide model answers. The students have total freedom to formulate their answers. QUESTION 2 2.1 [30] (See Jooste et al., 2012, pp.123-127; Du Plessis et al., 2009, pp.130-132.) Students can reflect on: Direct versus indirect competition Different levels of competition: o Similar products – micro brewers o Product category – alcoholic drinks o Satisfy same need – non-alcoholic drinks, e.g. soft drinks,...
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...NATIONAL SENIOR CERTIFICATE GRADE 11 MATHEMATICS P2 EXEMPLAR 2013 MEMORANDUM MARKS: 150 This memorandum consists of 13 pages. Copyright reserved Please turn over Mathematics/P2 2 NSC – Grade 11 Exemplar – Memorandum DBE/2013 NOTE: • If a candidate answers a question TWICE, only mark the FIRST attempt. • If a candidate has crossed out an attempt of a question and not redone the question, mark the crossed out version. • Consistent accuracy applies in ALL aspects of the marking memorandum. • Assuming answers/values in order to solve a problem is NOT acceptable. QUESTION 1 1.1 Mean = 1.2 1.3 ∑x i =1 n i n = 408 = 21,47 19 408 19 answer (2) answer (2) Standard deviation = 7,81 The one standard deviation limits are ( x − 1σ ; x + 1σ ) = (21,47 – 7,81; 21,47 + 7,81) = (13,66 ; 29,28) ∴ 13 people lie within 1 standard deviation of the mean. 5 21 12 22 13 23 15 23 18 26 18 29 18 33 19 35 20 37 21 interval 13 people (2) Q 1 = 18 Q 3 = 26 IQR = 8 (3) box whiskers 1.4 IQR = 26 – 18 =8 1.5 4 5 8 12 16 18 20 21 24 26 28 32 36 37 40 (3) reason 5 is an outlier (2) [14] 1.6 There is a marked difference between the lowest value (5) and the next lowest value (12) whilst the differences between all other data points are within at most 3 values. ∴ 5 is an outlier Copyright reserved Please turn over Mathematics/P2 3 NSC – Grade 11 Exemplar – Memorandum DBE/2013 QUESTION...
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...Financial Accounting: Determination of Income Mark Scheme 2008 examination - January series www.XtremePapers.net Accounting ACC3 - AQA GCE Mark Scheme 2008 January series Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation meeting attended by all examiners and is the scheme which was used by them in this examination. The standardisation meeting ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for the standardisation meeting each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed at the meeting and legislated for. If, after this meeting, examiners encounter unusual answers which have not been discussed at the meeting they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available to download from the...
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...MBA8000 ASSIGNMENT 1: Critical Reflection Due Date (12 April 2016) Word Limit (2,500) This assignment has three parts. In Part 1 you will describe an ethical dilemma that you had to face. In Part 2 you will analyze it. In Part 3 you will reflect on it. Part 1: Description (Word Limit = 500) Discuss an ethical dilemma that you have had to face in the workplace or at college / university. Give as much details as possible within the word limit. Please include the following: (You can replace the real names and places with fictional ones) * Describe the situation * Describe who was involved * Describe where the situation took place * Describe when it happened and what was going on. * Describe the values and norms that were in conflict. * Describe your thoughts and feeling. * Describe what you did. (How was the dilemma resolved or what was the outcome?) * Rate your decision. On a scale from 1-10 how happy were you with your decision? (1 = Very unhappy 10= Very happy) and state why you thought that. Part 2: Analysis (Word Limit = 1,500) In this section you are going to analyze the ethical dilemma described in Part 1 above Please include the following: * Choose three of the normative ethical theories discussed in the course and use those three ethical theories to analyze the ethical dilemma described in Part 1. You should include critical thinking and use about 500 words with each one If you do not know how to analyze...
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