BDB2033 / BADB 2033 E-COMMERCE Semester : June 2013 Course Leader : Abdul Aziz bin Mohamed Office Location : Faculty of Business Administration‚ UNIRAZAK B1-10‚ Leisure Commerce Square‚ Petaling Jaya‚ Selangor Consultation Hours : by appointment Telephone : Off: 03-7627 7279 HP: 018-7785002 (call weekdays and during office hours only) E-mail : aziz@umtech.my Course Synopsis This foundational course focuses on principles of e-commerce from a business perspective
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Chapters 3‚ 10‚ and 12 Exam Components: The Week 3 quiz is worth 100 points (10% of the grade). The multiple choice and essay questions probe your understanding of the facts and knowledge of the information presented online and in class. The quiz will also require you to analyze‚ synthesize‚ and evaluate course content to answer the essay questions. There will be a total of 6 multiple choice questions for a total of 30 points (each question worth 5 points). The remaining portion of the exam
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limitations such as disabilities or learning difficulties or even personal problems‚ which would need to be discussed at the start of the course here are different methods which I can use such as an initial evaluation or assessment by use of written or multiple choice questions‚ or maybe a practical task: I can then plan more effectively for the lesson and course ahead. I could also discuss each learners needs at this stage by way of a one to one tutorial with the learner. Planning for classroom and practical
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was kindly written for me by my lecturer. Introduction My aim in compiling this portfolio was to reflect on the things that have struck me throughout this crazy module. My starting point for doing this was to revisit my opinions to the multiple choice questions which were presented in the Crossroads assignment. I present these current opinions‚ together with my original opinions‚ and some brief notes in the section entitled: “Back at the Crossroads!” Once I have done this‚ I draw some key
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the Examination. It is very essential for an Institute to handle the Examinations and their results. It is very useful for an Institute to test its students continuously for their mutual development. This system is helpful for conducting (M.C) Multiple Choice Examinations which can be conducted during examinations as well as for surprise tests and provides immediate results saving the precious time of faculties to check the papers and prepare mark sheets. The IT initiatives have encouraged various
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repeat method where children memorize facts and reiterate them multiple times. But there is an absence of critical thinking‚ which consists of knowledge and skills that can be applied to an endless amount
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USING SELECTED INDICES TO MONITOR CHEATING ON MULTIPLE-CHOICE EXAMS Larry R. Nelson Curtin University of Technology Western Australia Invited paper prepared for Volume 4 of the Thai Journal of Educational Research and Measurement‚ ISSN 1685-6740‚ to be published in 2006. Methods for detecting cheating on multiple-choice tests are discussed‚ with particular focus on the Harpp-Hogan index. An investigation of the reliability of the H-H index was undertaken in two professional testing environments
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does Gatsby tell Nick about himself? What does Gatsby’s friendship with Meyer imply about his own background? Why do the author focus on Meyer’s nose? After reading this chapter‚ is Gatsby’s background still a mystery? VI‚ Multiple choice questions Who is Meyer Wolfshiem? A‚Gatsby’s business gonnegtion B‚
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Performance Task Analysis- Summative Assessment Preparation Rita Ybarra EDU645: Learning and Assessment for the 21st Century Suhad Sadik January 19‚ 2015 Performance Task Analysis-Summative Assessment Preparation CLO Evidence (description and explanation including where found) Self-Reflection (Personal connection & how this will help you construct high quality summative assessments) 1. Students will be able to collect and organize events and appropriate information from the reading to answer questions
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considered by many educators to be more reflective of new curricular goals and methods of instruction. Some educators view alternative assessment as a better way to determine how well students are learning traditional forms of assessment like multiple choice tests. Alternative forms of assessment might best serve
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