3/3/2014 BUSS6000 Succeeding in Business Introduction Dr Helen Parker Business Programs Unit The University of Sydney Business School THE UNIVERSITY OF SYDNEY BUSINESS SCHOOL Today’s Lecture ›Unit Introduction - The teaching team - The ‘Zen’ questions ›Curriculum Overview ›Next week… ›The interactive BIZ QUIZ! ›Business Literacy test 3 1 3/3/2014 Unit Introduction The BUSS6000 teaching team Unit Coordinator Dr Helen Parker Lecturers Professor Marc Jones
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Assessment? The following comparison is somewhat simplistic‚ but I hope it illuminates the different assumptions of the two approaches to assessment. Traditional Assessment By "traditional assessment" (TA) I am referring to the forced-choice measures of multiple-choice tests‚ fill-in-the-blanks‚ true-false‚ matching and the like that have been and remain so common in education. Students typically select an answer or recall information to complete the
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Unit No. 1 History Marks 23 2. Geography 23 3 Political Science 22 4. Economics Total 127 09 1. 22 2. 90 Sample Questions Social Science (087)‚ Summative Assessment-II Class X – (2012-13) History Multiple Choice Questions 1 Mark each Q1. In Prussia‚ large landowners were known as A. Junkers B. Jacobins C. Habsburg D. Conservatives Ans. (A) Junkers 1M Q. 2 Who formed a secret society called young Italy? A. Givseppe Mazzini B. Otto von
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Introduction Definition of multiple sclerosis Multiple sclerosis is a chronic disease of the central nervous system including the brain‚ spinal cord‚ and optic nerves. The central nervous system is made up of nerve cells that send signals to each other. Each nerve cell is covered with a protective lining called myelin which acts like insulation on an electrical wire. It allows signals to pass between nerve cells at high speed. In multiple sclerosis‚ disease activity damages the myelin in a process
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total assessment of key factors important for success in our work. The Company evaluates each applicant using defined criteria‚ and gives each applicant a similar opportunity to show his or her capabilities. The Company bases all decisions to hire on multiple sources of information‚ including resumes‚ application forms‚ tests and interviews. We have found that this approach results in fairer‚ more informed employment decisions than do other approaches. Some factors which predict success‚ such as reasoning
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The Multiple Choice Section This section can be extremely challenging. Each question has 5 possible responses. The raw score for this section is figured by adding one point for each correct answer and subtracting 1/4 point for each one that is answered incorrectly. The incorrect answers are called distractors‚ and some of them will seem like they could be right. But there is always only one correct answer‚ and if you fill in more than one oval for a particular question on your response sheet‚
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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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