This is what you should do before the Business Studies exam tomorrow:
1. Check you can a) define and b) fully explain every business term in the syllabus. This is worth about 20% of the marks.
2. Check this again and again and again.
3. Read through all your marked and returned homework - see where your mistakes were. How you rushed things. How you were too lazy to give of your best. Vow not to make that mistake again.
4. Look through the work you did today - where most of you failed the mock. Double-check your exam technique and the list of possible mistakes/weaknesses.
5. Go to the AQA site and look through the Candidate Exemplars - make sure you fully understand what will get you high marks.
6. Re-read the syllabus - especially the 'amplification' section so you really DO know four types of market, factors to consider when sampling etc.
7. Go to the papers from the old syllabus at www.aqa.org.uk and look at the longer questions. 50% of your marks are for the 'discuss' questions. Are you 100% sure you can focus on the topic and discuss the advantages/disadvantages?
8. Go through your calculations. Do you know what 100% is if 1% is £9m? (Some Chinese Mathematics students seem to find this too difficult!)
9. Make sure you take a dictionary with you, unless you have regularly been blogging, you'll probably need it.
10. Remind yourself that always, always, always relate your answer to the case study.
11. Re-read your textbook - 82 pages BUT about 30 of those are homework exercises.
12. Late morning find someone else to study with and refresh your knowledge of definitions.
13. Do NOT attend morning classes. Aim for about 3-5 hours of study in the morning but make it varied so you're not too tired. Definitions, comparisons, analysis - make sure you fully understand the key words.
In the exam....
1. Check you're not spending more than 90 seconds per mark. The numerical questions can probably be done in half the time.
2. For the longer questions you may need extra paper - ask for it.
3. Do NOT ramble on and on and on (Mary!) without actually getting to the point.
4. If you think examples not from the paper would be relevant and you cannot remember any then 'remember' ones from your own country
5. Always show your workings for numerical questions and always, always state the formula.
6. Define your terms in all questions!
7. Under no circumstances leave early. You may think you have finished but there is always room for more.
8. Be careful with your spelling!
9. Do not leave early and go chasing girls round the boarding school!
Showing posts with label Exams. Show all posts
Showing posts with label Exams. Show all posts
Printing money
Those of you who are serious about your Economics will already have read articles about 'quantitative easing'. In fact if your main source of knowledge is the Daily Mail you'll have read:
"The prospect of what is known as ' quantitative easing' - printing money - emerged after Mr Darling gave a clear sign that the recession will be worse than expected. Such a step would mark a dramatic moment in British economic history, ending decades of trying to limit the growth of the money supply. It would also mean an end to the decade-old independence of the Bank of England as ministers took charge of what would be a politically-sensitive policy.
The more enthusiastic among you will therefore be pleased that on David Smith's blog he writes authoritatively about quantitative easing and how it is NOT 'printing money':
"Quantitative easing is often described as "printing money", though it is not....he Bank limited itself to a half-point cut to 1.5% last week, though taking us, as every schoolboy knows, to the lowest rate since 1694. That seemed sensible, despite figures on Friday showing an alarming plunge in manufacturing output. It leaves shots in the locker and time to think about other measures.
The reason I mention this is that with Business Studies and Economics examinations approaching make sure you stress that whatever policy/remedy/decision you discuss - whetehr it be for a business or an economy - would not necessarily work for another business or economy. You will thus demonstrate evaluation if you illustrate that you haven't simply learned a list of key points to be applied without any thought.
"The prospect of what is known as ' quantitative easing' - printing money - emerged after Mr Darling gave a clear sign that the recession will be worse than expected. Such a step would mark a dramatic moment in British economic history, ending decades of trying to limit the growth of the money supply. It would also mean an end to the decade-old independence of the Bank of England as ministers took charge of what would be a politically-sensitive policy.
And it would risk driving down the value of the pound, which is already under intense pressure in the money markets in the face of low interest rates and fears of soaring Government borrowing.....Zimbabwe is an example of an economy where reckless printing of money has led to stratospheric levels of inflation, with a loaf of bread costing millions of dollars. Weimar Germany in the 1930s was a similar story.
If base rates fall to near zero the Treasury and the Bank of England will have lost one of their only weapons for stimulating growth. Printing more money would generate cash which would be used to buy so-called toxic assets - bad loans - from ailing banks, allowing them in turn to start lending to businesses and homebuyers again..."
The more enthusiastic among you will therefore be pleased that on David Smith's blog he writes authoritatively about quantitative easing and how it is NOT 'printing money':
"Quantitative easing is often described as "printing money", though it is not....he Bank limited itself to a half-point cut to 1.5% last week, though taking us, as every schoolboy knows, to the lowest rate since 1694. That seemed sensible, despite figures on Friday showing an alarming plunge in manufacturing output. It leaves shots in the locker and time to think about other measures.
"Printing money", to be clear, is not the same as printing money. This is not a cash economy. The value of notes and coins in circulation is £51.6 billion, less than 3% of £1.9 trillion of "broad" money in Britain, M4, consisting of bank deposits and the corresponding lending. Printing money means getting broad money growing faster through so-called quantitative easing.
How? One way is for the Bank to buy government bonds or commercial securities from banks or their customers. This creates a credit in the central bank's reserve account, which can then be the basis for increased bank lending. It also drives down interest rates throughout the economy.
Or, in a situation where the government is borrowing large amounts, as now, it can "underfund" its budget deficit by issuing fewer gilts than needed, or by selling them direct to the Bank. The effect is to boost broad money, M4. Or, if none of this works, the central bank can lend directly into the economy, using the banks as its agents."
Having read the above, now read through this...
Of course if you read the Financial Times over Christmas (as you were advised to do) then you'd already know all this:
What is quantitative easing? Central banks normally regulate the quantity of money in the economy by altering its price in the form of the interest rate, which makes demand expand or contract. Once interest rates get down towards zero, they cannot be cut any further. (Unless, that is, the central bank starts charging people for holding money, for example by putting expiry dates on currency, but that would be difficult to pull off.)
So the only way to get more money into the economy is to pump it in by other means. In an economy that ran entirely on banknotes, this would just mean setting the printing presses going. In a credit-based financial system it means taking actions such as buying long-term government bonds. This means taking less liquid financial assets out of the system and holding them on the central bank’s balance sheet, and replacing them with cash.
What is the aim of this? The scenario that causes central bankers to wake sweating in the night is an uncontrolled deflation – that is, a fall in the general level of prices at a time when the economy is weak. If interest rates are already at zero, falling prices mean that the real rate of interest starts rising. This hurts companies and consumers who have borrowed money. Since consumers’ wages, and the prices of goods and services that companies sell, are actually falling, they will struggle to pay back loans. Pushing cash into the economy is intended to keep up demand and prevent deflation taking hold.
If the central bank wants to do it this way, it can essentially create money and give it to the government to spend, forcing up the demand for goods and services and preventing prices falling.
What is the US Federal Reserve up to? Rather than say in advance precisely what it will do, or announce specific targets for the money supply, the Fed is basically telling everyone that it will do whatever it takes to push cash into the economy. It has already bought a lot of short-term assets issued by banks and companies. It is now suggesting it might buy a lot more longer-term assets such as bonds issued by Fannie Mae and Freddie Mac, the mortgage agencies that are now controlled by the government, or government bonds (US Treasuries) directly.
Is there a limit to this? What are the risks? Since the central bank is a monopolist which can create money without limit, it can carry on pumping out as much as it wants. The risk is not that it will run out of money but that the situation will suddenly flip and prices will start rising uncontrollably. This would almost certainly be accompanied by a collapse in the currency on the foreign exchanges.
Such currency crises and “hyperinflations” are what bedevilled Latin American countries for decades. Quantitative easing is a high-risk option, to be taken when other solutions have failed.
Source: The Financial Times
It is argued though, that quantitative easing did not work in Japan (see graphic from the Financial Times) but is that really comparing like with like?
Look at the differences:
- Consumer preferences for savings versus consumption
- The nature and volumes of foreign direct investment
- The preferences of domestic investors for domestic versus foreign assets
- The ease and speed of corporate restructurings; the ease and speed of business formation/job creation
- The nature and rate of government consumption and investment activities
- The breadth and depth of credit and insurance markets
The reason I mention this is that with Business Studies and Economics examinations approaching make sure you stress that whatever policy/remedy/decision you discuss - whetehr it be for a business or an economy - would not necessarily work for another business or economy. You will thus demonstrate evaluation if you illustrate that you haven't simply learned a list of key points to be applied without any thought.
What is needed...
From today's Financial Times:
"It means a return to growth, despite lower levels of private borrowing, higher savings rates and a move to fiscal balance. If the government knows how to achieve this combination, it has not said so.
So what are the required elements?
First, the economy will have to grow out of its over-indebtedness during many years. It is important to sustain the financial system, but crazy to expect a return to buoyant lending.
Second, the current account will have to go into surplus, to generate activity without extra borrowing.
Third, higher savings will also be needed. That is partly because output of tradeable goods is more capital intensive than that of services.
Fourth, it makes sense to use a substantial portion of today’s massive government borrowing for investment, particularly in infrastructure. Such investment must make sense when the government can borrow cheaply.
Fifth, the transition to an economy with higher exports is going to take years. The fall of sterling should help. But the economy will depend on large net inflows of capital for some years.
Finally, the government must indeed maintain fiscal and monetary credibility. If a return to inflation is widely feared, the game will be up for the UK. The danger is not only deflation, but also a sterling collapse, a jump in inflation expectations and a spike in long-term government bond rates. The Bank of England was right to cut interest rates modestly this time."
Comments are here
Useful revision for Unit 2....
"It means a return to growth, despite lower levels of private borrowing, higher savings rates and a move to fiscal balance. If the government knows how to achieve this combination, it has not said so.
So what are the required elements?
First, the economy will have to grow out of its over-indebtedness during many years. It is important to sustain the financial system, but crazy to expect a return to buoyant lending.
Second, the current account will have to go into surplus, to generate activity without extra borrowing.
Third, higher savings will also be needed. That is partly because output of tradeable goods is more capital intensive than that of services.
Fourth, it makes sense to use a substantial portion of today’s massive government borrowing for investment, particularly in infrastructure. Such investment must make sense when the government can borrow cheaply.
Fifth, the transition to an economy with higher exports is going to take years. The fall of sterling should help. But the economy will depend on large net inflows of capital for some years.
Finally, the government must indeed maintain fiscal and monetary credibility. If a return to inflation is widely feared, the game will be up for the UK. The danger is not only deflation, but also a sterling collapse, a jump in inflation expectations and a spike in long-term government bond rates. The Bank of England was right to cut interest rates modestly this time."
Comments are here
Useful revision for Unit 2....
Click the link; pass your Economics
Similar but not the same - worth a long look at, though
Specification and specimen materials
100% essential
David (Torquay), Mary and Dima (tutor)
Unit 2: deflation
Specification and specimen materials
100% essential
David (Torquay), Mary and Dima (tutor)
Unit 2: deflation
An idea to make money
At least one student is going to be advertising his services as a....tutor. Fee- probably £20 an hour or so.
The student is good at Maths and so he will be tutoring Maths to GCSE pupils.
Nothing wrong with that if he works hard, plans, motivates and leads to good results. (And doesn't lie about his qualifications...)
Former pupils of mine have worked full-time, YES, full-time, tutoring Business Studies - without ever having even studied the subject! So I am sure this student will do a good job teaching Maths.
Think about what you could teach. How it would look on UCAS. The money you would earn.
When I started tutoring (before your Grandmother was born) I tutored Economics and yet I hadn't looked at an Economics book since my A level - which was 10 years before! So I had to read, re-read and learn quickly but most importantly to plan.
You could tutor each other, work with each other, learn from each other. Those of you more confident and with good English could even advertise your services....
You could set up discussion groups for Psychology - show UCAS you're innovative, have leadership qualities etc.
The student is good at Maths and so he will be tutoring Maths to GCSE pupils.
Nothing wrong with that if he works hard, plans, motivates and leads to good results. (And doesn't lie about his qualifications...)
Former pupils of mine have worked full-time, YES, full-time, tutoring Business Studies - without ever having even studied the subject! So I am sure this student will do a good job teaching Maths.
Think about what you could teach. How it would look on UCAS. The money you would earn.
When I started tutoring (before your Grandmother was born) I tutored Economics and yet I hadn't looked at an Economics book since my A level - which was 10 years before! So I had to read, re-read and learn quickly but most importantly to plan.
You could tutor each other, work with each other, learn from each other. Those of you more confident and with good English could even advertise your services....
You could set up discussion groups for Psychology - show UCAS you're innovative, have leadership qualities etc.
Working late
It is 11.30 and I have just given a mock exam for Jan who writes this blog he is doing the same mock as Mary, David and Dima.
Jan does not have lessons until 9 am tomorrow and so is wide awake and prepared to practice and practice.
His paper will be finished by 1 am (he gets extra time - foreign student) and will be marked and returned to him by 8 am.
The point is, there is nothing to stop YOU downloading past papers from AQA/OCR, doing them and then looking at the marking guidelines. Today with Dima, David and Mary they marked their own mocks (after I had marked them and recorded the marks on a separate piece of paper.) Dima scored exactly the same, Mary's was a little over and David's was also a little over. BUT the point is they learnt more about themselves and the exam by doing it this way.
YOU could do the same, do a mock, mark it yourself (then give it to me for checking, if you like)
Become self-evaluative.
Kaizen!
So, if you're awake and reading this - do a mock now!!!
The marks?
Dima got an A.
Mary and David...didn't.
There is still time.......
Jan does not have lessons until 9 am tomorrow and so is wide awake and prepared to practice and practice.
His paper will be finished by 1 am (he gets extra time - foreign student) and will be marked and returned to him by 8 am.
The point is, there is nothing to stop YOU downloading past papers from AQA/OCR, doing them and then looking at the marking guidelines. Today with Dima, David and Mary they marked their own mocks (after I had marked them and recorded the marks on a separate piece of paper.) Dima scored exactly the same, Mary's was a little over and David's was also a little over. BUT the point is they learnt more about themselves and the exam by doing it this way.
YOU could do the same, do a mock, mark it yourself (then give it to me for checking, if you like)
Become self-evaluative.
Kaizen!
So, if you're awake and reading this - do a mock now!!!
The marks?
Dima got an A.
Mary and David...didn't.
There is still time.......
10 skills to learn
10. De-fuzz your sweater or coat at the last minute
If you're at the office, head to the supply closet to grab an extra FedEx airbill pouch and turn it inside out to create an instant, sticky, de-linting glove. At home, de-pill your sweater or coat with an old disposable razor.
9. Get into and out of tricky conversations
Cocktail parties, family gatherings, and supermarket lines are all full of conversations you have to escape from, or pretend you're interested in. You can make the pretending less painful by exiting gracefully, forcing yourself to absorb information, and avoid being a bore yourself.
8. Tell time without a watch
Check out wikiHow's guide to telling time without a clock. The two main methods involve dividing the sky into fractions or using your fist size to measure the horizon, and, like using the sun as a compass.
7. Recover from a late night
Clear up puffy, dark under-eyes with fridge-cooled spoons, and get back your focus and drive with hangover remedies such as a ginseng regimen.
6. Boost your night vision
Use blogger Sam Noyoun's tips for improving natural night vision. Any or all of them, such as getting down low to better scope an object, covering one eye to retain light sensitivity, or using your cell phone's camera instead of your eyes, will help you navigate a dark path.
5. Read body language to tell if someone's lying
Learn to listen for pitch, speed, eye contact frequency, verbal tics and other signs with tips from Monster.com's Marty Nemko and eHow.
4. Predict the weather (without a forecast)
Take a look at the clouds, while also keeping your nose open for telltale smells. You can also watch animal behavior and follow other signs.
3. Know your direction without a compass
Using a non-digital wristwatch, or just a mental image of one, you can find your way with Wired's hour hand/sun position method. For more rural direction-finding without a watch, try wikiHow's methods for finding true North.
2. Use your head to amplify your car alarm remote's signal
Ever notice how putting your hand on your clock radio tends to clarify and boost the signal? You can use that same body-as-extended-antenna trick to locate your car in a stuffed parking lot.
1. Pick a lock
With a little study, you can come to the rescue of friends, neighbors, and your own forgetful self. Here's a guide to the basics, and a guide to making your own vibrating pick to ease the learning curve. Forgotten the combination to your locker? Here's how to crack the Master Lock code. Or you can always try to open a door with a credit card.
Take drugs - improve your exam results...
"Ministers and doctors should consider making the drugs available without prescription and for non-medical use, said John Harris, director of the Institute for Science, Ethics and Innovation at the University of Manchester.
The drugs, which include Ritalin, more commonly prescribed for attention deficit problems, could help students achieve better grades he said.
The drugs can improve concentration and exam scores and although they carry a risk of side effects, these are proportional to the benefits they offer, he added.
His comments come just weeks after American academics called for a similar leniency over the use of the pills.
Writing in Nature, the scientific journal, they claimed that taking "smart drugs'' in exams should be seen as a benefit to society.Professor Harris told the Times Higher Education Supplement: "There are many drugs already prescribed for non-therapeutic reasons (such as the contraceptive pill)."
"Viagra has a medical use, but it is well known that the sales figures are far in excess of the level of dysfunction in society," he added."I'm calling for universities and the Government to recognise that there is nothing wrong in principle with trying to improve your cognitive functioning.
"That's what people might think education was for if they didn't understand much about it."
However, he warned that universities would have to develop policies on the use of such smart drugs in examinations.
"The issue would move from legitimacy to one of fairness and cost," he said.He denied taking the cognition-enhancing drugs himself, claiming that they would do little to help his work.
"I'm also towards the end of my career and am perhaps less competitive than I used to be," he said.The stimulants are increasingly used by students in an attempt to improve their exam results.
Many of the drugs can be bought over the internet, allowing students to exploit them for their apparent ability to boost concentration.
But they can cause significant side effects.Potential side effects of Ritalin include mood swings, increased heart rate, headaches, dizziness and insomnia.Patients can also become hooked on the effects of smart drugs and find it difficult to wean themselves off them.Earlier this year scientists at Bristol University warned that schools could have to provide the drugs to their pupils within a generation because they could become so widespread that poor children would lose out if they could not afford to buy them.A spokesman for Novartis, which makes Ritalin, said that any patients concerned about side effects should contact their GP."
Source: Daily Telegraph
But...how smart are 'smart drugs'?
Then there's this article from the Economist...
Also 10 minute Brain Training - going back to school...
So what is really needed is more information... and of course, a FAQ
Also 11 steps to a better brain....
And this...
As one person said:
"Well, I just start feeling really sad when people makes negative statement abount drug usage in general, when my personal usage of drugs like ecstacy and hallucinogens like magic mushrooms has improved my quality of life IMMENSELY. Never before have I laughed so much, enjoyed fruits and vegetables so much, and enjoyed life so much in general. I'm just trying to say, THERE IS some thing called responsible drug usage, especially with regards to nootropics, as most are proven to be healthy."
Or you could go here....a four letter word becomes your mantra...you may have heard of it already...
You could go there...
Read about it...
Or just buy the chocolate
You came here with dreams....
In oxford at the moment quite a few people will be having interviews at Oxford, Cambridge and other other universities. They vary of course, doing A2. But how do you prepare for the interview?
There are private firms that will give you interview practice. There are tutors that will help you in terms of essay preparation.
Also you could watch this:
Preparing for economics interview at Oxford
Preparing for interview 2
Applying for PPE
There are private firms that will give you interview practice. There are tutors that will help you in terms of essay preparation.
Also you could watch this:
Preparing for economics interview at Oxford
Preparing for interview 2
Applying for PPE
Monday
You need to go to Registration. (I won't be there)
Then some responsible people will prepare and go to the Revision Course. Others will post in their blogs. Others may learn PODCASTING. Some will practice questions on Business Studies and Economics. Others will read through their notes.
Some, with exams will design a schedule of revision. Work out what they have to cover to achieve the grade A they desire so much. One or two may even realise that a high, very high, grade A in Units 1 & 2 will mean they actually have the full A level by January!
Oh what happiness! What joy!
Then there's others who will stagger back to bed, check whether there is any vodka left in the bottles under the bed, search for the remnants of tobacco and then, finding none, crawl under the covers and go back to sleep.
Still others, woefully unable to keep up with a dynamic Economics group, will seek solace in esoteric writings or simply play pool.
Whatever you do, I'll be watching you....
Then some responsible people will prepare and go to the Revision Course. Others will post in their blogs. Others may learn PODCASTING. Some will practice questions on Business Studies and Economics. Others will read through their notes.Some, with exams will design a schedule of revision. Work out what they have to cover to achieve the grade A they desire so much. One or two may even realise that a high, very high, grade A in Units 1 & 2 will mean they actually have the full A level by January!
Oh what happiness! What joy!
Then there's others who will stagger back to bed, check whether there is any vodka left in the bottles under the bed, search for the remnants of tobacco and then, finding none, crawl under the covers and go back to sleep.Still others, woefully unable to keep up with a dynamic Economics group, will seek solace in esoteric writings or simply play pool.
Whatever you do, I'll be watching you....
Aims and Aspirations
These are the results I expect people to attain in January:
Economics
Unit 1
Anastasia - grade A
Mary - grade A
Long - grade A
Beavis - grade A
Aidana - grade A
Bibi - grade A
David - grade A
Unit 2
Mary - grade A
David - grade A
(With Dima it is too early to tell)
If any of the above know of reasons why my expectations may be wrong, please email me in confidence.
Economics
Unit 1
Anastasia - grade A
Mary - grade A
Long - grade A
Beavis - grade A
Aidana - grade A
Bibi - grade A
David - grade A
Unit 2
Mary - grade A
David - grade A
(With Dima it is too early to tell)
If any of the above know of reasons why my expectations may be wrong, please email me in confidence.
An important new resource for Business Studies students
So, there I was, running the usual dynamic Business Studies class. Struggling to ensure that people understood the questions in front of them. Ethan had his back to the class, he was looking out of the window. 'I come here because it is warm. No class for me today. English.'
Then someone said they wanted more comprehension questions. More questions for practise.
Of course there are numerous things that Business Studies students are supposed to have done - such as a DAILY BLOG. But some do not bother.
Some do, of course.
It was then that I came across this important new resource.
Many exam-style questions.
Regular updates.
Clear instructions in the very first post.
Also, very importantly, it will enable those who DO post answers to (later) compare their answers with the 'model' ones given - though these will not be available ALL the time.
It also means there is YET MORE HOMEWORK for all SERIOUS Business Students. (By 'serious' I don't mean the 'copy-and-paste' group who, drunkenly, write reviews that are in fact just copied from elsewhere.)
So, 20 questions are available - and that is just the start.
Grade A for everyone?
The blog is called Robin, Rinat and Red Bull.
Robin because he wants lots of questions to practise on.
Rinat because he NEEDS lots of questions to practise on.
Red Bull because you may need this to give you energy to practice all the questions. (It is also called red Bull to make the 3 'r's and also because Red Bull is Mary - who asks a lot of questions)
:-)
Then someone said they wanted more comprehension questions. More questions for practise.
Of course there are numerous things that Business Studies students are supposed to have done - such as a DAILY BLOG. But some do not bother.
Some do, of course.
It was then that I came across this important new resource.
Many exam-style questions.
Regular updates.
Clear instructions in the very first post.
Also, very importantly, it will enable those who DO post answers to (later) compare their answers with the 'model' ones given - though these will not be available ALL the time.
It also means there is YET MORE HOMEWORK for all SERIOUS Business Students. (By 'serious' I don't mean the 'copy-and-paste' group who, drunkenly, write reviews that are in fact just copied from elsewhere.)
So, 20 questions are available - and that is just the start.
Grade A for everyone?
The blog is called Robin, Rinat and Red Bull.
Robin because he wants lots of questions to practise on.
Rinat because he NEEDS lots of questions to practise on.
Red Bull because you may need this to give you energy to practice all the questions. (It is also called red Bull to make the 3 'r's and also because Red Bull is Mary - who asks a lot of questions)
:-)
Mock examination results!
Firstly what you have to remember is that people very little time for preparation. Plus in the real exam they will have more time for the papers.
Also the results simply show what I knew anyway:
a. those who work hard and write blogs, learn mind maps etc etc do well
b. some people think they know more than they really do and should SLOW DOWN then they would be better!
Marks:
Mary
2882 33/45 (Grade A prediction)
2883 17/45 (Terrible result - too many basic errors showing a surprising lack of knowledge. It did not help that she finished the exam in 28 minutes!)
David
2881 12/45 (This is the module we have covered in class. The result shows that he has not been listening to a word I say!)
2882 27/45 (We have done some of this in class. So despite not listening he did well)
2883 : 15/45 (This was covered in the first 2 weeks and also a bit in Business Studies. This result shows he is not paying attention!)
Anastasia
2883: 23/45 (A well written highly competent piece of work. Marks would have been more but she ran out of time)
Rinat
2881: 3/45 (I will be talking to Bibi, Anastasia and Aidana about this result.)
Lex
2881: 10/45 (A very poor result. We have been doing this in class. What has Lex been doing? Not sleeping?)
Aidana
2881: 26/45 (A very well written exam. Sadly she ran out of time - but in the real exam she will be a lot better)
Bibi
2882: 21/45 (Some errors of principle, concepts etc. But not too bad...)
2883: 13/45 (Very poor.)
Long
2882: 23/45 surprisingly quite good. (Well done to David and Mary for the extra tuition)
Wendy
2881: 21/45 (A good piece of work but she ran out of time.)
Lotfi
2882: could not do the paper at all.
So, yet again, people who do not do what they are told to do, do badly.
If you want to know how to improve your marks then look at the MARK SCHEME
Business Studies mock.
Probably the less said, the better. I hope the students have learned from this!
Also the results simply show what I knew anyway:
a. those who work hard and write blogs, learn mind maps etc etc do well
b. some people think they know more than they really do and should SLOW DOWN then they would be better!
Marks:
Mary
2882 33/45 (Grade A prediction)
2883 17/45 (Terrible result - too many basic errors showing a surprising lack of knowledge. It did not help that she finished the exam in 28 minutes!)
David
2881 12/45 (This is the module we have covered in class. The result shows that he has not been listening to a word I say!)
2882 27/45 (We have done some of this in class. So despite not listening he did well)
2883 : 15/45 (This was covered in the first 2 weeks and also a bit in Business Studies. This result shows he is not paying attention!)
Anastasia
2883: 23/45 (A well written highly competent piece of work. Marks would have been more but she ran out of time)
Rinat
2881: 3/45 (I will be talking to Bibi, Anastasia and Aidana about this result.)
Lex
2881: 10/45 (A very poor result. We have been doing this in class. What has Lex been doing? Not sleeping?)
Aidana
2881: 26/45 (A very well written exam. Sadly she ran out of time - but in the real exam she will be a lot better)
Bibi
2882: 21/45 (Some errors of principle, concepts etc. But not too bad...)
2883: 13/45 (Very poor.)
Long
2882: 23/45 surprisingly quite good. (Well done to David and Mary for the extra tuition)
Wendy
2881: 21/45 (A good piece of work but she ran out of time.)
Lotfi
2882: could not do the paper at all.
So, yet again, people who do not do what they are told to do, do badly.
If you want to know how to improve your marks then look at the MARK SCHEME
Business Studies mock.
Probably the less said, the better. I hope the students have learned from this!
Economics Results
Economics AS-level grades, 2008
| A | B | C | D | E | U | |
| All | 23.2 (23.1) | 19.9 (19.1) | 19.0 (18.5) | 15.7 (15.7) | 11.1 (11.6) | 11.1 (12.0) |
| Male | 22.3 (22.4) | 19.4 (18.8) | 19.5 (18.6) | 16.2 (16.0) | 11.2 (11.8) | 11.4 (12.4) |
| Female | 25.1 (24.3) | 20.7 (19.9) | 18.2 (18.3) | 14.8 (15.3) | 10.6 (11.1) | 10.6 (11.1) |
The figures show the percentage of exam entries which achieved each grade. Qualifications with fewer than 100 entries are not shown. The figures in brackets are last year's.
The result of the mock will be posted here later today...
And this is why I don't think you should take Business Studies in January.
The result of the mock will be posted here later today...
And this is why I don't think you should take Business Studies in January.
Monday is here and off we go again!
How many students who are serious about really wanting success have managed to comply with their homework, over the week-end?
Go on, ask yourself, have you managed this:
Economics Students
1. Daily posts in your blog.
2. List everyone else's blogs on your blog
3. Economics students: 3 mind maps a day related to the chapters of the book I sent round.
4. Learn how to and then create a PODCAST. (That's for these people - why haven't all of them done it?)
5. Book reviews (Economists) Where are the reviews on pigs and sex and drugs and...economics?
6. Finish off the Unit 1 Economics book (Economists)
7. Learn web design (Mary) and Desk Top publishing. How quickly you have forgotten
8. Checking out links: and practising!
9. You were supposed to be doing questions on market failure At least one person is having a go....
10. EIGHT Economics students were supposed to be doing this. Did all eight do it - I think not. Take responsibility for the other members in the group!
11. Set a week ago for Economists, what happened to Long's entry? Rinat's? COLLECTIVE RESPONSIBILITY. Work to help each other
12. Even though I cover something in a blog and in class, pink people still claim never to have seen things or read them.Read and revise - all the time!
Business Studies students
1. Daily posts in your blog.
2. List everyone else's blogs on your blog
3. Learn how to and then create a PODCAST. (That's for these people - why haven't all of them done it?)
4. Learn web design (Mary) and Desk Top publishing. How quickly you have forgotten
5. Business glossary - what happened? Have you forgotten this:
6. It was only voluntary for some Business Studies students - but they could still have done it! You need all the practice you can get!
7. Business Studies students - what has happened? Where is it?
8. More lack of work by Business Studies students
9. Business Studies students should be working through these articles.
Everyone
1. Daily posts in your blog.
2. List everyone else's blogs on your blog
3. Enter the Business competition. Some people did - not many but at least they tried.
4. So few of you even want to go to the LSE lecture just the six of you
5. Are the weaker members constantly improving their English? If not then this will hold back others so make sure that everyone practises using this.
If you haven't managed to do this, just how far behind do you want to slip? Already there are several who are too far behind...
Go on, ask yourself, have you managed this:
Economics Students
1. Daily posts in your blog.
2. List everyone else's blogs on your blog
3. Economics students: 3 mind maps a day related to the chapters of the book I sent round.
4. Learn how to and then create a PODCAST. (That's for these people - why haven't all of them done it?)
5. Book reviews (Economists) Where are the reviews on pigs and sex and drugs and...economics?
6. Finish off the Unit 1 Economics book (Economists)
7. Learn web design (Mary) and Desk Top publishing. How quickly you have forgotten
8. Checking out links: and practising!
9. You were supposed to be doing questions on market failure At least one person is having a go....
10. EIGHT Economics students were supposed to be doing this. Did all eight do it - I think not. Take responsibility for the other members in the group!
11. Set a week ago for Economists, what happened to Long's entry? Rinat's? COLLECTIVE RESPONSIBILITY. Work to help each other
12. Even though I cover something in a blog and in class, pink people still claim never to have seen things or read them.Read and revise - all the time!
Business Studies students
1. Daily posts in your blog.
2. List everyone else's blogs on your blog
3. Learn how to and then create a PODCAST. (That's for these people - why haven't all of them done it?)
4. Learn web design (Mary) and Desk Top publishing. How quickly you have forgotten
5. Business glossary - what happened? Have you forgotten this:
6. It was only voluntary for some Business Studies students - but they could still have done it! You need all the practice you can get!
7. Business Studies students - what has happened? Where is it?
8. More lack of work by Business Studies students
9. Business Studies students should be working through these articles.
Everyone
1. Daily posts in your blog.
2. List everyone else's blogs on your blog
3. Enter the Business competition. Some people did - not many but at least they tried.
4. So few of you even want to go to the LSE lecture just the six of you
5. Are the weaker members constantly improving their English? If not then this will hold back others so make sure that everyone practises using this.
If you haven't managed to do this, just how far behind do you want to slip? Already there are several who are too far behind...
AS entries January 2009 (Economics)
I have to decide who to suggest is entered for the AS Unit 1 module in January 2009. I am only concerned about people in my class i.e.:
- Lex
- Long
- Mary
- Aidana
- Anastasia
- Bibbbbbi
- Rinat
- David
To stand such a chance your English must be good.
Also you must have been doing regular homework such as:
- blog
- mind maps
- questions for class
- and scoring highly in multiple choice
- and regularly reading the newspaper
- and doing extra work, taking notes, summaries etc
To help you, I have sent round, as files, the remaining chapters for AS module 1. By now you should know all the syllabus EXCEPT market failure. Remember, in class we are going at the pace of the slowest because I do NOT want anyone to be left behind.
Having said that, the 'slower' people should be working hard, writing blogs etc to improve a) their English and b) their Economic knowledge.It is unlikely that in class we will start Unit 2.
BUT!
We have already done a lot of unit 2 in the first two weeks of term. So, because of that - and to encourage you - I am going to send round the files for Unit 2 as well. I want you to read them as soon as possible and see if you understand them.
We have about a week before exam entries have to be made. Is it reasonable to expect you to read 198 pages in 10 days?
I think so - when a lot of the pges are tables or diagrams. (Remember, I am only asking you to READ the chapters, not learn them...yet.)
If you can convince me you stand a good chance of passing well in January then I will push for you to be entered for BOTH the AS modules in January 2009. Then again, of course, in June 2009. (This will greatly increase your chances of a very high grade A)
So, how can I be convinced?
Two ways:
a. by work on the chapters
b. by marks in a test
Therefore I am giving you homework for the next 10 days (in addition to all the other stuff - because, after all, this is all the same thing) to make mind maps on the 28 chapters in unit 2. That's about 3 mind maps a day - and, of course, post them to your blog.Remember, you will recognise a lot of what is in Unit 2 - we covered most of it in the first two weeks of term.
Think of it as a challenge.
IF you can do this then the chances are high that you will know everything for Unit 1 by the end of term and a lot of Unit 2. You will have four weeks holiday and during that time (because you will have been prepared so thoroughly) you will just have to revise all the notes you have.
That's easily enough time.
So, see if you can do it BUT do NOT get depressed etc etc. Do not lose weight. Do NOT go without sleep. Do NOT go without food. Do NOT let your other subjects suffer.
See if you can do it - as always, it all comes down to p-l-a-n-n-i-n-g.
The second way of assessment is through testing.
In ten days time I will be giving you a DIFFICULT AS Unit 1 test to see if you stand a chance of passing.
I will then make my recommendations for Units 1 AND 2 in January 2009.
Command words in Economics and Business
Account for
Asks students to explain a particular situation or a particular outcome. Students are expected to present a reasoned case for the existence of something. For example: Account for the rise in unemployment shown in the table of data.
Analyse
Here you are being asked to provide a comparison in detail of the causes and any possible effects of how the thing under consideration has developed or happened. Wherever it is possible ,try to give examples, this is especially true if the material offered has examples within it. If the term “critically" is prior to the term analyse. This is telling you that you need to make suggestions as to possibly why or why not something may or may not, in your own opinion, be appropriate considering the issue or event being analysed. Always try to offer support to your findings and/or opinions. For example: Analyse the extent to which foreign aid promotes economic development.
Apply
This as the word suggests is asking you to apply your knowledge of a particular thing, say the monetary or fiscal policy, to a given situation. It is asking you to relate your own specific knowledge of the issue from the syllabus area to the particular situation that has been given to you.
Assess
Asks students to measure and judge the magnitude or quality of something. Students may offer differing assessments as they present the reasoning for their conclusion. For example: Assess the economic implications of the movement of many eastern and central European countries from planned economies to market economies.
Calculate
This type of question is normally asking you to use specific knowledge' that you should have i.e. a formula. When doing a question like this it is important to show each step or stage of an calculation used. For example: Calculate the PED for a price change of $4.00 to $4.40.
Comment
A comment question requires you to draw some conclusions about the issue under consideration. This is often from the result of your considerations, workings and/or calculations have told you about the problem that you have been given.
Compare/Compare and contrast
Asks students to describe two situations and present the similarities and differences between them. A description of the two situations does not on its own meet the requirements of this key term. For example: Compare the effectiveness of demand-side policies to supply-side policies in reducing the level of unemployment.
Consider
A consider question is asking for reflections on the different options/alternatives that may exist to resolve / solve / defeat or possibly correct the problem that has been posed.
Define
When asked to define it is essential that a very clear and correct definition is given of a specific word or concept. For example: Define what is meant by a free-trade area.
Describe
Asks students to provide a description of a given situation. It is a neutral request to present a detailed picture. For example: Describe the main roles of the IMF and the World Bank.
Discuss
Asks students to consider a statement or to offer a considered review of or balanced argument about a particular topic. For example: Discus the view that trade is more effective than aid in promoting economic development.
Distinguish
Asks students to make clear their understanding of similar terms. For example: Distinguish between normal and supernormal profit.
Evaluate
Invites students to make an appraisal of a situation. Students should weigh the nature of the evidence available and discuss the convincing aspects of an argument as well as its implications and limitations, and the less convincing elements within an argument. For example: Evaluate alternative policies designed to reduce inflation.
Evaluation occurs when a judgment is made. It is the weighing or measuring of factors followed by an attempt to give relative weight to those factors. Questions that begin "evaluate", "assess", "critically assess", "discuss" or "to what extent" require students to show their skills of evaluation in order to reach the highest achievement levels.
There are many ways that students can be encouraged to improve their skills of evaluation.
-
When factors such as causes, consequences or remedies are asked for, students should attempt to identify the most important ones and then to justify the reason for the choice.
-
When advantages and disadvantages are asked for, students should attempt to identify the most important advantage (or disadvantage) and then justify the reason for the choice.
-
When strategies are asked for, students should attempt to assess the short term and long term implications.
-
When data is offered, students may question its validity, in terms of whether it is appropriate, whether it is reliable, or whether it is still relevant
-
When summarizing a theory, students may question its validity, in terms of whether it is appropriate, whether it is reliable, or whether it is still relevant.
Explain
Directs students to describe clearly, make intelligible and give reasons for a concept or idea. For example: Explain why a monopolist may charge different prices to different customers for the same service.
How
A how question requires the details be explained about how something is achieved or has been stopped or whatever other exercise the question is asking you to perform.
Justify
A justify question is asking a student to explain the reasons why or for what reason something is happening or maybe not happening.
Outline
Outline really only requires the main features relating to the issue to be given. Try to say the reason why a thing may or may not happen.
To what extent
Asks students to evaluate the success or otherwise of one argument or concept over another. Students should present a conclusion, supported by arguments. For example: To what extent should LDCs adopt outward-oriented strategies rather than inward-oriented strategies to promote economic development?
What
Asks students to clarify the nature of something, in contrast to either a temporal dimension (when?) or a spatial dimension (where?) For example: What is the difference between a tariff and a quota? .
What is
This question calls for the student to give an explanation about something. It should be fairly obvious as to what is the central theme or part of a question and the topic you are being asked to address.
Which
This question is asking you to make a decision from the range of choices, decisions or methods etc. You must offer reasons as to why you chose to support the decision that you did.
Why
Invites students to present reasons for the existence of something. This command word implies a powerful requirement to present a judgment. It is similar to the Invitation "account for". For example: Why do prices tend to be stable in an oligopolistic industry?
Source: http://www.tuition.com.hk/dictionary/essay.htm
41 tips and strategies to get an A grade
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