Influenced of food policy in UK

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Influenced of food policy in UK
Pre Debate Briefing Paper summary (abstract )
You should produce one pre-debate briefing paper per pair. It should be structured in the following way
1) Title which includes the debate title
2) An outline and summary of your arguments for the case which should be supported by the material you used to research the topics
3) An outline and summary of your arguments against the case which should be supported by the material you used to research the topics
4) Reflections on any challenges that the group initially identified whilst preparing for the debate and how the challenges were overcome.
5) Your concluding remarks.
You should cite your reference material and sources of information according to the standard university format
You should cite your reference material and sources of information according to the standard university format (Harvard)
Assessment Criteria for Pre Debate Briefing summary (Abstract)
80-100 Abstract contains two or more components reviewing the debate planning and organisation as well as the briefing on the content at an excellent level .
Reference to the literature set out as per standard university style, using a mixture of sources. References used to support arguments with evidence of critical appraisal.
Well communicated structured arguments which are coherent
Shows excellent understanding of the debate subject and is able to show knowledge of consumer lifestyles and nutrition
70-79 Abstract contains two or more components reviewing the debate planning and organisation as well as the briefing on the content with great clarity.
Reference to the literature set out as per standard university style, using a mixture of sources. References used to support arguments.
Well communicated structured arguments which are coherent
Shows good understanding of the debate subject and is able to show knowledge of consumer lifestyles and nutrition
60-69 Abstract contains two components reviewing the debate planning and organisation as well as the briefing on the content.
Reference to the literature set out as per standard university style, using a mixture of sources, but less clear usage to support arguments.
Well communicated structured arguments which are coherent
Shows good understanding of the debate subject and is able to show knowledge of consumer lifestyles and nutrition
50-59 Abstract contains two components with a brief outline of the debate planning and organisation and a limited briefing on the content.
Some reference to the literature set out as per standard university style, using a mixture of sources.
Argument issues communicated clearly.
Shows fair understanding of the debate subject and is able to show knowledge of consumer lifestyles and nutrition
43-49 Abstract contains one to two components with a basic outline of the debate planning and organisation and a very limited briefing on the content.
Some reference to the literature set out as per standard university style.
Argument issues communicated.
Shows limited understanding of the debate subject and is able to show some knowledge of consumer lifestyles and nutrition
40-42 Abstract contains one component with minimal outline of the debate planning and organisation and little briefing on the content.
Slight reference to the literature set out as per standard university style,
Argument issues communicated very briefly.
Shows very limited understanding of the debate subject and is able to show some knowledge of consumer lifestyles and nutrition
Resit mark below 40%
26-39% Abstract contains one component with minimal outline of the debate planning and organisation and little briefing on the content.
Little reference to the literature set out as per standard university style
Sometimes poor sentence construct and grammatical errors
Shows poor understanding of the debate subject and limited knowledge of consumer lifestyles and nutrition
≤ 25 % Abstract contains very basic outline of the debate planning and organisation and minimal briefing on the content.
Little to no reference to the literature set out as per standard university style
Poorly structured and lacking in coherence
Shows no understanding of the debate subject and minimal knowledge of consumer lifestyles and nutrition
 
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Auditors’ Legal Liabilities

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Auditors’ Legal Liabilities
The following appeared in a brief article in a major business newspaper: A local court is in the process of ruling on whether the public accounting firm of James Willis and Co., CPAs, PC, should be required to pay all or part of $16 million in damages relating to Geiger Co. for failing to detect a scheme to defraud the company, a former audit client.
Geiger Co., an SEC registrant, charges that Willis was negligent in failing to discover fraud committed by the company’s controller and wants Willis to foot the bill for all $16 million in claims by and against the company. The company claims that if it had known about the fraud, it could have stopped it and recovered financially. The bank involved claims that it granted the loan based on misstated financial statements. The shareholders involved claim that they purchased the stock on the American Stock Exchange at an inflated price due to the misstated financial statements. They acknowledge that while stock had been outstanding and traded for 10 years prior to the fraud, they made their investment decisions relying upon the misstated financial statements.
Willis’s general counsel said, “We anxiously await a decision that will show that CPAs are not guarantors for everything that goes on in the company.” Geiger Co.’s lawyer said that she anxiously awaited a decision because it will “clearly show that CPAs are liable for finding fraud.” Assume that Willis performed that audit with ordinary negligence and this ordinary negligence is the reason that the defalcation was not discovered and recovered. Further, assume that the $16,000,000 of loss is properly allocated as follows:
Company itself $8,000,000
Bank that gave a commercial loan 5,000,000
Shareholders 3,000,000
Reply from the perspective that the only issues involved here are whether the plaintiffs involved may recover from a CPA that has performed the engagement with this degree of negligence. Assume the situation described above, and assume that other elements of proof (e.g., loss, proximate cause) are not at issue.
Address only A & B below: Note in your paper which two options you are addressing: a case brought under common law, under the Securities Act of 1933, or under the Securities Exchange Act of 1934.
A. Assume that the case is brought under common law, and that the state in which Geiger Co. is headquartered follows the known user approach for third-party legal liability.
1. Should Willis be found liable to the company, Geiger Co., itself? Explain.
2. Should Willis be found liable if sued by a bank that used the financial statements as a basis for providing a loan and, due to the misstatement, lost $5 million on the loan? Explain.
3. Should Willis be found liable if sued by shareholders who invested in the stock of the company? Assume these investors invested relying upon the misstated financial statements and as a result lost $3 million. Explain.
4. Which of answers 1, 2, and 3 might change if the jurisdiction involved followed the restatement of torts approach? Explain.
B. Assume that the case is brought under the Securities Act of 1933. Answer the following from the perspective of CPA liability under that act.
1. Should Willis be found liable to the company, Geiger Co., itself? Explain.
2. Should Willis be found liable if sued by a bank that used the financial statements as a basis for providing a loan and, due to the misstatement, lost $5 million on the loan? Explain.
3. Should Willis be found liable if sued by shareholders who invested in the stock of the company? Assume these investors invested relying upon the misstated financial statements and as a result lost $3 million. Explain.
4. Which, if any, of answers 1, 2, and 3 might change if the stock involved had been issued to the public for the first time and the financial statements involved had been included in a registration statement for the securities? Explain.
 
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Phonetics and Phonology

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Phonetics and Phonology
Important Guidelines:
When you write on this topic, you can refer to the following ideas:
1. What is Phonetics and how it describes sounds (10 points)
2. What is Phonology? What is a phoneme? What�s the difference between phoneme and allophone? Give some examples of Phonological rules in English (10 points)
� Use sources from e-library ,the Internet, etc. to help you support your answers with facts, definitions, examples, statistics, or others.
You could refer to some of the following references, but make sure to find some references of your own.
References:
https://www.phon.ox.ac.uk/jcoleman/PHONOLOGY1.htm (a good reference)
https://www.unioldenburg.de/fileadmin/user_upload/anglistik/personen/cornelia.hamann/Phonology.pdf
https://linguistics.stackexchange.com/questions/180/whats-the-difference-between-phonetics-and-phonology
https://www.academia.edu/1881923/Phonological_Assimilation_in_Arabic_and_English

https://www.wisegeek.com/what-is-a-phonological-rule.htm
https://www.cram.com/flashcards/phonological-rules-ii-1907172
Instructions to the students
1. Essay form
The two questions of this TMA should be written in academic essay form with introduction, body and conclusion. Please pay particular attention to grammar and spelling as marks will be deducted for that.
2. Plagiarism.
Please do not copy/paste: from any source this is plagiarism. The following are guidelines on plagiarism:
If you submit an assignment that contains work other than yours without acknowledging your sources, you are committing plagiarism. This might occur when:
� Using a sentence or phrase that you have come across
� Copying word-for-word directly from a text
� Paraphrasing the words from the text very closely
� Using text downloaded from the Internet
� Borrowing statistics or assembled fact from another person or source
� Copying or downloading figures, photographs, pictures or diagrams without acknowledging your sources
� Copying from the notes or essays of a fellow student
(Slightly adapted from OU document on quoting versus plagiarism)
Marking Descriptor
GRADE CONTENT LANGUAGE & ORGANIZATION
A
(18-20) Excellent answers showing confident and wide-ranging knowledge of core material, good understanding of any relevant theory, and a capacity to address the question in a structural, direct and effective way, thoughtfully and with insight. Originality of thought or ideas from outside the course are an added asset. Examples are to the point. – Has an introduction defining plan of essay.
– Body divided into several paragraphs
– Conclusion which directly relates arguments to topic.
– Evidence that essay has been edited.
– Error-free grammar & register.
– Wide range of specialized terminology.
– Consistent in-text citation and form of referencing
B to B+
(16-17) Very good answers showing secure knowledge of course materials. Adopting an analytical approach and providing relevant discussion covering most of the key issues. Distinguished from A answers by being less insightful or by showing less comprehensive knowledge of the course. – First four criteria above maintained
– Demonstrates extensive grammar control.
– Terminology specialized but less varied.
– Minor Inconsistency in in-text citation and referencing
C to C+
(14-15) Competent answers reflecting adequate knowledge of the more directly relevant course material and concepts, with reasonable structure and adequate coherence related to the question set. – Introduction and/or conclusion short but still satisfactory.
– Evidence of editing.
– Less grammar control than above.
– Good range of specialized terminology.
– Inconsistent in in-text citation and referencing
D
(10-13)
Answers which omit some concepts /evidence and/or lack coherence /structure, and/or make minor errors while still demonstrating basic understanding. Or Bare pass answers which show awareness of some relevant material and attempt to relate it to the question. – Introduction and/or conclusion short but acceptable.
– no evidence of editing.
– Few grammatical errors that impede communication.
– Above average range of specialized terminology.
– Slightly confused introduction and/or conclusion, but body still fair.
– No evidence of editing.
– Some error types that impede communication.
– Fair range of specialized terminology.
– Inaccurate in-text citation and referencing
F
Below 10
Answers which attempt to draw upon relevant material but do not reflect sufficient knowledge of the course and/or neglect the focus required by the question, and/or are incomplete in some important aspects whilst being acceptable in others. – No introduction and /or no conclusion.
– Body badly organized or irrelevant.
– Poor grammar control (extremely limited range of grammar & register).
– Limited or not specialized range of terminology.
– No in-text citations and no referencing
 
 
 
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E-learning and its importance

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E-learning and its importance
E-learning has proved its effectiveness in supporting the educational process. It has appropriately kept pace with ongoing technological changes, resulting in high level of interactivity, creativity and skills’ development. The technologies associated with e-learning surpassed the limits of space and time to converge with the learning objectives, which in turn leads to the focus of the learner to control and manage his/her learning. E-learning technologies have pushed the educational process toward self-regulated learning and lifelong learning.
 
Virtual learning, as a part of e-learning system, brought about many environment and electronic systems like Learning Management System (LMS), Learning Content Management System (LCMS), and Virtual Learning Environment (VLE) which collectively support all aspects of the educational process of the learner but kept him/her unable to control his learning. This does not achieve the cooperation principle among learners, making the interaction limited which is in contrast with lifelong objectives, leading many educators to be reluctant to use these systems and instead initiate alternative systems to provide learners more control and interaction features that align with their personal needs. This is where PLE emerge based on the integration of a range of applications, services and tools from the Web2.0 and customize it to learners’ needs
Harmelen (2006) explains the growing need of lifelong learning as a result of two reasons: the first is the technological advances which push people towards improving skills levels and knowledge to keep informed in their specialties; second is the development of educational methods which encourages the e-learning.
Many studies have also emphasized the importance of PLE. The participation in building PLE and usage in developing different digital skills needed for instance digital responsibility and literacy, maintaining social skills, the ability to organize content, interaction among students, compiling resources and other various educational skills
Therefore, the most important element in e-learning is the production of educational digital videos. It has become important to acquire technical skills to produce high-quality digital videos such as producing, processing, directing digital video to achieve the desired educational goal in an integrated way.
Having knowledge about digital video editing skills helps the viewer to connect the sound and the image hence the whole process of … . Ibrahim also advocate for preparing personnel/ staff for designing and producing software based on video sequence so they do not have difficulty in preparing them in the future. Other studies lay particular emphasis on building training programs for staff in the field of educational technologies to cultivate their interests in digital video editing
On the light of the aforementioned introduction, the importance of digital video editing skills is highlighted. The researcher, being an administrator at Higher Educational Studies Program (KAU) and a teacher of Video and Educational Television, has noticed students’ lack of video digital skills.
The researcher conducted a pilot study through an electronic questionnaire targeted Educational Technologies MA students who already studied Video and Educational Television and distributed among 43 to make sure that students need to develop digital video editing skills. The results of the study reveal a weakness among students regarding digital video editing skills where 51% of students reported difficulties in using and employing the skills correctly and 13% responded with a total lack of knowledge about them.
The researcher also conducted interviews with faculty members who taught Video and Educational Television. The majority of instructors noticed the low level of the educational video produced by students as a result of not applying all basic skills needed in educational videos or using them incorrectly. Almost all instructors agreed that course content is disproportional to the number of hours that are assigned to the course. The mode of teaching all students at the same time proved to downplay the chances of proper interaction and exchange of experience among students and moreover did not take into account students’ individual differences and needs.
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