Topqualityworka

All tasks included up to Pass, Merit and Distinction Standards. Very cheap bundle at a great price, any questions feel free to message me. Thanks

For P3, learners must represent how data flows around a computer system; this could be using annotated diagrams and or flow charts. The representation must include the input, memory, processing and output aspects of the flow of data

For P4, learners must specify the components to be used to create a computer system for a specified end user. This should include hardware components, any peripherals, software systems, application software and utilities which they would recommend. Evidence for this could be in the form of a presentation, report, video/audio discussion.

For merit criterion M3, learners must provide a justification as to why the configuration that they have carried out meets the needs of the specified end user. This could be included as a verbal justification during the video of the customisation, response to questions from the teacher, additional annotation of the screen captures, a presentation or report.

For P5, learners must provide evidence of connecting hardware to a computer system and test the functionality of the system. The learners should connect at least three hardware components, one of which should be internal to the system. The evidence could be in the form of a video, series of annotated photographs or detailed observation of the learner connecting the hardware. The learners should be demonstrating safe working practices. The learners must also include a test plan with the headings ...

For P6, learners must configure at least two pieces of software to meet the needs of a specified user. Evidence could be in the form of a video, detailed observation or annotated screen captures.

For P7, learners must identify the potential security risks that can apply to a computer system. The computer system should be the same system that they have been been configuring software on. The evidence could be presented as a recorded discussion, presentation with speaker notes (which could also be videoed) or a report.

For distinction criterion D1, learners should evaluate any changes made to the system and how this meets the needs of the end user and the original specification of the computer system. If learners have not made any changes, then they should evaluate changes which could be made. The evidence could be in the form of an audio recording of a discussion, a video diary, presentation (which could also be videoed) or a report.

For distinction criterion D2, learners must provide evidence of using a range (three or more) of software utilities to check the security of a computer system. The computer system could be the same system that they have been using throughout the assessment of this unit. The evidence should include information relating to the security check being carried out, the software utility being used, the result of the check, issues identified if any www.ocr.org.uk 10 and remedial action to be taken if an...

Why buy this work you may ask? Every task for every unit meets the BTEC Criteria which is what makes my work different. I go in-depth into every aspect and make sure the specification to achieve the desired grade is met. It makes me 3-4 Per Task so i am only asking for a small contribution. Thanks. Stakeholders and their influence • Stakeholders: o internal, e.g. managers, employees, owners o external, e.g. suppliers, lenders, competitors, debtors, creditors, customers, government agencies and...

Why buy this work you may ask? Every task for every unit meets the BTEC Criteria which is what makes my work different. I go in-depth into every aspect and make sure the specification to achieve the desired grade is met. It makes me 3-4 Per Task so i am only asking for a small contribution. Thanks. P1- Features of businesses • Ownership and liability: o private, e.g. sole trader, partnership, private limited company, public limited company, cooperative, limited and unlimited liability o publi...

Very Cheap bundle RPR £40 Tasks Included: P2 – M1 - P3 – M2 – D1 - P4 – M3 – D2

For D2, learners’ evidence will be evaluative as learners must suggest how current factors could impact on the developing and declining markets of the future. The evidence could suggest potential developing and declining destinations or areas based upon current geopolitical issues. The evidence should reflect the pace of change engendered by current factors and give examples. The evidence should include consideration of the factors and the implications on the future European travel market – ...

For M1 learners should choose one preferred holiday for each of the motivations for P2 and explain how it would best meet the brief. For example, if learners had recommended specific holidays in Krakow and Budapest to meet the brief for the pampering hen weekend, they must now select one and explain why it is their recommended choice to meet the brief.

M2 progresses naturally from P3. It requires learners to explain how the factors and features described in P3 appeal to different types of visitor for their two selected European leisure destinations. For both destinations learners should consider at least two different types of customer at this level. For example, Paris has lots of provision for school groups and has ample daytime activities from the cultural (eg the Louvre) to fun activities such as Disneyland Paris. In addition, in the summer...

M3 develops naturally from P4. Learners’ evidence must include an analysis of the reasons for the development or decline of the two destinations (one declining and one developing). A typical merit response could include an analysis of how more sophisticated travellers are independently unpackaging the packaged holiday and are no longer attracted in the same numbers to the perceived downmarket sun and sand resorts of the Costa Brava. This decline is spreading onto the Costa Dorada; however, the...

P2 requires learners to select holidays in European destinations to meet differing motivations. Four different motivations must be addressed eg family time, well-being, culture and special occasion. These could be based on simple ‘pen portraits’, for example a group of women planning a pampering hen weekend (eg spa, wellbeing, treatments) somewhere less than 2 hours’ flight from the UK. For this request and all other requests, learners should select two suitable holidays in different count...

The evidence for P3 could take the form of a written assessment or a presentation, seminar or exhibition. Learners are required to select two different types of leisure destinations, each in a different country in the European travel market and describe the factors and features that determine the appeal of the destinations ie accessibility, climate, attractions, cultural and economic. Learner must select their two destinations from the following types: beach resorts, winter sports resorts, count...

For D1, learners can select one organisation. The work has to be analytical and it is important that the selected organisation will provide sufficient coverage of all aspects of interrelationships. For example, a large tour operator could have complex chains of distribution that may involve many levels, ie sales directly to the customer through their own call centres, via their own website, sales indirectly to customers via high street retail agents, via web-based agents. The tour operator may b...

To meet M1, the learner should select a minimum of two organisations, preferably each in a different component industry. The explanation needs to be detailed, showing a progression in understanding from the more basic description at pass level. Examples should be carefully selected for their relevance and in particular to provide sufficient coverage of all items in the range for roles and interrelationships; to do this it is expected that at least one of the organisations would be a medium to la...