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Higher Business Management: Advice, Command Words and Resources

The SQA Higher Business Management course is divided up into five sections – understanding business, management of marketing, management of people, management of operations and management of finance. Higher Business Management is assessed by an exam lasting 2 hours and 45 minutes containing questions worth a total of 90 marks and an assignment completed in school which is worth 30 marks. The assignment involves candidates choosing a business and a topic to research and prepare a report.

This article will offer some tips for studying Higher Business Management, an overview of the command words, opportunities for further study and a list of useful resources.

  • Read business news stories and think about what is happening and why. This can help you put theory into practice.
  • Look at examples of real businesses. Remember including some examples in your answers may help you get your point across. 
  • Practice writing answers using the different command words. Make sure you understand what they mean and how to structure your answer. 

Command Words

Describe – You must offer a detailed description of the point you are making such as mentioning features or characteristics. One word answers or a brief outline will not be accepted. 

For example: Describe the main characteristics of high quality information.

High quality information is appropriate. The information provided will be suitable for the purpose for which it is intended. There will be no irrelevant information that is not related to the decision being made as this could cause confusion during decision making.

Explain – You must offer a detailed explanation of the reason for or impact of a particular course of action. Clearly explain the reasons and consider offering an example to explain your point. 

For example: Explain why a profitable business can have cash flow problems.

A profitable business can have cash flow problems due to having too much money tied up in stock. Having a large amount of unsold stock will cause cash flow problems as the business will not be generating income from the stock. The business will also be faced with the cost of storing stock. This means that the business’s revenue will decrease.

Justify  – Give good reasons to support or explain your suggestions.

For example: Justify why strategic decisions are made by senior managers.

Senior managers making strategic decisions is beneficial as they will have a more thorough knowledge of the organisation. Senior managers are more likely to have better knowledge of the company, its aims and policies which is information that will be needed for effective decision making.

Outline – State the main features of a particular factor but do not go into great detail.

For example: Outline the main features of the Data Protection Act 1998 

Data held must be stored lawfully, securely and responsibly. 

Identify – State/list the answer. Identify is sometimes used alongside another command word such as explain or justify. 

For example: Identify a source of finance.

Bank overdraft.

Discuss – Examine the advantages and disadvantages of a particular factor and fully explain your point. You are making a case for or against the idea. 

For example: Discuss the use of just in time production. 

An advantage of just in time production is less storage space is needed as stock will not be on the premises for long. This could result in decreased rent or cost of premises. 

A disadvantage of just in time production is the business is relying greatly on suppliers. If the supplier does not deliver on time or delivers the wrong goods, the business may need to halt production meaning customer orders will not be completed on time. 

Distinguish – Identify differences between two or more factors. 

For example: Distinguish between a strategic decision and an operational decision. 

A strategic decision is made by senior management whereas an operational decision is made by lower management. 

Compare –  Show differences or similarities between two or more factors. You should point out the specific features of each to demonstrate each difference/similarity. 

For example: Compare functional grouping with product grouping. 

With functional grouping staff with similar knowledge and expertise will be working together whereas with product grouping staff are grouped together around a product or service. 

Interested in studying Business Management further?

Universities offer degrees in Business Management or a specific area of business such as Marketing, Finance, Accounting or Human Resources. If you are interested in particular area of business or know what sort of career you would like to have you can choose one of these areas of business to study. Some universities allow you to select two subjects to study as part of your degree for example Business and Marketing or Business and Human Resources.

You can also study Business courses at college or undertake a Modern Apprenticeship in an area of Business.

I remember studying Higher Business Management when I was in high school and I’m glad to say I kept all of my notes. Here they are in PDF format if anyone else feels they can get some use out of them.

Useful Resources

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We took away due dates for university assignments. Here’s what we found

higher business assignment due date

Senior Lecturer in History, CQUniversity Australia

higher business assignment due date

Lecturer, CQUniversity Australia

Disclosure statement

This research was funded by a CQUniversity Learning and Teaching Research Development Grant.

Benjamin T. Jones does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

CQUniversity Australia provides funding as a member of The Conversation AU.

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  • Bahasa Indonesia

As university students around the country finish their final exams and assessments for the year, the idea of removing due dates might seem incredibly appealing.

Being more open-ended about when assignments are submitted may also seem like the logical next step for universities. Even before COVID-19, they have been looking for ways to make learning more flexible. This is generally done by offering units online or in a hybrid model , where some units are in person and some are online. But is it truly flexible if just the place has changed?

An emerging trend in the sector is “ self-paced learning ,” where students do not have to fit their learning into a university semester and there might be flexible due dates for assessments.

In other words, students with internet access and a laptop can study at a time and place that suits them.

At CQUniversity this is called “hyperflexible learning”. Our university already offers hyperflexible postgraduate units .

We wanted to know what the experience would be like for students and staff if hyperflexible units were offered at undergraduate level.

In a 2021 pilot study, we looked at four undergraduate history and communication units. The humanities was a good fit for the pilot because they attract a wide range of students, did not have tests or exams and had fewer restrictions like external accreditation.

We offered the units in the traditional mode and a hyperflexible mode. In the hyperflexible mode, students had access to all the unit content, could self-pace and did not have due dates for their written and oral assessments.

Students reading at a bench.

The unit’s content was self-paced, via short recorded videos and interactive learning modules , rather than traditional lectures. There were opportunities for learning with other students (like live Zoom tutorials), but these were not compulsory.

Of the group, 27 students chose to take the hyperflexible option. We interviewed them and three unit coordinators before and after the term about their experiences. We also surveyed all 12 humanities staff about their perceptions of hyperflexible learning.

While the sample size was small, students and staff suggested there are both risks and benefits to this type of study.

‘I wouldn’t have passed’: what did students say?

On balance, the students who took part had a positive experience. One even said:

If it wasn’t hyperflexible I wouldn’t have passed.

Several noted how assessment deadlines were a significant source of stress and relished the freedom to fit study around their life, rather than the other way around. Several said it made it easier to accommodate their work and family commitments.

One student said they were thrilled when they heard about the hyperflexible option because:

I am a very anxious student, and deadlines really, really stressed me out.

Other students suggested the quality of their learning was better in a hyperflexible model as they were able to “go deeper” on a topic that interested them and not have it reserved for one particular week. It was suggested that the hyperflexible unit allowed “study in a more intensive way”.

But students also raised concerns. Several noted it “feels a bit isolating”, “disconnected”, like they are “the only student doing it” and they are not “participating in the university experience”.

Others were worried they might not receive the same level of feedback from staff and there might be a temptation to “leave everything to the last minute”.

Read more: University fees are poised to change – a new system needs to consider how much courses cost and what graduates can earn

Doing two jobs: what did staff say?

University staff were generally more cautious about the benefits of hyperflexible learning. Common concerns were students would lose their sense of being part of a group, feel lost or overwhelmed, allow assignments to pile up, and it could ultimately see more students dropping out.

Staff were also concerned no due dates could increase their workload. They noted they would be less free to take leave or attend conferences if they did not have a reasonable expectation when their marking would be due. Even when students were being taught the same content, there were new challenges and as one staff member said:

I feel as though I am managing two cohorts.

Staff members did see benefits in hyperflexible learning also and most said they were willing to experiment with it. Several commented on the potential for motivated students to finish their degrees faster. One staff member noted that having now taught a hyperflexible unit:

I have confidence that most students get there in the end.

Read more: It's not just Australian students who need more food, university staff are also going hungry

Our study suggests removing due dates from undergraduate units has potential to make university study more accessible and less rigid, while reducing student stress.

One key issue is how students can maintain a sense of being together in a group, receive support, and feel a connection to their university.

Young man, studying on his own at night.

For educators, hyperflexible learning is a distinct form of teaching and staff members would need to be adequately trained and supported. This way of teaching is individualistic and seeks to fit study around the needs of each student. To some extent, this is in conflict with the ideal of university as a learning community.

Although the responses to the pilot program were largely positive, there is still a lot more we need to know about the impact of removing due dates and time pressures. For example, although due dates were removed, students still had to complete their assessments within the semester – due to university and government policies.

Also, while this approach might fit the assessment-focused humanities, we don’t know how this works in disciplines that are more heavily exam-driven (like health and IT).

Ultimately, risks associated with hyperflexible learning and the impact on both staff and students need to be considered carefully before adopting these approaches for undergrads.

So, sorry students – seems like you’ll have to finish that essay this week after all.

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  • Student experience
  • Hybrid learning

higher business assignment due date

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Lecturer / Senior Lecturer - Business Law & Taxation

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Industrial Officer (Senior)

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Supply Chain Management – Open Rank (Tenure-Track)

  • Course Design

Six Approaches for Sharing Assignment Due Dates 

  • September 13, 2023
  • Laura Schisler, PhD, and Melissa Locher, EdD

Gather a group of faculty and mention the perennial problem of students turning in assigned work late, and you will often encounter a range of emotional responses, recitations of policies and, perhaps, even blame-placing.  Yet, some faculty experience the late work phenomenon to a lesser extent. While there is nothing that we can do to mitigate the significant life events that happen to students each semester (e.g. death in the family, significant illness, car accidents), we can take steps to ensure that students stay on track with assigned course work and progress through the development of our content in a meaningful manner by taking actions to be a student success-supporting instructor (Kumar & Skrocki, 2016). 

Learning to manage course expectations and juggle deadlines at the university level is a developmental skill that successful students continuously work on to strengthen and refine.  Students are entering the post-secondary environment with mixed experiences managing independent work. While most faculty are accustomed to managing projects and meeting deadlines, our current students may be developmentally emerging in their related abilities. Students often benefit from direct instruction on managing deadlines and instructional supports to ensure that they are successful with assignments completed on their own.  

One such instructional support is a clear, accurate, and predictable course schedule of assignment due dates. Often shared with students at the beginning of the semester, a course schedule provides a table or list of assignment information such as the name of the assignment, the assignment due date/time, and where the assignment should be submitted. This tool can be shared with a student electronically, posted in an LMS, provided in a printable document, or handed out in class.  Students often request that schedules be available in multiple formats for ease of access in varied situations. In the authors’ experience, many students value having a physical copy of the schedule as a tangible reminder of upcoming work.  

In online courses, instructors can provide multiple ways for students to interact with class information, such as course schedules. One fundamental way to set students up for success is to ensure students know when assignments are due in multiple, easily accessible formats. Below are six approaches for sharing due dates with students in online courses:  

  • Table : This approach can involve designing a table, made in any number of available document and spreadsheet programs, that provides multiple points of information in a single space. Tables might include week numbers in the first column and headings across the first row. Headings could include the week start date, topic(s) to be addressed that week, assignments to be submitted that week, possible points, and due dates for those assignments.   Alternatively, a table approach can be utilized to share information on a weekly or unit basis depending on the nature of assignments associated with the course.  For students in the early stages of developing their management skills, small units of information are often more easily managed than the whole-semester-at-once approach.  
  • Calendar : To share due dates in this format, create a calendar document in a program or website that has space to type assignment due dates on the calendar boxes for the corresponding date. The resulting calendar can be shared as a PDF or image file with other course documents such as syllabi.  
  • List : This approach includes weekly blocks of bulleted lists of assignment due dates in a text document. If the course does not involve many weekly assignments, the blocks of assignments could alternatively be grouped by topics or units. This list can be posted on its own or in conjunction with a more detailed course schedule, such as in the Table format. Smaller lists might be used in weekly modules as reminders of assignments due that week or upcoming weeks. A listed course schedule that spans the duration of the course and all the assignment due dates within it can also be used (Revak, 2020). 
  • LMS calendar : Many Learning Management Systems (LMS) will provide an in-site calendar for student use. Instructors can usually indicate a due date when creating an assignment within the LMS, and by including the due date with the assignment, the LMS will automatically populate those due dates in the LMS calendar feature. Dues dates posted on the LMS calendar can then be easily exported to the student’s preferred calendar program. 
  • Announcements : Share approaching due dates with students in the context of weekly announcements. Announcements may already be utilized in online courses, and adding a short list or table of approaching due dates at the end of the announcement provides a quick reminder to students of looming deadlines without needing to check the semester-long version of the course schedule. In addition, a specific announcement can be scheduled to launch 24 hours prior to an assignment due date to prompt students to complete the assignment.  
  • Send reminder feature : Most LMS offer a “send reminder” feature associated with individual assignments.  This is a targeted approach that can be utilized either prior to the assignment deadline or immediately after the assignment deadline passes. This student-specific reminder helps to focus and target information to students who are emerging in their date management skills.  

Whichever approach or approaches are used to share due dates with students, there are some considerations to keep in mind. First, ensure that the published due dates for all methods of sharing those due dates are aligned to avoid the confusion of one due date in the Table and another for the same assignment shared in a weekly announcement. Building the course schedule so assignments are due the same day of the week each week provides consistency and repetition for students (Shipp, 2020). Second, one method approach might work better with a particular course than another, or instructors might prefer one approach over another. It can often be beneficial to ask a class of students about their preferred method at the start of the semester. We can help students developmentally progress by initially meeting them where they are at. Whichever approach works for the instructor to share information and for the students to receive clear and accurate due dates might be the “best” approach. 

Laura Schisler, PhD, is an assistant professor and program coordinator for the master of arts in teaching program in the Teacher Education Department at Missouri Southern State University. Following a career teaching junior high and high school science, she now instructs science methods and general teacher education courses in a variety of instructional formats.   

Melissa Locher, EdD, is an associate professor in the Department of Teacher Education at Missouri Southern State University. She has over 15 years of experience in online instruction in both general education and Special Education course content.    

References   

Kumar, Poonam and Marilyn Skrocki (2016). Ensuring Student Success in Online Courses.  Faculty Focus. https://www.facultyfocus.com/articles/online-education/online-course-design-and-preparation/ensuring-student-success-online-courses/   

Revak, Marie A (2020). When the Tide Goes Out: Identifying and Supporting Struggling Students in Online Courses. Faculty Focus. https://www.facultyfocus.com/articles/online-education/identifying-and-supporting-struggling-students-in-online-courses/   

Shipp, Jeremiah E (2020). Back to the Basics: Revisiting the ABCs of Teaching Online Courses. Faculty Focus. https://www.facultyfocus.com/articles/online-education/back-to-the-basics-revisiting-the-abcs-of-teaching-online-courses/  

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WebAssign: Reschedule Assignments in 4 Steps or Less

reschedule assignments

Due to the rapidly evolving environment causing disruptions to campus schedules, you may need to make quick changes to your class  schedule . This article is designed to help you quickly adjust multiple existing due dates, or reschedule assignments relative to your class meeting time.

Follow these 4 easy steps to  reschedule assignments in WebAssign.

Option 1:  Reschedule Assignments  by Days or Weeks  

If your assignments are scheduled based on class meeting time or specific day of week, please  keep scrolling  to option 2.  

1. On the Reschedule Assignments page, click Multi-Select.

2. select the assignments you want to change., 3. then, select the add or subtract days option., 4. choose how many days to add to your due date, and select apply to selected assignment., option 2:  reschedule assignments relative to  a  class meeting time  .

Alternately, i f you  originally  scheduled  your  assignments  to be due  relative to when  your  class meets,   the most efficient way to change your assignment dates is through the course  s chedule page .  

1. From your ClassView, identify the impacted assignment and select Schedule in the assignment list.  

2. m ove the assignment due date out to a later week if needed..

Simply  click and drag  the  assignment to the appropriate week  tab and WebAssign will update the due date, using your original class schedule.  

3. Alternately, if you wanted to override the relative due date entirely, click on  blue  action  menu to edit the schedule or move to a new week.  

Need more help watch a video tutorial for a step-by-step walk through., related articles.

create a webassign course

  • 3.2 Time Management in College
  • Introduction
  • 1.1 Why College?
  • 1.2 The First Year of College Will Be an Experience
  • 1.3 College Culture and Expectations
  • 1.4 How Can This Book And This Course Help?
  • Where do you go from here?
  • 2.1 The Power to Learn
  • 2.2 The Motivated Learner
  • 2.3 It's All in the Mindset
  • 2.4 Learning Preferences
  • 2.5 Personality Types and Learning
  • 2.6 Applying What You Know about Learning
  • 2.7 The Hidden Curriculum
  • Career Connection
  • 3.1 The Benefits of Time Management
  • 3.3 Procrastination: The Enemy Within
  • 3.4 How to Manage Time
  • 3.5 Prioritization: Self-Management of What You Do and When You Do It
  • 3.6 Goal Setting and Motivation
  • 3.7 Enhanced Strategies for Time and Task Management
  • 4.1 Defining Values and Setting Goals
  • 4.2 Planning Your Degree Path
  • 4.3 Making a Plan
  • 4.4 Managing Change and the Unexpected
  • 5.1 The Nature and Types of Reading
  • 5.2 Effective Reading Strategies
  • 5.3 Taking Notes
  • 6.2 Studying
  • 6.3 Test Taking
  • 7.1 What Thinking Means
  • 7.2 Creative Thinking
  • 7.3 Analytical Thinking
  • 7.4 Critical Thinking
  • 7.5 Problem-Solving
  • 7.6 Metacognition
  • 7.7 Information Literacy
  • 8.1 An Overview of Communication
  • 8.2 Purpose of Communication
  • 8.3 Communication and Technology
  • 8.4 The Context of Communication
  • 8.5 Barriers to Effective Communication
  • 9.1 What Is Diversity, and Why Is Everybody Talking About It?
  • 9.2 Categories of Diversity
  • 9.3 Navigating the Diversity Landscape
  • 9.4 Inclusivity and Civility: What Role Can I Play?
  • 10.1 Personal Financial Planning
  • 10.2 Savings, Expenses, and Budgeting
  • 10.3 Banking and Emergency Funds
  • 10.4 Credit Cards and Other Debt
  • 10.5 Education Debt: Paying for College
  • 10.6 Defending against Attack: Securing Your Identity and Accounts
  • 11.1 Taking Care of Your Physical Health
  • 11.3 Taking Care of Your Emotional Health
  • 11.4 Taking Care of Your Mental Health
  • 11.5 Maintaining Healthy Relationships
  • 11.6 Your Safety
  • 12.1 Why Worry about a Career While I'm in College?
  • 12.2 Your Map to Success: The Career Planning Cycle
  • 12.3 Where Can You Go from Here?
  • A | Conducting and Presenting Research
  • B | Recommended Readings
  • C | Activities and Artifacts From the Book

Questions to Consider:

  • Is time management different in college from what I am used to?
  • How different is college schoolwork from high school work?

You may find that time management in college is very different from anything you have experienced previously. For the last 12 years, almost all your school time was managed by educators and your parents. What you did and when you did it was controlled by others. In many cases, even after-school time was set by scheduled activities (such as athletics) and by nightly homework that was due the next day.

In the workplace, the situation is not very different, with activities and time on task being monitored by the company and its management. This is so much a part of the working environment that many companies research how much time each task should take, and they hold employees accountable for the time spent on these job functions. In fact, having these skills will help you stand out on the job and in job interviews.

In college, there is a significant difference because a great deal of time management is left up to you. While it is true that there are assignment due dates and organized classroom activities, learning at the college level requires more than just the simple completion of work. It involves decision-making and the ability to evaluate information. This is best accomplished when you are an active partner in your own learning activities.

As an example of how this works, think about a college assignment that involves giving a classroom presentation. To complete the assignment, you are given time to research and reflect on the information found. As a part of the assignment, you must reach your own conclusions and determine which information that you have found is best suited for the presentation. While the date of the actual presentation and how long it will last are usually determined by the instructor, how much time you spend gathering information, the sources you use, and how you use them are left to you.

What Students Say

  • Extremely easy
  • Somewhat easy
  • Somewhat difficult
  • Extremely difficult
  • I use Google calendar
  • I use the calendar on my phone
  • I use a paper/notebook planner
  • I use the calendar on my learning management system
  • I use another app or system
  • I don't use any type of planner or app
  • My ability to predict how much time my tasks will take.
  • My ability to balance various obligations.
  • My ability to avoid procrastination.
  • My ability to limit distractions.

You can also take the anonymous What Students Say surveys to add your voice to this textbook. Your responses will be included in updates.

Students offered their views on these questions, and the results are displayed in the graphs below.

How difficult is it for you to keep track of multiple tasks over the course of a term?

Do you use a particular app to help you manage your time?

Rank the following in terms of what you would most like to improve regarding your time management skills.

You Have Lots of Time to Manage

For college-level learning, this approach is important enough that you can expect to spend much more time on learning activities outside the classroom than you will in the classroom. In fact, the estimated time you should spend will be at least two hours of outside learning for every one hour of lecture. Some weeks may be more intense, depending on the time of the semester and the courses you are taking. If those hours are multiplied over several courses in a given session, you can see how there is a significant amount of time to manage. Unfortunately, many students do not always take this into consideration, and they spend far less time than is needed to be successful. The results of poor time management are often a shock to them.

“In college, as an active participant in your own education, what you do and when you do it is largely determined by you.”

The Nature of What You Have to Do Has Changed

Returning to our example of the classroom-presentation assignment, you can see that the types of learning activities in college can be very different from what you have experienced previously. While there may have been similar assignments in high school, such as presentations or written papers, the level of expectation with length and depth is significantly different in college. This point is made very clear when comparing facts about the requirements of high school work to the type of work students produce in college. One very strong statistic that underscores this comes from a study conducted by the Pew Research Center. They found that 82 percent of teens report that their typical high school writing assignments were only a single paragraph to one page in length. 2 (Writing Technology and Teens, 2004, Pew Research Center) This is in stark contrast to a number of sources that say that writing assignments in lower-level college courses are usually 5–7 pages in length, while writing assignments in upper-level courses increase to 15–20 pages.

It is also interesting to note that the amount of writing done by a college student can differ depending on their program of study. The table below indicates the estimated average amount of writing assigned in several disciplines. To estimate the number of pages of assigned writing, the average number of writing assignments of a given page length was multiplied by an approximate number of pages for the assignment type (see Estimating Number of Pages Written for calculation details).

High school homework often consists of worksheets or tasks based on reading or classroom activities. In other words, all the students are doing the same tasks, at relatively the same time, with little autonomy over their own education.

Using the earlier example of the presentation assignment, not only will what you do be larger in scale, but the depth of understanding and knowledge you will put into it will be significantly more than you may have encountered in previous assignments. This is because there are greater expectations required of college graduates in the workplace. Nearly any profession that requires a college degree has with it a level of responsibility that demands higher-level thinking and therefore higher learning. An often-cited example of this is the healthcare professional. The learning requirements for that profession are strict because we depend on those graduates for our health and, in some cases, our lives. While not every profession may require the same level of study needed for healthcare, most do require that colleges maintain a certain level of academic rigor to produce graduates who are competent in their fields.

  • 2 http://www.pewinternet.org/2008/04/24/writing-technology-and-teens/
  • 3 http://nsse.indiana.edu/html/sample_analyses/amount_of_writing.cfm

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  • Authors: Amy Baldwin
  • Publisher/website: OpenStax
  • Book title: College Success
  • Publication date: Mar 27, 2020
  • Location: Houston, Texas
  • Book URL: https://openstax.org/books/college-success/pages/1-introduction
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Howard Aldrich

Kenan professor of sociology, dept of sociology @ unc chapel hill.

Howard Aldrich

Setting Assignment Due Dates: Early, Late, or In-Between?

Students often complain that they can’t get enough sleep because they have too much work to do (Hershner and Chervin 2014 ). My first response has been to suggest that they are just not managing their time well. I seemed to have found evidence for my view when I taught a first-year honors seminar in the fall of 2016 with 24 students. Because I had the students submit their assignments through Sakai, each two-page paper came with a timestamp and I could see exactly when they were submitted. Following my customary practice, the papers were due at 9 AM in the morning, right before class met at 9:30 AM. Most of the assignments were turned in after midnight: 71%, on average, across the four assignments. Some students clearly stayed up most of the night, as for example with paper three, when seven assignments came in between midnight and 2 AM and three came in between 2 AM and 5 AM! For the last paper, eight came in between 2 AM and 5 AM. I was stunned, but what could I do?

Ghosts in the trees

Ghosts in the trees

In the fall of 2017, for the same course, I tried a simple modification: papers were “ due ” at 9 PM the night before and then “ accepted ” until 9 AM the next morning, before class. Papers that came in “ late ” were not penalized. The difference between the two semesters was dramatic: across the four papers, only 15% on average came in after midnight. And that number was inflated because on the fourth paper, six of the students chose to review their papers once more before turning them in, and so they came in between 8 AM and 9 AM, not during the midnight hours. For the first three papers, 85% of the papers, on average, were turned in by 9 PM the night before.

With this simple modification in the due dates and times, students stopped “ maniacal binging ” ( Boice 2000 ), completed their work well before midnight, and presumably got a good night’s sleep in the bargain. Using a simple tactic of signaling that papers were “ due ” at 9 PM, I gave the students a hard constraint that they used in planning how they allocated their time. They didn’t want to be “ late ,” even though “ late ” carried no penalty. (And no one ever asked me if there would be a penalty.)

I now use this technique on all my assignments, whether they are graded or just checked off when submitted. Having assignments due the night before not only gives students the opportunity for a good night’s sleep but also, if I so desire, gives me an opportunity to review their work and to make modifications in my lesson plan, if the submitted papers reveal any misunderstandings that I need to clear up. What is particularly attractive about this technique is that it works without the imposition of any penalties for “ late ” assignments. Following Lowman’s ( 2000 ) lead, I behave as if there will no such a thing as a “ late ” assignment and the students make my words come true.

Interested in learning more about late assignments? See this post .

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4 thoughts on “ setting assignment due dates: early, late, or in-between ”.

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What a great idea. As always, this is my first stop for teaching ideas. Thanks!

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Julie, thanks so much for your supportive comment! I’m delighted to learn that these blog posts are useful for you.

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This technique applies not only to teaching. I applied a similar approach in my work as a startup accelerator manager and it worked out great! We were getting applications at the last possible moment, which was straining our resources (we strive to review and respond to applicants within 1-2 days). By moving the deadline a couple of weeks earlier, we managed to give ourselves more time to review the applications and make the entire process smoother.

Ted, thanks for this example of applying the principle I wrote about. Looks like it has wide applicability!

Comments are closed.

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Artificial Intelligence Computing Leadership from NVIDIA

Press Release Details

Nvidia announces financial results for fourth quarter and fiscal 2024.

  • Record quarterly revenue of $22.1 billion, up 22% from Q3, up 265% from year ago 
  • Record quarterly Data Center revenue of $18.4 billion, up 27% from Q3, up 409% from year ago
  • Record full-year revenue of $60.9 billion, up 126%

SANTA CLARA, Calif., Feb. 21, 2024 (GLOBE NEWSWIRE) -- NVIDIA (NASDAQ: NVDA) today reported revenue for the fourth quarter ended January 28, 2024, of $22.1 billion, up 22% from the previous quarter and up 265% from a year ago.

For the quarter, GAAP earnings per diluted share was $4.93, up 33% from the previous quarter and up 765% from a year ago. Non-GAAP earnings per diluted share was $5.16, up 28% from the previous quarter and up 486% from a year ago.

For fiscal 2024, revenue was up 126% to $60.9 billion. GAAP earnings per diluted share was $11.93, up 586% from a year ago. Non-GAAP earnings per diluted share was $12.96, up 288% from a year ago.

“Accelerated computing and generative AI have hit the tipping point. Demand is surging worldwide across companies, industries and nations,” said Jensen Huang, founder and CEO of NVIDIA.

“Our Data Center platform is powered by increasingly diverse drivers — demand for data processing, training and inference from large cloud-service providers and GPU-specialized ones, as well as from enterprise software and consumer internet companies. Vertical industries — led by auto, financial services and healthcare — are now at a multibillion-dollar level.

“NVIDIA RTX, introduced less than six years ago, is now a massive PC platform for generative AI, enjoyed by 100 million gamers and creators. The year ahead will bring major new product cycles with exceptional innovations to help propel our industry forward. Come join us at next month’s GTC, where we and our rich ecosystem will reveal the exciting future ahead,” he said.

NVIDIA will pay its next quarterly cash dividend of $0.04 per share on March 27, 2024, to all shareholders of record on March 6, 2024.

Q4 Fiscal 2024 Summary

Fiscal 2024 Summary

Outlook NVIDIA’s outlook for the first quarter of fiscal 2025 is as follows:

  • Revenue is expected to be $24.0 billion, plus or minus 2%.
  • GAAP and non-GAAP gross margins are expected to be 76.3% and 77.0%, respectively, plus or minus 50 basis points.
  • GAAP and non-GAAP operating expenses are expected to be approximately $3.5 billion and $2.5 billion, respectively.
  • GAAP and non-GAAP other income and expense are expected to be an income of approximately $250 million, excluding gains and losses from non-affiliated investments.
  • GAAP and non-GAAP tax rates are expected to be 17.0%, plus or minus 1%, excluding any discrete items.

NVIDIA achieved progress since its previous earnings announcement in these areas: 

Data Center

  • Fourth-quarter revenue was a record $18.4 billion, up 27% from the previous quarter and up 409% from a year ago. Full-year revenue rose 217% to a record $47.5 billion.
  • Launched, in collaboration with Google, optimizations across NVIDIA’s data center and PC AI platforms for Gemma , Google’s groundbreaking open language models.
  • Expanded its strategic collaboration with Amazon Web Services to host NVIDIA ® DGX™ Cloud on AWS.
  • Announced that Amgen will use the NVIDIA DGX SuperPOD ™ to power insights into drug discovery, diagnostics and precision medicine.
  • Announced  NVIDIA NeMo™ Retriever , a generative AI microservice that lets enterprises connect custom large language models with enterprise data to deliver highly accurate responses for AI applications. 
  • Introduced NVIDIA MONAI™ cloud APIs to help developers and platform providers integrate AI into their medical-imaging offerings. 
  • Announced that Singtel will bring generative AI services to Singapore through energy-efficient data centers that the telco is building with NVIDIA Hopper™ architecture GPUs.
  • Introduced plans with Cisco to help enterprises quickly and easily deploy and manage secure AI infrastructure.
  • Supported the National Artificial Intelligence Research Resource pilot program , a major step by the U.S. government toward a shared national research infrastructure.
  • Fourth-quarter revenue was $2.9 billion, flat from the previous quarter and up 56% from a year ago. Full-year revenue rose 15% to $10.4 billion.
  • Launched GeForce RTX™ 40 SUPER Series GPUs , starting at $599, which support the latest NVIDIA RTX™ technologies, including DLSS 3.5 Ray Reconstruction and NVIDIA Reflex.
  • Announced generative AI capabilities for its installed base of over 100 million RTX AI PCs, including Tensor-RT™ LLM to accelerate inference on large language models, and Chat with RTX, a tech demo that lets users personalize a chatbot with their own content.
  • Introduced microservices for the NVIDIA Avatar Cloud Engine , allowing game and application developers to integrate state-of-the-art generative AI models into non-playable characters.
  • Reached the milestone of 500 AI-powered RTX games and applications utilizing NVIDIA DLSS, ray tracing and other NVIDIA RTX technologies.

Professional Visualization

  • Fourth-quarter revenue was $463 million, up 11% from the previous quarter and up 105% from a year ago. Full-year revenue rose 1% to $1.6 billion.
  • Announced adoption of NVIDIA Omniverse ™ by the global automotive-configurator ecosystem.
  • Announced the NVIDIA RTX 2000 Ada Generation GPU , bringing the latest AI, graphics and compute technology to compact workstations.
  • Fourth-quarter revenue was $281 million, up 8% from the previous quarter and down 4% from a year ago. Full-year revenue rose 21% to $1.1 billion.
  • Announced further adoption of its NVIDIA DRIVE ® platform , with Great Wall Motors, ZEEKR and Xiaomi using DRIVE Orin™ to power intelligent automated-driving systems and Li Auto selecting DRIVE Thor™ as its centralized car computer.

CFO Commentary Commentary on the quarter by Colette Kress, NVIDIA’s executive vice president and chief financial officer, is available at https://investor.nvidia.com .

Conference Call and Webcast Information NVIDIA will conduct a conference call with analysts and investors to discuss its fourth quarter and fiscal 2024 financial results and current financial prospects today at 2 p.m. Pacific time (5 p.m. Eastern time). A live webcast (listen-only mode) of the conference call will be accessible at NVIDIA’s investor relations website, https://investor.nvidia.com . The webcast will be recorded and available for replay until NVIDIA’s conference call to discuss its financial results for its first quarter of fiscal 2025.

Non-GAAP Measures To supplement NVIDIA’s condensed consolidated financial statements presented in accordance with GAAP, the company uses non-GAAP measures of certain components of financial performance. These non-GAAP measures include non-GAAP gross profit, non-GAAP gross margin, non-GAAP operating expenses, non-GAAP income from operations, non-GAAP other income (expense), net, non-GAAP net income, non-GAAP net income, or earnings, per diluted share, and free cash flow. For NVIDIA’s investors to be better able to compare its current results with those of previous periods, the company has shown a reconciliation of GAAP to non-GAAP financial measures. These reconciliations adjust the related GAAP financial measures to exclude acquisition termination costs, stock-based compensation expense, acquisition-related and other costs, IP-related costs, other, gains and losses from non-affiliated investments, interest expense related to amortization of debt discount, and the associated tax impact of these items where applicable. Free cash flow is calculated as GAAP net cash provided by operating activities less both purchases related to property and equipment and intangible assets and principal payments on property and equipment and intangible assets. NVIDIA believes the presentation of its non-GAAP financial measures enhances the user’s overall understanding of the company’s historical financial performance. The presentation of the company’s non-GAAP financial measures is not meant to be considered in isolation or as a substitute for the company’s financial results prepared in accordance with GAAP, and the company’s non-GAAP measures may be different from non-GAAP measures used by other companies.

About NVIDIA Since its founding in 1993, NVIDIA (NASDAQ: NVDA) has been a pioneer in accelerated computing. The company’s invention of the GPU in 1999 sparked the growth of the PC gaming market, redefined computer graphics, ignited the era of modern AI and is fueling industrial digitalization across markets. NVIDIA is now a full-stack computing infrastructure company with data-center-scale offerings that are reshaping industry. More information at https://nvidianews.nvidia.com/ .

Certain statements in this press release including, but not limited to, statements as to: demand for accelerated computing and generative AI surging worldwide across companies, industries and nations; our Data Center platform being powered by increasingly diverse drivers, including demand for data processing, training and inference from large cloud-service providers and GPU-specialized ones, as well as from enterprise software and consumer internet companies; vertical industries led by auto, financial, services and healthcare now at a multibillion-dollar level; NVIDIA RTX becoming a massive PC platform for generative AI enjoyed by 100 million gamers and creators; the year ahead bringing major new product cycles with exceptional innovations to help propel our industry forward; our upcoming conference at GTC, where we and our rich ecosystem will reveal the exciting future ahead; NVIDIA’s next quarterly cash dividend; NVIDIA’s financial outlook and expected tax rates for the first quarter of fiscal 2025; the benefits, impact, performance, features and availability of NVIDIA’s products and technologies, including NVIDIA AI platforms, NVIDIA DGX Cloud, NVIDIA DGX SuperPOD, NVIDIA NeMo Retriever, NVIDIA MONAI cloud APIs, NVIDIA Hopper architecture GPUs, NVIDIA GeForce RTX 40 SUPER Series GPUs, NVIDIA DLSS 3.5 Ray Reconstruction, NVIDIA Reflex, NVIDIA TensorRT-LLM, Chat with RTX, microservices for the NVIDIA Avatar Cloud Engine, NVIDIA DLSS, ray tracing and other NVIDIA RTX technologies, NVIDIA Omniverse, NVIDIA RTX 2000 Ada Generation GPU, NVIDIA DRIVE platform, NVIDIA DRIVE Orin and NVIDIA DRIVE Thor; and our collaborations with third parties are forward-looking statements that are subject to risks and uncertainties that could cause results to be materially different than expectations. Important factors that could cause actual results to differ materially include: global economic conditions; our reliance on third parties to manufacture, assemble, package and test our products; the impact of technological development and competition; development of new products and technologies or enhancements to our existing product and technologies; market acceptance of our products or our partners’ products; design, manufacturing or software defects; changes in consumer preferences or demands; changes in industry standards and interfaces; and unexpected loss of performance of our products or technologies when integrated into systems, as well as other factors detailed from time to time in the most recent reports NVIDIA files with the Securities and Exchange Commission, or SEC, including, but not limited to, its annual report on Form 10-K and quarterly reports on Form 10-Q. Copies of reports filed with the SEC are posted on the company’s website and are available from NVIDIA without charge. These forward-looking statements are not guarantees of future performance and speak only as of the date hereof, and, except as required by law, NVIDIA disclaims any obligation to update these forward-looking statements to reflect future events or circumstances.

© 2024 NVIDIA Corporation. All rights reserved. NVIDIA, the NVIDIA logo, GeForce, GeForce RTX, NVIDIA DGX, NVIDIA DGX SuperPOD, NVIDIA DRIVE, NVIDIA DRIVE Orin, NVIDIA DRIVE Thor, NVIDIA Hopper, NVIDIA MONAI, NVIDIA NeMo, NVIDIA Omniverse, NVIDIA RTX and TensorRT are trademarks and/or registered trademarks of NVIDIA Corporation in the U.S. and/or other countries. Other company and product names may be trademarks of the respective companies with which they are associated. Features, pricing, availability and specifications are subject to change without notice.

A photo accompanying this announcement is available at https://www.globenewswire.com/NewsRoom/AttachmentNg/38343cb8-8bc8-42b0-aa76-e3d280ae5507

higher business assignment due date

NVIDIA Corporate Offices

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  6. IMG 2 Assignment Due Dates

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  2. SQA

    Assignment 2019 (All links open as PDF files) Candidate A - the marketing mix of Marks & Spencer Group PLC. Candidate B - to assess the corporate social responsibility of Costa Coffee. Candidate C - to evaluate the effectiveness of Sephora's marketing mix. Candidate D - impact of external factors in Ted Baker PLC using PESTEC analysis.

  3. How strict should you be? A guide to assignment due dates.

    Anna Johnson Colleges typically require instructors to include a calendar of assignment due dates in every course syllabus. But most syllabi also include a disclaimer that assignment deadlines are subject to change. So, how flexible should deadlines really be in a college course? Be Flexible, or be Rigid, but Always be Consistent

  4. Higher Business Management: Advice, Command Words and Resources

    Higher Business Management is assessed by an exam lasting 2 hours and 45 minutes containing questions worth a total of 90 marks and an assignment completed in school which is worth 30 marks. The assignment involves candidates choosing a business and a topic to research and prepare a report.

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  6. PDF Assignment Policy Settings Best Practices

    assignments after the due date. You can choose to reduce credit by any percentage for each hour or day the assignment is submitted late. (For hourly deductions, the first hour begins five minutes after the due date and time you set). We recommend that you regularly remind students of your policies regarding late assignment submissions,

  7. Assessment of National Courses from 2023-24

    Business Management: Higher: Learners will sit one exam and complete one coursework assessment: Exam; Coursework: assignment ... However, these issues vary each year due to changes in the economic and political landscape. Publishing the list of topics each year will enable schools, colleges and learners to focus on these specific economic ...

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  13. What is the difference between assignment due date...

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  14. PDF Set and Manage Due Dates for Your Connect Course (New Experience)

    To set and manage the due dates for the assignments in your course, begin on your section dashboard. Go to the assignments tab and select the assignments you'd like to update. To update the due dates for the selected assignments, click on the three dots at the top right to view assignment options and select "Manage dates."

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  16. ASSESSMENT DUE DATES

    Assignment Due Dates T1 2023. Trimester starts Monday 20 March 2023. ASSESSMENT DUE DATES. Please note that all the dates below are subject to change. The most up date information on assignment due dates is found within MyKBS. Diploma/Bachelor of Business + Information Technology. Diploma/Bachelor of Business + Information Technology.

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    Semester & Assignment Due Dates Schedules: PhD in Org. Leadership Doctor of Strategic Leadership/Doctor of Business Administration/PhD in Business Master's BUS 600 Course Only; Full-Time Courses: Comprehensive Exams Courses : Spring 2024 (Full Term) Spring 2024 (Sessions C & D) Spring 2024 (Sessions C & D) Spring 2024

  18. WebAssign: Reschedule Assignments in 4 Steps or Less

    2. M ove the assignment due date out to a later week if needed. Simply click and drag the assignment to the appropriate week tab and WebAssign will update the due date, using your original class schedule. 3. Alternately, if you wanted to override the relative due date entirely, click on blue action menu to edit the schedule or move to a new week.

  19. 3.2 Time Management in College

    Time is managed by the student. In college, there is a significant difference because a great deal of time management is left up to you. While it is true that there are assignment due dates and organized classroom activities, learning at the college level requires more than just the simple completion of work. It involves decision-making and the ...

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    Post sticky notes of little reminders for your assignments on your desk, wall, computer/laptop, notebook/planner cover, and once you have completed and/or turned in the assignment depicted on the sticky note, crumple up the sticky note and throw it away. Ahhhhhhh….how satisfying! Program upcoming deadlines and due dates in your phone calendar

  21. Setting Assignment Due Dates: Early, Late, or In-Between?

    Following my customary practice, the papers were due at 9 AM in the morning, right before class met at 9:30 AM. Most of the assignments were turned in after midnight: 71%, on average, across the four assignments. Some students clearly stayed up most of the night, as for example with paper three, when seven assignments came in between midnight ...

  22. Connect Assignment & Exam Support

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  23. Set an assignment due date without a time

    1 Solution. 02-02-2020 02:02 PM. Canvas does require a date and time together. You do not have to specify the time, but if you leave it off, it defaults to either the start or end of the day depending on which field you're entering. The due date and available until date default to 23:59:59 (11:59:59 pm) in the timezone specified for the course.

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