Summer 2021 Alternative Arrangements: AS And A Level .
Summer 2021Summer 2021Alternative Arrangements: AS and A levelEconomics Subject GuidanceVersion 2.0
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject GuidanceIntroductionOn 6 January 2021, the Minister of Education, Peter Weir MLA, cancelled all CCEAGCSE, AS and A2 examinations scheduled for January, February, May and June 2021.Instead, the approach to awarding grades in Summer 2021 will be based on teacherprofessional judgements, with moderation. CCEA has published GCSE, AS and A LevelAwarding Summer 2021 Alternative Arrangements – Process for Heads of Centre tosupport teachers and school leaders in determining the appropriate Centre DeterminedGrades for each student.In 2021, centres are asked to use a range of evidence to arrive at a professional andacademic judgement of the standard at which each student is performing in the contextof the specification for which they are entered and from this provide a grade to CCEA.This is different from 2020, when centres were asked to supply a centre assessmentgrade based on their judgement of the grade a student would likely have achieved ifthey had been able to complete examinations. It will require centres and CCEA todevelop and use different processes from those used last year.This document follows on from CCEA’s GCSE, AS and A Level Awarding Summer 2021Alternative Arrangements – Process for Heads of Centre and aims to provide furtherguidance to support teachers and Heads of Department in determining the appropriateCentre Determined Grade for each student entered for GCE AS or A Level Economics.Contents1.2.3.4.5.6.OverviewPreliminary ConsiderationsEvidence to Inform Centre Determined GradesSupportMaking Decisions about Centre Determined GradesFurther Advice and InformationAppendix 1: AS Grade Descriptions and Key FeaturesAppendix 2: A2 Grade Descriptions and Key FeaturesAppendix 3: Definitions of Levels of ControlVersion 21
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject Guidance1. OverviewEach Centre Determined Grade is a judgement of the final grade for a qualification.It must be based on a holistic review of a student’s performance as indicated byassessment evidence, gathered and retained at centre level. In the interests of fairnesswithin and across centres, each Centre Determined Grade must be a realistic, evidencebased judgement of the standard at which a student is performing, i.e. theirdemonstrated knowledge, understanding and skills in the content of the specificationthey have covered. This means students do not need to have completed a specifiedamount of content, or demonstrate skills, knowledge and understanding across everyarea of the specification, as they would normally. In this way, disruption to teaching andlearning can be taken into account.We must also acknowledge the decision taken in December 2020 by the Education Ministerin respect of reducing the assessment burden in GCE AS and A level qualifications. Thedetails in the table below will still be applicable in forming a Centre Determined Grade inSummer 2021. For example, teachers can consider evidence for either, AS1 or AS2 or bothunits or A21 or A22 or both units.SubjectCurrentArrangementsUnitFor OmissionSpecificationAdaptationsGCEEconomicsAS1 50%of AS20% of A levelAS1 or AS2N/AAS2 50% of AS20% of A LevelA21 30% of A LevelA21 or A22A22 30% of A levelVersion 22
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject Guidance2. Preliminary ConsiderationsIn arriving at a Centre Determined Grade for a student, it is not necessary to assessevery aspect of the specification exhaustively. A selection of key tasks orassessments carried out under appropriate conditions and with a suitable level ofdemand, which allows you to authenticate the work as the student’s own, will give agood indication of the standard at which the student is performing in the qualification.To make accurate judgements, you must have a clear understanding of: the range of skills, knowledge and understanding covered by the specification; the assessment requirements and the structure of the specification; the grade descriptions at key grades (see Section 5 and Appendix 1 and 2 in thisdocument); the level of demand of the qualification assessments; and the weighting of each component/unit and the type of assessment.For GCE Economics information on these aspects can be found in the specification andfurther illustrated in the specimen assessment materials and past papers 1 which areavailable on the CCEA website at www.ccea.org.ukA piece of evidence has high validity and reliability if a student who performs well inthe task would reasonably be expected to perform equally well in the qualification asa whole. Some considerations that may impact on evidence are noted below. Specification CoverageA piece of evidence that covers a greater breadth of the specification content,knowledge, understanding and skills from a unit (or units) with a higher weightingmay give a better indication of a student’s standard of performance than a piecewith lesser breadth or with a lower weighting. Evidence does not need to cover theentire specification content. Similarity to Actual Qualification AssessmentsEvidence that is similar to a CCEA assessment for the qualification will be moreuseful in determining a student’s grade than evidence that is considerably differentfrom the qualification assessment in terms of question structure, content and/orassessment arrangements. ControlsIf evidence is generated under less controlled conditions than a qualificationassessment, its value may be less than a piece generated under conditions thatare similar. Centres should keep a record of the conditions under which anassessment was completed, i.e. high, medium or limited levels of control – seeAppendix 3 for definitions.1Past papers and mark schemes will be available for all CCEA GCSE, AS and A level qualificationssubject to copyright clearance.Version 23
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject GuidanceHowever, CCEA understands the difficult public health context in which schoolshave been working since March 2020, which has included two extended periods ofremote learning. Schools may, therefore, need to utilise evidence generated withinmore limited levels of control, where they can authenticate this as the student’sown. Level of DemandThe evidence you gather must be set at an appropriate level of demand for it to bea good indicator of a student’s standard of performance. When Evidence Is GeneratedIt should be borne in mind that a student’s knowledge, understanding and skillsmay develop over the period of a course of study; you should consider when anypiece of evidence was generated and ensure, if possible, that evidence generatedrecently is taken into account.3. Evidence to Inform Centre Determined GradesThis section provides guidance on the information that centres should use in confirmingCentre Determined Grades.You should consider all the key evidence you have for each student and reflect on howmuch it tells you about the student’s standard of performance, as measured against therequirements of the relevant specification. For example, this could be, but is not limitedto: the consistency of a student’s practical or performance evidence; their depth or breadth of knowledge and understanding in relation to questionson key topics; their degree of analytical or evaluative skills demonstrated on key topics; and/or quality of student responses to discriminating questions or tasks.Centres should be clear in their Centre Determined Grades policy what types ofevidence will be used in determining the grade. Centres should also be clear withstudents the evidence that will be used to determine their grades. Where possible,centres should aim to use consistent sources of evidence for a qualification cohort.Some examples of evidence suitable for GCE AS and A level Economics you maychoose to use are included in the following table:Version 24
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject GuidanceEvidenceCCEA assessment resources for AS1, AS2, A21 and A22 – When taken under highcontrol conditions, where the public health situation allows, these assessments will be agood indicator of the standard of student performance as they are fully aligned tospecification content and the level of demand of past papers. See Section 4 for moredetails.Performance in any mock examinations taken – These are likely to be a good indicatorof performance, particularly if they are taken under high control conditions and assess theskills, knowledge and understanding required by the CCEA specification or are similar toCCEA question papers.Performance in CCEA past paper questions and mark schemes – These assessmentsare in the public domain and can be readily accessed by students. Therefore, in theirentirety, they do not form strong evidence. However, elements of these can be incorporatedinto mock exams or class tests. You may wish to access grade boundaries and/or ChiefExaminer’s reports which relate to these papers, available at www.ccea.org.uk.Performance in class tests – If class tests only assess specific content, you should use aseries of marked class tests. A series of such assessments, done under high controlconditions and sampling the key aspects of the specification, should provide good evidenceof student performance. Many class tests will be recorded as a mark or percentage, andcentres should ensure there is a consistent approach in mapping these to a grade.Records of each student’s performance throughout their study – This includes, forexample, progress review/tracking data, classwork, bookwork and/or extended writingexercises where this is assessed.Performance in any class assessments taken throughout their study of the GCEEconomics specification – This may consist of a variety of evidence types, producedunder different conditions. Evidence of this kind is unlikely to form a strong evidence baseon its own, but it may supplement other evidence types.For resitting students, prioritise evidence generated during the 2020/21 academic year.Version 25
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject GuidanceAssessment ObjectivesAssessment objectives are the skills that are normally assessed through the completionof examinations or internally assessed tasks. They are the foundations on which aspecification is developed, and a weighting is applied to each individual assessmentobjective to show the weighting of assessment associated with it. They may also proveto be a useful indicator of the level of demand of a task or assessment. As such, youshould consider the assessment objectives that will be assessed when selectingevidence to form a holistic judgement of a student’s performance. This information willbe recorded in the Departmental Assessment Evidence Grid which is set out inAppendix 6 of CCEA’s GCSE, AS and A Level Awarding Summer 2021 AlternativeArrangements – Process for Heads of Centre.The assessment objectives for GCE Economics are:AO1demonstrate knowledge of terms or concepts and theories or models to show anunderstanding of the behaviour of economic agents and how they are affected byand respond to economic issuesAO2apply knowledge and understanding to various economic contexts to show howeconomic agents are affected by and respond to economic issuesAO3analyse issues within economics, showing an understanding of their impact oneconomic agentsAO4evaluate economic arguments and use qualitative and quantitative evidence tosupport informed judgements relating to economic issues.Further information on assessment objectives, including weightings associated withindividual units, can be found in Section 4: Scheme of Assessment in the subjectspecification.Please note that where a unit omission has impacted on an assessment objective, it isnot necessary to consider evidence for this objective; however, where reliable evidenceexists, centres may still wish to consider it in forming a holistic judgement.Using AS Evidence at A LevelFor A level, AS evidence may be considered alongside A2 evidence; however, thedifferences between AS and A2 should be borne in mind. For example, the ASqualification is weighted at 40% of the overall A level and has different gradedescriptions. There is also no A* grade at AS. If AS evidence is used, it must beassessed against the grade descriptions at A2 (see Appendix 2 for more details). If youdo decide to use AS evidence to support judgements at A2, this should be reflected inthe Centre Determined Grades policy for your centre and in the Candidate AssessmentRecord, and it should be included in evidence submitted to CCEA for sampling in theCCEA review stage.Version 26
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject Guidance4. SupportA range of subject-specific support is available on the CCEA website and can assistteachers in arriving at a fair and consistent judgement for students.CCEA 2021 Assessment ResourcesIn 2020, many students seeking a GCSE or GCE qualification grade had been awardednotional unit grades or uniform mark scores in previous examination series, to use asevidence in determining centre assessment grades; however, this is not the case in2021. In the absence of this information, CCEA will supply assessment resources toyour centre. These will be quality assured question papers and mark schemes for allunits that normally have examinations. They will contain new questions and tasks notpreviously released to centres and must therefore be stored securely. These materialsare not to be seen as high stakes assessments but rather viewed as materials whichcould form part of the evidence used to inform Centre Determined Grades. Centres donot have to use all the assessment resources, but we advise centres to use at least oneper qualification. We would encourage centres to use the assessment resources underhigh control conditions, where it is safe to do so, to ensure they have the greatest value.We appreciate that decisions were taken in December 2020 in respect of unit omissionsin AS and A level qualifications. We also acknowledge disruption to teaching andlearning may mean that even in the context of these omissions, certain content may nothave been covered. In such cases, the assessment resources may be adaptedaccordingly. In this way, it can be taken into account that some students have sufferedmore disruption to their learning than others. For example:A centre decided to omit Unit 2 (A22) in line with the Education Minister’s announcement inDecember 2020. Therefore, Centre Determined Grades may be based on evidence forUnit 1 (A21) only. Student A has missed a significant amount of learning due to COVID self-isolation anddisruptions and has not covered all of the content for Unit 1. Student A’s Centre Determined Grade should be based on assessment of only thecontent he has covered.Version 27
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject GuidanceAssessments adapted/Evidence gathered and reviewedbased on A2 Unit 1 Economics ContentAll Students Student AShort Run versus Long RunBusiness ObjectivesBusiness GrowthMeasuring MarketsAnalysing Market StructuresPerfect CompetitionMonopolyMonopolistic CompetitionOligopolyContestable MarketsCompetition Policy Short Run versus Long RunBusiness ObjectivesBusiness GrowthMeasuring MarketsAnalysing Market StructuresPerfect CompetitionMonopolyCCEA will provide mark schemes to centres. To support a standardised approach in theuse of the assessment resources, we will provide guidance to accompany the markscheme.Summer 2021 Support WebinarWe will produce subject-specific support webinars for teachers to accompany thisguidance document. These will include an overview of arriving at a Centre DeterminedGrade and additional guidance in using the CCEA assessment resources and existingsupport materials. Subject-specific webinars will be uploaded to the CCEA website from26 March 2021.Specimen Assessment Materials and Past PapersSpecimen assessment materials and past papers are available in the Support section ofthe qualification web page and are provided to give centres guidance on the structureand character of CCEA examination papers and assessments. Please note that if a pastpaper or mark scheme does not appear in this section, it is for copyright reasons.You may also wish to create a question paper that is of a similar standard to a CCEAGCE question paper. In doing so, you should refer to the specimen question paper andmark schemes, and the past papers and mark schemes, available on the CCEAqualification web page. These illustrate the standard, structure and requirements of thequestion paper.You can generate the most valid evidence by using assessments that replicate, as far aspossible, the standard, duration, format and security of CCEA question papers.Exemplification of Examination Performance (EEP)EEP booklets are available in the Support section of the qualification web page andinclude exam questions from the Summer 2017 and 2018 papers, exemplar answers bystudents and a senior examiner commentary on the answers.Version 28
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject GuidanceChief Examiner ReportsThe reports for 2017–2019 Summer series are available in the Reports section of thequalification web page and outline the performance of students in all aspects of thisqualification.CCEA Grade BoundariesRaw to uniform mark boundaries for past Summer series are available in the Supportsection of the qualification web page and may provide a reference point to supportCentre Determined Grades.5. Making Decisions about Centre Determined GradesBefore deciding Centre Determined Grades you should agree as a department the evidenceyou will review (see Section 3 for some examples). Once the decision has been made, thisshould be set out in your centre’s Centre Determined Grades policy and be included in theDepartmental Assessment Evidence Grid, referenced in Section 3, that will form part ofthe evidence base.When making decisions, take into consideration the amount of specification coverageand if this applies to all students. Adapt as necessary for individual students theevidence you will review, to account for those students who may have encounteredmore significant disruption. Evidence does not have to be in the same format for everystudent, but teachers should be satisfied that the evidence is reliable to make aninformed holistic judgement of that student’s attainment.Internal StandardisationIn subjects where there is more than one teacher and/or class in the department, it is arequirement to carry out internal standardisation. The purpose of internal standardisationis to provide teachers with confidence in the Centre Determined Grades they haveassigned, to ensure fairness and objectivity of decisions, and to ensure consistency inthe application of assessment criteria and standards.Where more than one teacher is involved in marking the assessment, the application ofthe mark scheme must be agreed before marking begins.When marking is complete, internal standardisation must be conducted to ensure allmarkers have applied the mark scheme consistently and accurately.Internal standardisation should include cross-marking samples of work across the fullrange of attainment and include students’ work from each class to ensure a commonstandard within a department is applied.Version 29
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject GuidanceGrade DescriptionsGrade descriptions set out the characteristics of performance at key grades in the graderange for a qualification, in terms of both content covered and the skills developed(assessment objectives) over the course of study. These should be used to form thebasis of your decisions on the Centre Determined Grades that will be awarded to yourstudents in Summer 2021.Grade descriptions are provided at Grades A and E in the GCE specification for both ASand A2 level, to give a general indication of the standards of achievement likely to havebeen shown by students awarded these grades. To support teachers in Summer 2021,we are providing an additional grade description at Grade C. Teachers should refer tothese descriptions to support their judgements when arriving at their Centre DeterminedGrades for students.Please note that shortcomings in some aspects of students’ performance inassessments may be balanced by better performances in others.Please see Appendices 1 and 2 for the Grade Descriptions at A, C and E for bothAS and A level. These also include the type of assessment objective evidence you maywish to use and the key features associated with each grade.Practical Application of Grade DescriptionsTo select the most appropriate grade for a student, teachers may use the followingapproach:1. Familiarise yourself with the grade descriptions for the subject.2. Consider support materials such as those set out in Section 4 of this document.3. Before you arrive at a holistic grade for a student’s performance, review the evidenceavailable. At this stage you may wish to make notes to record the qualities that arebeing looked for.4. Consider the positive features of the evidence, based on the key features describedin the Appendix.5. Using the descriptions for Grades A, C and E, based on the principle of ‘best fit’,select the grade you believe comes closest to encapsulating the overall achievementof the student as demonstrated by the evidence. Using this grade as a benchmark,work either up or down using the table below to find the final grade.For example: In an AS Level assessment, the candidate’s response to a question lacks aclear explanation and it relies heavily on the stimuli provided. However, they do show anunderstanding of the economic impact, and have provided some examples, although theyhave also overlooked some important issues. They have made a few minor errors in theirdiagrams but have made a brief but appropriate conclusion tying together a couple oftheir points.Version 210
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject Guidancea) if you are of the view that the candidate’s evidence meets the description for grade C,consider this first; if the supporting evidence is strong, you may then wish to go up tothe grade above and decide if the evidence meets this, and so on, until you have abest fit between the grade description and the student's work; orb) if you are of the view that the candidate’s evidence does not meet the description forgrade C, then go down to the grade below and decide if it meets this, and so on, untilyou have a best fit between the grade description and the student's work.The table below summarises this approach:Grade Description/AdviceA*(A2only)Candidates at grade A* clearly demonstrate all of the features associatedwith performance at ‘A’ but in many areas elements of the evidencepresented are exceptional, i.e. beyond that which would reasonably beexpected of a candidate working at grade ‘A’.ASee Grade A Description.BCandidates at grade ‘B’ may demonstrate some elements of grade ‘A’performance in the evidence presented but, because of limitations in otheraspects of their work, not to the extent that an assessor could confidentlyaward a grade ‘A’.CSee Grade C Description.DCandidates at grade ‘D’ may demonstrate some elements of grade ‘C’performance in the evidence presented but, because of limitations in otheraspects of their work, not to the extent that an assessor could confidentlyaward a grade ‘C’.ESee Grade E Description.Version 211
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject Guidance6. Further Advice and InformationSummer 2021 presents us with significant challenges, particularly teachers and students,and we hope the information set out in this document supports you through the process ofawarding Centre Determined Grades this year. The information in this document will besupplemented with a webinar, which amongst other things will provide additional guidanceon how to apply grade descriptions to the process of arriving at Centre Determined Gradesfor each of your students.If in the interim you require further information, please contact:CCEA HelplineEmail: helpline@ccea.org.ukTelephone: 028 9026 1220. The helpline is operational eachday from 9am to 5pm, Monday to Friday, for centres withqueries in relation to Summer 2021.All other queries should be directed tocentresupport@ccea.org.ukCCEA Entriesentriesandresults@ccea.org.ukSubject OfficerJill Armerjarmer@ccea.org.ukSpecificationSupport OfficerArlene Ashfieldaashfield@ccea.org.ukVersion 212
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject GuidanceAppendix 1AS Grade Descriptions and Key Features – EconomicsAssessment ObjectiveGradeDescriptionsAO1 EvidenceThroughout all parts of thequestion papers, butparticularly in Section Aand part (b) of Section BCCEA 2021 assessmentresources past papers mock exams a range of questionstyles, including thosewhich call for calculationor brief comment, shortdescriptive answers andextended writtenresponses.Version 2AO1ACECandidates characteristically: demonstrate detailed knowledge ofterms, concepts, theories and modelscontained in the AS units, with fewsignificant omissions; and demonstrate clear understanding of:– terminology;– institutions; and– models.Candidates characteristically: demonstrate sound knowledge of mostterms, concepts, theories and modelscontained in the AS units, withrelatively few omissions; and demonstrate reasonable understanding of:– terminology;– institutions; and– models.Grade A Key FeaturesGrade C Key FeaturesCandidates characteristically: demonstrate knowledge of someterms, concepts, theories and models contained in the AS units;and demonstrate some understanding of:– terminology;– institutions; and– models.Grade E Key FeaturesAt this level, the candidate will also: generally, be capable of attemptingall questions asked. identify accurately informationrequired to answer each question. extend answers beyond elementsgiven in question stimulus material.At this level, the candidate will also: occasionally only be able to offer tokenanswers to some questions. provide some answers which lackclarity because the issues involved arenot clearly explained. sometimes rely heavily on aspects ofissues flagged in source stimuli.13At this level, the candidate will also: fail to attempt some questions. provide answers only marginallyrelevant to some questions asked. base answers on misconceptions - forexample, that working-age populationis equal to ‘workforce’. rely almost exclusively in somequestions on source material.
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject GuidanceAssessment ObjectiveAO2AGradeDescriptionsCandidates characteristically: demonstrate the ability to show howeconomic agents are affected by andrespond to economic issues byapplying:– concepts;– numerical and graphicaltechniques;– theories and models; and– terminology.AO2 EvidenceGrade A Key FeaturesThroughout all parts of thequestion papers, butparticularly in Section Aand early parts of Section BAt this level, the candidate will also: demonstrate understanding of rolesand purposes of real-worldinstitutions. recognise how economic issues havewider social or other impacts. interpret statistical information withconfidence and accuracy. be comfortable in illustrating answerswith real-world examples. relate answers to specific contexts ofquestions asked.CCEA 2021 assessmentresources past papers mock exams a range of questionstyles, including thosewhich call for calculationor brief comment, shortdescriptive answers andextended writtenresponsesVersion 2CCandidates characteristically: show how economic agents areaffected by and respond to economicissues by accurate, if limited,application of:– concepts;– numerical and graphicaltechniques;– theories and models; and– terminology.Grade C Key FeaturesAt this level, the candidate will also: show some awareness of roles andpurposes of real-world institutions. perceive that economic issues havewider social or other impacts. be reasonably competent in handlingstatistical information. have some blind spots as far as realworld exemplifications of economictheory are concerned.14ECandidates characteristically: show how economic agents areaffected by and respond to economicissues by applying in part some:– concepts;– numerical and graphicaltechniques;– theories and models; and– terminology.Grade E Key FeaturesAt this level, the candidate will also: have imperfect understanding of rolesand purposes of real-worldinstitutions. have very limited insight into howeconomic issues interconnect with, forexample, social or political ones. have difficulty in relating information instatistical form to its implications forordinary people. often fail to relate some answers tospecific contexts of a question.
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject GuidanceAssessment ObjectiveAO3AGradeDescriptionsAO3 EvidenceThroughout all parts of thequestion papers, includinglonger questions in SectionACCEA 2021 assessmentresources past papers mock exams a range of questionstyles, including thosewhich call for calculationor brief comment, shortdescriptive answers andextended writtenresponses.Version 2CECandidates characteristically: show the impact on economic agentsby:– selecting relevant concepts,models or theories; and– demonstrating development oflogical explanations of economicissues in relevant contexts withfocus and relevance.Grade A Key FeaturesCandidates characteristically: investigate impact on economicagents by:– selecting relevant concepts,models, or theories; and– developing coherent explanationsof economic issues in relevantcontexts.Ca
Summer 2021 Alternative Arrangements: AS and A Level Economics Subject Guidance Version 2 1 Introduction On 6 January 2021, the Minister of Education, Peter Weir MLA, cancelled all CCEA GCSE, AS and A2 examinations scheduled for January, February, May and June 2021. Instead, the approach t
Summer 2021 Alternative Arrangements: GCSE Physics Subject Guidance Version 1.0 1 Introduction On 6 January 2021, the Minister of Education, Peter Weir MLA, cancelled all CCEA GCSE, AS and A2 examinations scheduled for January, February, May and June 2021. Instead, the approach t
Summer 2021 Alternative Arrangements: GCSE History Subject Guidance Version 1.0 1 Introduction On 6 January 2021, the Minister of Education, Peter Weir MLA, cancelled all CCEA GCSE, AS and A2 examinations scheduled for January, February, May and June 2021. Instead, the approach t
The SOLAS regulation II-2/Regulation 17, "Alternative design and arrangements", along with supporting MSC/Circ. 1002 entered into force on July 1, 2002, allows a methodology to be used for alternative design and arrangements for fire safety. It essentially permits the use of a performance-
August 2, 2021 15 August 2, 2021 16 August 2, 2021 17 August 3, 2021 18 August 4, 2021 19 August 5, 2021 20 August 6, 2021 21 August 9, 2021 22 August 9, 2021 23 August 9, 2021 24 August 10, 2021 25 August 11, 2021 26 August 12, 2021 27 August 13, 2021 28 August 16, 2021 29 August 16, 2021 30 August 16, 2021 31
4 Rig Veda I Praise Agni, the Chosen Mediator, the Shining One, the Minister, the summoner, who most grants ecstasy. Yajur Veda i̱ṣe tvo̱rje tv ā̍ vā̱yava̍s sthop ā̱yava̍s stha d e̱vo v a̍s savi̱tā prārpa̍yat u̱śreṣṭha̍tam āya̱
1 Introduction Alternative work arrangements, such as flexible scheduling, working from home, and part-time work are a common and by some measures a growing feature of the U.S. labor market.1 While these arrangements may facilitate work-life balance, they are not necessarily worker-friendly.
“Music Arrangements” Question: The credits indicate that Alex and Steve were responsible for the "music arrangements". I was wondering what this all included. I am particulary interested in who did the vocal arrangements for "No One Mourns the Wicked."Thanks, Ryan Answer from Carol de Giere: Hi all. This was something I felt I needed to know.
IBM Security Directory Integrator Version 7.2 Installation andAdministrator Guide SC27-2705-02
