Epq assembly
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The document describes an Extended Project Qualification that allows students to complete a single independent research project on a topic of their choosing. It can be presented as a report, dissertation, performance or other format. Suggested topics are given as examples. The project involves taught research skills, supervision, and results in UCAS points for university admission. It is recommended for organized, independent students interested in developing strong research abilities.
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My Extended Project Qualification (EPQ)
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This presentation outlines an Extended Project Qualification (EPQ) on an unspecified topic. It includes sections for the title of the EPQ project, an outline of the topic, a discussion of research conducted including primary and secondary sources, an analysis of research findings, strengths and weaknesses of the project, what was learned from completing the EPQ, and final thoughts. The presentation provides the framework to discuss all aspects of an EPQ from topic outline to research to evaluation.
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Epq presentation
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Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
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The document discusses the evaluation of an extended project. It summarizes the time management techniques used, difficulties experienced with software and meeting deadlines, thoroughness of research conducted, how the final outcome differed from initial intentions, skills developed, and audience feedback. Key points include poor time management, software issues causing delays, research could have been more thorough by including more primary sources, and the final outcome was improved from initial ideas through an iterative design process. Feedback was generally positive but indicated some aspects like colors and images could be improved. Reflection on the experience will inform doing the project differently in the future, such as improved time management and more primary research.
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The document provides an overview of the key steps and considerations for designing a project-based learning (PBL) unit, using the example of a unit on Great American Authors of the 1950s. It outlines the 5 steps as: 1) begin with the end in mind by defining the essential learning outcomes; 2) craft a driving question; 3) plan assessments; 4) map out the project; and 5) manage the process. Sample activities, assessments, and resources are presented for each step to illustrate what a PBL unit following this framework may include.
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The document describes a student's extended project proposal to create an advertising campaign for The Body Shop's makeup range. The campaign aims to change the way girls use makeup by promoting natural beauty. Research was conducted on existing campaigns and their effects on girls' self-esteem. A TV advert, billboard, and website banner were created showing a model enjoying herself without airbrushing to promote a natural look. Feedback on the first TV advert draft led to improvements in audio and video quality. The final campaign was evaluated as successfully conveying the message of natural beauty in a fun, quirky way.
Epq presentation
- The document summarizes a student's Extended Project Qualification presentation on how to effectively meet the individual needs of children with Autism Spectrum Disorder in primary classrooms.
- The student's project involved researching characteristics of ASD and strategies for inclusion, through interviews with teachers and studies on social skills interventions.
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EPQ Presentation
The document discusses an extended project on how TV programmes represent the problem and solution of eating disorders. It analyzes the TV show "Supersize VS Superskinny" which shows an overweight and underweight person swapping diets. While the show presents solutions and healthier strategies, the advertisements shown during the programme promote unhealthy high-calorie foods, contradicting the message of the show. Critics argue these advertisements could trigger eating disorders in vulnerable viewers.
EPQ Presentation
This project aimed to create a fully functioning fan website. Research was conducted from various sources including books, magazines, and television studies. Planning methods such as to-do lists, notes, and a Gantt chart were utilized. The website was to include episode guides, character guides and trivia, fan mixes and fiction, and a section for articles, videos, and downloads contributed by users. The primary goal of creating a fan website was achieved through effective research and planning methods. Valuable skills in website creation, fan culture, time management, and research analysis were gained.
My Extended Project Qualification (EPQ)
This is the main bulk of my EPQ which gained an A grade at A Level. There are other bits, such as a log, reflection and several appendices, but this is the main bulk of it
Epq presentation template
This presentation outlines an Extended Project Qualification (EPQ) on an unspecified topic. It includes sections for the title of the EPQ project, an outline of the topic, a discussion of research conducted including primary and secondary sources, an analysis of research findings, strengths and weaknesses of the project, what was learned from completing the EPQ, and final thoughts. The presentation provides the framework to discuss all aspects of an EPQ from topic outline to research to evaluation.
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My EPQ project was to create illustrations based on the wants and needs of my target audience of primary school children aged 7-9. Through research and experimenting with different artistic techniques like watercolors, acrylic paint, pen, collage, and pop-ups, I determined that acrylic paint worked best to produce illustrations with high detail and tonal value that would appeal to my audience. I conducted a workshop where the children enjoyed illustrations with humanized animals, strong texture and detail, and realistic colors. My final product was acrylic paintings that met the wants of my target audience. I learned skills in referencing, time management, and working with different artistic styles and techniques through completing this project.
EPQ Presenation
To develop technical caricature skills and improve drawing abilities, the student proposed a project to create politically-themed caricature illustrations for a magazine. The objectives were to gain understanding of caricature's history and techniques through creating portraits that exaggerated features while maintaining likeness. The process involved researching topics, initial sketches, ink drawings, and using software to stretch, squash and finalize the caricatures for presentation.
Gantt chart for epq
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Sevcan Yasa is conducting research for an extended project qualification on the topic of "To what extent is society socially influenced?". The document provides initial resources on social influence and social psychology that Yasa plans to use, including websites, videos on Milgram's obedience experiment and social networks/influence, and additional sources may be found during the research process. Yasa's analysis of Milgram's experiment found that people are easily influenced by others in positions of power and authority, which links to the topic of social influence.
Epq presentation
The document outlines Jessie Plant's EPQ project on portrayals of women's lives in 19th century novels. The project analyzes four novels: Pride and Prejudice, North and South, Little Dorrit, and Tess of the D'Urbervilles. Jessie splits the analysis into five themes: marriage, industrialization and urbanization, wealth and poverty, love and morality, and class. She finds Pride and Prejudice most focuses on marriage, North and South on industrialization, Little Dorrit on wealth and poverty, and Tess of the D'Urbervilles on love and morality. Jessie describes her process of reading the novels and sources, planning her essay structure, and what
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- The document outlines an EPQ presentation project investigating whether an individual's attachment to their primary caregiver can affect their participation in criminal activities.
- The project involved secondary research on existing theories and primary research through a questionnaire given to 20 participants to identify attachment types and responses to scenarios.
- The findings suggest that insecure or disorganized attachments have the highest impact on potential criminal participation, though complete loss of attachment appears most substantial. Attachment should be a target for interventions to reduce crime participation.
A04 - Review The Project - Extended Project Evaluation
Ashley Gunshorn completed an extended project evaluating their time management and research for a documentary promoting a Creative and Media diploma program. They experienced difficulties like changing their project idea and technical issues, but overcame them through perseverance and practice. Feedback on the final outcome was mixed, with comments on improving audio levels, including more classroom scenes, and using a more interview-style format. For future projects, Ashley would plan more thoroughly, research more in-depth using different sources, explore more locations for filming, and gather more feedback.
Epq Presentation
The document discusses balancing conflicting interests within the law. It presents a scenario where Peter Hain or Tony Blair must decide whether to release 400 IRA prisoners in an effort to secure peace in Northern Ireland. Balancing conflicting interests involves ruling in favor of one party's interests over another when their interests conflict. The author analyzed Roscoe Pound's theory that social interests will always outweigh individual interests due to biases in the legal system. The aim of the project was to examine if Pound's view remains valid today. Through research and case studies, the author concluded Pound's view is not fully supported, particularly in regards to human rights where individual interests often prevail over social interests.
EPQ Presentation
Anna Koto created a fashion magazine for her EPQ presentation. Her goals were to produce a professional-looking magazine that understood readers' interests and expectations. Through research at Vogue House and surveys, she learned readers prefer magazines like Vogue, W Magazine, and Marie Claire that provide in-depth features and a mix of articles. For her project, she included easy to access, contemporary articles but had to reduce page numbers. Overall, she learned about the large time commitment and organization required for magazine production.
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An introductory lesson for GCSE EPQ pupils. The first part of the lesson is focussed on giving information to pupils about the course. The second part is an activity focussed on the August riots in England.
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Simone Graham's EPQ project examines how the Disney Corporation has achieved success and how their film production techniques and types of films contribute to this success. Through secondary research of sources like books, websites and surveys, as well as primary research including analyzing movie trailers and surveying family and friends, Simone found that while Disney focuses on profits and technology, the general public cares more about story, characters and quality. Simone also learned about Disney's history and the production processes involved in creating their animated films. Overall, the project helped improve Simone's research and analysis skills.
Opportunities: Supporting the extended project qualification
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Extended Project Evaluation AO4 (Evaluating the project)
The document discusses the evaluation of an extended project. It summarizes the time management techniques used, difficulties experienced with software and meeting deadlines, thoroughness of research conducted, how the final outcome differed from initial intentions, skills developed, and audience feedback. Key points include poor time management, software issues causing delays, research could have been more thorough by including more primary sources, and the final outcome was improved from initial ideas through an iterative design process. Feedback was generally positive but indicated some aspects like colors and images could be improved. Reflection on the experience will inform doing the project differently in the future, such as improved time management and more primary research.
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1
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EDUR 6100, Dr. Colín EDUR 6100 Instructi.docx
EDUR
6100,
Dr.
Colín
EDUR 6100
Instructions and Rubric for
The (Final)
Anthropological Analysis of Cultural Diversity (Project)
The purpose of the final project is to invite you to deepen your understanding of
the anthropological analysis of cultural diversity. It invites you to take an
anthropological stance, to consider cultural contexts and practices, and the
various meanings assigned to these, from a perspective other than your own. One
important aspect of the anthropological understanding of cultural diversity is for
researchers to consider cultural contexts, practices, and meaning from the emic or
insider’s perspective. Furthermore, this assignment invites you to reflect upon
what you learned that might help you understand the cultural dynamics of
schools and schooling.
Recognizing that course members are in different academic programs, work sites,
and have different career aspirations, and in an effort to have this culminating project be the most meaningful for each, students
are required to design their own final project in consultation with the professor. Students are required to go out in the field, and do
some basic ethnography (utilize anthropological methods) in an education setting (broadly defined), but how they approach that
experience, what they focus on, and what they produce to turn in is generally open. The product will be linked/submitted both in
LiveText and on the course website.
Final Project Proposal
The proposal for the final project due date is on the course syllabus. It should be submitted as a private journal entry on
the course website. The proposal can be brief (150-200 words) but should relay the selected research site, focus, context,
methods and timeline of data collection, and product to be delivered. Also, students will discuss their project proposal
and their progress with the professor in a web appointment.
SOME FINAL PROJECT “Product” POSSIBILITIES:
• Short Ethnographic Documentary Film
• Radio Story/Podcast (c.f. StoryCorps, NPR, etc.)
• Small scale replication of a previous study
• Community Mapping Project & reflection
• Cultural Plunge & reflection
• Funds of Knowledge Project toward K-12
Curriculum Design
• School Observation
• Visual Ethnography (e.g. PhotoVoice)
• Institutional History
• Auto-Ethnography
• Investigative reporting
• . . .another approved project
Each project must demonstrate an understanding of and be grounded in the methods, and theories of cultural anthropology. It may
be inspired by the texts reviewed in class. In the final product students may consider relaying the following components (depending
on the project you design, these may or may not apply. I provide them here for your consideration):
n Detail the Research Focus & Context: [for example:] What was my research focus? What community and/or setting did
I select for my project? What background information do my audiences need to know? Why ...
English 202 March15 & 17
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How to write_a_research_proposal
This document provides guidance on how to write a research proposal. It begins by defining research as the systematic investigation of data to establish facts and reach new conclusions. A research proposal summarizes the intended research project and demonstrates the writer's critical thinking and communication skills. The document then outlines the key components of a research proposal, including the title, introduction, aims and objectives, methodology, and bibliography. It emphasizes that the proposal should be clear, concise, coherent and demonstrate critical thinking. The writer should get feedback and ensure the elevator pitch explanation is understandable.
Sloan bl workshop04192010final
The document provides an overview of the Next Generation Course Redesign project at the University of North Texas. It discusses the goals of improving student learning outcomes, having a university-wide impact, and establishing sustainable and replicable course redesigns. It then describes the process used for course redesign, which involves faculty teams redesigning courses over two years within a community of practice. The document demonstrates the redesign process through examples of a sociology course and a world literature course that were redesigned using blended learning approaches with online, small group, and lecture components.
Lecture-on-Writing-Research-Paper.ppt
This document discusses issues in mathematics education and provides potential research problems. It notes that engaging students in the new digital age through innovative teaching approaches and technologies is a critical issue. Specifically, how to appropriately integrate technology into mathematics curriculum and instruction while focusing on pedagogical aspects is challenging but important. A second issue discussed is addressing student diversity in multicultural classrooms, including language and cultural backgrounds, which requires teachers to be conscious of students' socio-cultural contexts. A third potential research problem presented is exploring the role of culture in mathematics and how it has been developed across different cultures worldwide.
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Introduction
In life, there are universal laws that govern everything we do. These laws are so perfect that if you were to align yourself with them, you could have so much prosperity that it would be coming out of your ears. This is because God created the universe in the image and likeness of him. It is failure to follow the universal laws that causes one to fail. The laws that were created consisted of the following: ·
Law of Gratitude: The Law of Gratitude states that you must show gratitude for what you have. By having gratitude, you speed your growth and success faster than you normally would. This is because if you appreciate the things you have, even if they are small things, you are open to receiving more.
Law of Attraction: The Law of Attraction states that if you focus your attention on something long enough you will get it. It all starts in the mind. You think of something and when you think of it, you manifest that in your life. This could be a mental picture of a check or actual cash, but you think about it with an image.
Law of Karma: the Law of Karma states that if you go out and do something bad, it will come back to you with something bad. If you do well for others, good things happen to you. The principle here is to know you can create good or bad through your actions. There will always be an effect no matter what.
Law of Love: the Law of Love states that love is more than emotion or feeling; it is energy. It has substance and can be felt. Love is also considered acceptance of oneself or others. This means that no matter what you do in life if you do not approach or leave the situation out of love, it won't work.
Law of Allowing: The Law of Allowing states that for us to get what we want, we must be receptive to it. We can't merely say to the Universe that we want something if we don't allow ourselves to receive it. This will defeat our purpose for wanting it in the first place.
Law of Vibration: the Law of Vibration states that if you wish on something and use your thoughts to visualize it, you are halfway there to get it. To complete the cycle you must use the Law of Vibration to feel part of what you want. Do this and you'll have anything you want in life.
For everything to function properly there has to be structure. Without structure, our world, or universe, would be in utter chaos. Successful people understand universal laws and apply them daily. They may not acknowledge that to you, but they do follow the laws. There is a higher power and this higher power controls the universe and what we get out of it. People who know this, but wish to direct their own lives, follow the reasons. Successful people don't sit around and say "I'll try," they say yes and act on it.
Chapter - 1
The Law of Attraction
The law of attraction is the most powerful force in the universe. If you work against it, it can only bring you pain and misery. Successful people know this but have kept it hidden from the lower class for centuries because th
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The document discusses essential questions and their importance in education. It defines essential questions as open-ended inquiries that stimulate thought and promote inquiry. Examples are provided to distinguish essential questions from non-essential questions. The document also provides strategies for developing essential questions, such as unpacking standards to identify key concepts or crafting questions based on desired student understandings. Finally, tips are offered for implementing essential questions in the classroom to encourage discussion and exploration of new perspectives.
Instructional design
This document summarizes key points from a library instruction training session. It outlines goals for librarians to understand instruction principles and gain classroom management ideas. Objectives include recognizing teaching methods, sharing experiences, and discussing anxieties about teaching. The document then covers instructional design models and concepts like backwards design. It also discusses pedagogical approaches such as active learning, constructivism, and learner-centered teaching. Specific techniques are provided, like using videos to demonstrate effective and ineffective classroom management styles.
Learners’ Understanding and Preferences of Feedback
A comparative study across five countries on how students in Higher education perceive feedback and which demands they have
Presented at the E-Learn conference 2012 in Montreal
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This document discusses using passion-based learning to motivate students. It defines passion as a strong inclination toward an activity people like and invest time in. The document outlines using interest inventories to help students identify their passions. It then discusses designing learning experiences around those passions to foster engagement and having students create final projects reflecting their passions. Student surveys found passion increased commitment and few prior opportunities to explore passions in school.
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Moral development theories propose that morality progresses through stages of increasing complexity, from a focus on obedience and consequences to considering social order and universal ethical principles. However, critiques argue that Kohlberg's theory is biased towards Western notions of justice and fails to account for non-Western concepts of morality or women's tendency towards care-based reasoning. The implications are that teachers and researchers should consider cultural and gender influences and use a variety of dilemmas involving both justice and care when studying and facilitating moral growth.
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This document provides examples of activities teachers can do in various subjects to promote equality and diversity in the classroom. In art, teachers can ask students to explore artists from diverse backgrounds and disabilities. In business studies, they can discuss gender inequality, disabled entrepreneurs, and diversity in advertising. Across subjects like home economics, history, and health and social care, teachers are encouraged to incorporate topics about different cultures, identities, and lived experiences. The overall message is to illustrate the importance of equality and non-discrimination through curriculum content and classroom discussions.
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Epq assembly
- 2. Single piece of work of your choice: Report Dissertation Artefact Performance A2 standard work
- 3. Anything! It could be an extension of a topic that you find interesting from one of your AS subjects. It could be a hobby that you want to research further. It could be linked to your university course choice
- 4. Is the media to blame for a negative body image? Music and meaning Electoral systems in the UK and Germany The evolution of women’s fashion Was Napoleon a hero or a tyrant? A review of renewable energy and it's possibilities in 2011 The funding of Hospices in the UK Who was Martin Luther and what was his impact on Society through to today? A short film based on research of other short films, techniques and approaches
- 5. Introduction Taught elements Coordinator Supervisor Key dates Consult specialists
- 6. Build up a ‘tool kit’ of skills such as: Research, planning, presentation, communication etc… Prepare for university/employment Broadest appeal of all educational reforms to university admissions tutors What do universities think about EPQ? A* = 70 UCAS Points B = 60 UCAS Points C = 50 UCAS Points D = 40 UCAS Points E = 20 UCAS Points
- 7. Have you got a strong interest in a particular area? Are you able to work independently? Have you got strong research and analytical skills....and are keen to develop these? Are you a committed and organised student? If you answered YES to all these questions then......the EPQ is for you! If you answered NO to one of these questions then the EPQ is probably not for you.
- 8. Think about what you could do Take a research booklet and complete over the summer Detailed bibliography and literature review Bring this back to your week 6 interview and show your interviewer www.aqa.org/projects