This document provides tips on how to answer different types of questions on the CIE IGCSE History exam. For part (a) questions worth 4 marks, students should provide 4 brief factual points worth 1 mark each. For part (b) questions worth 6 marks, students should provide at least 4 points that are each explained for 1 mark and fully analyzed for an additional mark. For part (c) questions worth 10 marks, students should provide 3 points explaining their agreement with the statement and 3 points explaining their disagreement, plus a conclusion assessing which side is most important and their overall stance. The document also provides guidance on answering source-based questions, emphasizing using evidence from the sources to answer the specific questions while analyzing reliability and
02. GERMANY - DEPTH STUDY: THE IMPACT OF THE TREATY OF VERSAILLESGeorge Dumitrache
01. GERMANY - DEPTH STUDY: THE IMPACT OF THE TREATY OF VERSAILLES. Germany lost 10% of its land, all its overseas colonies, 12.5% of its population, 16% of its coal and 48% of its iron industry. There were also the humiliating terms, which made Germany accept blame for the war, limit their armed forces and pay reparations.
REVISION IGCSE CAMBRIDGE HISTORY: ROME-BERLIN AXIS 1936
The Axis powers, also known as "Rome–Berlin–Tokyo Axis", were the nations that fought in World War II against the Allies. The Axis powers agreed on their opposition to the Allies, but did not completely coordinate their activity.
LEAGUE OF NATIONS: EFFECTS OF GREAT DEPRESSION.
The League of Nations was formed to prevent a repetition of the First World War, but within two decades this effort failed. Economic depression, renewed nationalism, weakened successor states, and feelings of humiliation (particularly in Germany) eventually contributed to World War II.
02. GERMANY - DEPTH STUDY: THE IMPACT OF THE TREATY OF VERSAILLESGeorge Dumitrache
01. GERMANY - DEPTH STUDY: THE IMPACT OF THE TREATY OF VERSAILLES. Germany lost 10% of its land, all its overseas colonies, 12.5% of its population, 16% of its coal and 48% of its iron industry. There were also the humiliating terms, which made Germany accept blame for the war, limit their armed forces and pay reparations.
REVISION IGCSE CAMBRIDGE HISTORY: ROME-BERLIN AXIS 1936
The Axis powers, also known as "Rome–Berlin–Tokyo Axis", were the nations that fought in World War II against the Allies. The Axis powers agreed on their opposition to the Allies, but did not completely coordinate their activity.
LEAGUE OF NATIONS: EFFECTS OF GREAT DEPRESSION.
The League of Nations was formed to prevent a repetition of the First World War, but within two decades this effort failed. Economic depression, renewed nationalism, weakened successor states, and feelings of humiliation (particularly in Germany) eventually contributed to World War II.
REVISION IGCSE CAMBRIDGE HISTORY: HUNGARIAN UPRISING 1956. It was a nationwide revolution against the Hungarian People's Republic and its Soviet-imposed policies, lasting from 23 October until 10 November 1956. Leaderless at the beginning, it was the first major threat to Soviet control since the Red Army drove Nazi Germany from its territory at the End of World War II in Europe.
LEAGUE OF NATIONS: THE MANCHURIAN CRISIS.
The Manchurian Crisis 1931-1933 followed the Mukden Incident in which Japanese rail tracks were destroyed in an explosion. The issue was investigated by the League of Nations which found Japan to be at fault. The Japanese ignored the League of Nations and left the organisation.
CAMBRIDGE IGCSE/AS HISTORY: THE LEAGUE OF NATIONS 1919-1939George Dumitrache
Presentation suitable for IGCSE and AS level Cambridge. Content: the birth of the LON, the covenant, the LON weaknesses, membership of the League, border disputes in the 1920, failure of disarmament, international agreements, economy recovers.
03. SOVIET CONTROL OF EASTERN EUROPE: Country by country takeoverGeorge Dumitrache
In Western Europe, the term Eastern Bloc generally referred to the USSR and Central and Eastern European countries in the Comecon (East Germany, Poland, Czechoslovakia, Hungary, Romania, Bulgaria, and Albania). In Asia, the Soviet Bloc comprised Mongolia, Vietnam, Laos, Kampuchea, North Korea and China.
Assessment Assignment Helpful HintsAbridged version of the Gra.docxgalerussel59292
Assessment Assignment Helpful Hints
Abridged version of the Gram/Mehling document, compiled by Betty Sears Mehling
Before you begin, read the questions (prompt) first.
The questions tell you what sort of information you are expected to find in the written documents and cartoons/pictures.
Give yourself enough time to go over the documents multiple times.
Really think about the document between each reading.
Visualize what the document says as you read.
Think about what you learned in class and from the book that goes with the document.
Give yourself enough time to answer the questions (prompts) thoroughly.
Questions will have multiple parts.
2 or 3 sentences will not suffice.
Read your answers thoroughly.
Make sure that your answers make sense.
Make sure that you have supported your assertions.
Make sure that you use college level grammar and punctuation.
How to read a political Cartoon:
The creator is trying to make an argument or a point about something.
Know the historical context of the cartoon.
What year was it made?
What part of the country?
What event it is talking about?
Use your textbook and lecture notes to remind yourself of what was happening at the time the cartoon was created. Your secondary sources will give you the information you need to understand and analyze the visuals.
What seems important about the cartoon?
Political cartoons make a strong, succinct statement.
Whatever your eyes are drawn to is probably the main point.
Political cartoonists are trying to get you to agree with them about something.
What has the cartoonists drawn?
Look for symbols.
What is in the cartoon?
Cartoonists will sometimes use a familiar object to represent something else.
Example: If you see an elephant stomping a donkey, the cartoonist could be suggesting that the Republicans will win the next election.
Look for exaggeration.
Sometimes cartoonists use real objects but draw them in an exaggerated way.
If the cartoonist draws the members of Congress as screaming babies, maybe the point is the childish, unprofessional behavior of the members of Congress.
Determine if the cartoon is serious or ironic.
Short phrases throughout the cartoon can give you hints.
Compare the words with the picture. Are we supposed to agree with what the words are saying or are we supposed to realize that the opposite is true?
Many of the same rules above apply for photographs.
What is going on in the photograph?
Why did the photographer think this was something worth photographing?
What does he/she seem to be saying about the event or person in the photo.
What does the picture focus on?
What was happening when this picture was taken?
You must know the historical context of what is depicted in the picture before you can analyze it.
Reading a Primary Document:
Read the essay prompt (question 1) first.
Questions are designed to make sure you understand the main points.
Who is the author?
What do you .
REVISION IGCSE CAMBRIDGE HISTORY: HUNGARIAN UPRISING 1956. It was a nationwide revolution against the Hungarian People's Republic and its Soviet-imposed policies, lasting from 23 October until 10 November 1956. Leaderless at the beginning, it was the first major threat to Soviet control since the Red Army drove Nazi Germany from its territory at the End of World War II in Europe.
LEAGUE OF NATIONS: THE MANCHURIAN CRISIS.
The Manchurian Crisis 1931-1933 followed the Mukden Incident in which Japanese rail tracks were destroyed in an explosion. The issue was investigated by the League of Nations which found Japan to be at fault. The Japanese ignored the League of Nations and left the organisation.
CAMBRIDGE IGCSE/AS HISTORY: THE LEAGUE OF NATIONS 1919-1939George Dumitrache
Presentation suitable for IGCSE and AS level Cambridge. Content: the birth of the LON, the covenant, the LON weaknesses, membership of the League, border disputes in the 1920, failure of disarmament, international agreements, economy recovers.
03. SOVIET CONTROL OF EASTERN EUROPE: Country by country takeoverGeorge Dumitrache
In Western Europe, the term Eastern Bloc generally referred to the USSR and Central and Eastern European countries in the Comecon (East Germany, Poland, Czechoslovakia, Hungary, Romania, Bulgaria, and Albania). In Asia, the Soviet Bloc comprised Mongolia, Vietnam, Laos, Kampuchea, North Korea and China.
Assessment Assignment Helpful HintsAbridged version of the Gra.docxgalerussel59292
Assessment Assignment Helpful Hints
Abridged version of the Gram/Mehling document, compiled by Betty Sears Mehling
Before you begin, read the questions (prompt) first.
The questions tell you what sort of information you are expected to find in the written documents and cartoons/pictures.
Give yourself enough time to go over the documents multiple times.
Really think about the document between each reading.
Visualize what the document says as you read.
Think about what you learned in class and from the book that goes with the document.
Give yourself enough time to answer the questions (prompts) thoroughly.
Questions will have multiple parts.
2 or 3 sentences will not suffice.
Read your answers thoroughly.
Make sure that your answers make sense.
Make sure that you have supported your assertions.
Make sure that you use college level grammar and punctuation.
How to read a political Cartoon:
The creator is trying to make an argument or a point about something.
Know the historical context of the cartoon.
What year was it made?
What part of the country?
What event it is talking about?
Use your textbook and lecture notes to remind yourself of what was happening at the time the cartoon was created. Your secondary sources will give you the information you need to understand and analyze the visuals.
What seems important about the cartoon?
Political cartoons make a strong, succinct statement.
Whatever your eyes are drawn to is probably the main point.
Political cartoonists are trying to get you to agree with them about something.
What has the cartoonists drawn?
Look for symbols.
What is in the cartoon?
Cartoonists will sometimes use a familiar object to represent something else.
Example: If you see an elephant stomping a donkey, the cartoonist could be suggesting that the Republicans will win the next election.
Look for exaggeration.
Sometimes cartoonists use real objects but draw them in an exaggerated way.
If the cartoonist draws the members of Congress as screaming babies, maybe the point is the childish, unprofessional behavior of the members of Congress.
Determine if the cartoon is serious or ironic.
Short phrases throughout the cartoon can give you hints.
Compare the words with the picture. Are we supposed to agree with what the words are saying or are we supposed to realize that the opposite is true?
Many of the same rules above apply for photographs.
What is going on in the photograph?
Why did the photographer think this was something worth photographing?
What does he/she seem to be saying about the event or person in the photo.
What does the picture focus on?
What was happening when this picture was taken?
You must know the historical context of what is depicted in the picture before you can analyze it.
Reading a Primary Document:
Read the essay prompt (question 1) first.
Questions are designed to make sure you understand the main points.
Who is the author?
What do you .
Article Review -- PAD 530CriteriaLevels of AchievementCont.docxfestockton
Article Review -- PAD 530
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Summary Content
25 to 27 points
· Each paragraph is written using clear and concise language.
· Student thoroughly discusses the important details from the article, demonstrating comprehension.
22.5 to 24.5 points
· Student’s review cogently interacts with the article provided.
· A few details and/or examples are given.
1 to 22 points
The student’s review omits one of the key elements in the article.
0 points
Not present
Key Elements
24 to 26 points
· Student demonstrates understanding of the intent of the article
· Student presents biblical/ethical issues associated with the article.
· Discusses key elements in the review which are related back to the concepts within the course.
21.5 to 23.5 points
Student addresses all elements of the assignment.
1 to 21 points
Student’s summary contains superfluous information that does not reflect the ability to critically "weed-out" trivial content.
0 points
Not present
Structure (30%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
APA
Formatting
9.25 to 10 points
The review meets the length and formatting requirements.
Complete citation is formatted correctly.
Grammar and spelling are correct.
Formatting writing standards are implemented throughout the essay.
8.5 to 9 points
Review does follow length requirements.
Essay meets the majority of formatting guidelines.
.
1 to 8.25 points
Review fall short of meeting length requirements and formatting guidelines.
.
0 points
Not present
10
Grammar and Spelling
11 to 12 points
No grammatical, spelling or punctuation errors.
10 to 10.75 points
Minimal grammatical, spelling or punctuation errors.
1 to 9.75 points
A few grammatical, spelling, or punctuation errors
0 points
Not present
12
Instructions:
You will write two article reviews based on a designated article located in the Reading & Study folder of the corresponding module/week. Each review will summarize and critique the author’s position/conclusion in at least 500 words in APA format. Each Article Review is due by 11:59 p.m. (ET) on Saturday of the assigned module/week.
Here are some frequently asked questions concerning Major Writing Project 3. Below are some generic questions with my responses:
1) Question: In the instructions, it states that I need five sources, two of which should be peer-reviewed. How do I include the non-peer-reviewed sources? Answer: While you need five sources total, you might not want to treat all of those sources as your main voices in your argument. Let’s say you have three main voices that you summarize: two peer-reviewed sources and one non-peer-reviewed (see the next question too). These three sources are the main voices in the conversation you’re setting up. The other two sources (or more, if you wish) would just be incorporated as supporting sources for your own argu ...
CAMBRIDGE HISTORY: SOURCES. Contains elements about how to write the exam: what to do first, understanding sources, understanding cartoons, compare and contrast sources, mini-essay synthesis of all sources, how to approach the mini-essay, write the answer, conclusion.
Steps to Completing the Assignment 1. Identify a top.docxrjoseph5
Steps to Completing the Assignment:
1. Identify a topical issue about child or adolescent development (e.g., should armed police
officers be stationed in schools? Is playing Fortnite and similar video games harmful to children?
What is effective ways to combat cyberbullying?). Perhaps select one of the issues in your In
the News source if you are interested in it, consider a topic you have heard about in your
classes, or search online to find other current issues.
2. Conduct a search for 4 non-scholarly sources (source comes from someone not
affiliated with a University). Find sources related to that topic that come from different media
sources (e.g., newspaper, magazine, blog, organization website, advertisement, TV,
documentary, book, personal interview, podcast, social media feed). You will be assessed on
how well you pick sources that demonstrate a connection to one another.
3. Search for 4 scholarly sources that address the topic you have selected. Again it is best
to find sources that address the claims of the non-scholarly articles as closely as possible.
Three of your sources must be empirical studies (data was collected and analyzed). One
of your sources should be a literature review. It is useful to find your literature review first, as
they usually provide sufficient background on the topic to help you understand the topic and find
additional scholarly sources.
Literature Review Paper
a. An introduction that presents the topic and main claim(s) you will be addressing in
your paper. The introduction should capture the reader's interest, present any
controversies in the topic, a thesis or question you will address in the paper, and an
outline of the rest of the paper.
b. Body of your paper organized in themes/sections. Within these sections you should
describe the claims and evidence from your sources. Present information about
positions your sources take, how they support those positions. Follow the description
with a critical evaluation of your sources. Explain the strengths and weaknesses of the
information provided by the source and unanswered questions or how the source
contributes to the topic and leads to the next paragraph.
c. Comparison of sources. You should make comparison among sources and your
evaluation of the sources. How do the sources support one another, refute one another,
and explanations for which sources were more impactful and why.
d. Conclusion. You should make conclusive statements about the topic/issue you are
addressing, implications of the issue to parents, teachers, counselors, or others in
interacting with children, and issues or factors that are left unresolved or unaddressed.
Evaluating Sources' Claims
Category 1 - Unacceptable 2 –
Developing
3 – Proficient 4 –
Exemplary
Weight
%
Inquisitivenes
s
Paper is not
topical and
addressed
ideas that have
been well
established in
th.
HIS-FP1100
HIS-FP1100Evaluating Historical Sources Worksheet
Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences.
Sample formatted citation:
DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40
Citation for Source 1:
What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source 2:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source 3:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source #4:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
1
2
HIS-FP1100
HIS-FP1100Evaluating Historical Sources Worksheet
Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences.
Sample formatted citation:
DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40
Citation for Source 1:
What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer ...
Notes for Claim Writing Success1. Comments on Titles Sample #.docxcherishwinsland
Notes for Claim Writing Success
1. Comments on Titles:
Sample #1: chose strong language to show writer’s claim; first part grabs attention, second part gets focused
Sample #2: Please Help! Grabs the reader on an emotional level—got attention—the beginning part wasn’t as strong!!
Too fake! Not specific enough—(turned attention away) too blunt! Gives away too much!—
Sample #3: attention grabbing—polarizing language, strong words—can see both sides—
Critique: include “Formation” or not? Too much? Too litte?
Is it too exaggerated? Overly done? Not serious enough?
2. What goes in the first paragraph?
b. what worked?
Introduces the issue
Using some data? Used a quote? Create a sense of urgency or importance=gives justification, gives context
How is this different than Sec 3 (background)?
In claim—give a quick glimpse of the issue—
Sample 3—clear description of problem-
Quote? Expert echoes your statement so it doesn’t sound like you are making it up
Why not use it? Summarize
Sample 1 quote –early? Suspicious
In Sec 3 dig into the details more
c. what didn’t?
what didn’t work
MLA incorrect
Sample #2—too general---too broad!
3. What goes in the second paragraph?
MAP:
All major points of the paper (introduce or touch on every required section)
--Section 2—Suvin and short story
Map out the required sections of this paper (all your big moves!)
--solution (section 6)
Taking a stand –say what you argue and why it matters! Last two sentence of paragraph 2
Use first person? To use or not to use?
Feel more comfortable –easy to use commanding words
Sounding confident
Assert yourself into your argument—easier to sound confident
Map—chronological—follow the order of the paper!!
b. what worked?
c. what didn’t?
this is not project proposal writing
Is it specific? Controversial?
Map? What does that mean??
Stakes?
Final Research PAper
Final Research Paper: What’s the New Cognition? Estrangement in Octavia’s Brood
For your final paper, please select a novum you find cognitively estranging in one short story. Using outside research, write a 6-8 page, double spaced, 1 inch margins, 12pt font, Times New Roman research paper that investigates the new cognition the estrangement leads you to explore. The page requirement does NOT include the Works Cited.
Final version due to Canvas 3/20 before 11:59 pm.
Your bibliography should have at least 10 sources to support your argument and to detail what the new cognition is for you on this particular issue. Darko Suvin’s “Estrangement and Cognition” and the short story of your choice count as two of the ten sources.
At least three of your sources must be from academic, peer-reviewed journals. The other five (min.) can be from popular sources.
You need one quote in every paragraph, Sections 3-6.
Organization, Section I
2 paragraphs that outline the claim, complete with stakes. Recall, strong claims are specific, take a stand on something controversial, and they matter. Your claim should provide a ma.
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docxSALU18
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Tips on how to answer exam questions CIE IGCSE History
Paper 1 (Core material)
How to answer part (a) of a question [4 marks]
This question is purely knowledge-based; no analysis is at all required.
In this question, you get 1 mark for each fact you have written. The facts should be presented in
very brief statements. You are wasting your own time if you decide to turn this simple answer into
an essay. It should take up no more than 4-6 lines. For developing one point, you may be awarded
an additional mark for that point. However, the examiners are very stingy about awarding the
development mark, so don’t rely on it. 4 facts, 4 marks. Keep it that way.
1 mark per point, total 4 points needed.
How to answer part (b) of a question [6 marks]
This question tests both knowledge and understanding. You are awarded 1 mark for explaining a
relevant point and an additional mark for explaining and analysing that point fully, which means
that potentially you can gain 2 marks per point. That means that a minimum of 4 fully explained
points will get you full marks. If you have not properly explained a point, you won’t get the mark
for it. Once again, don’t waste your time by turning a simple answer into an essay. Yet, giving each
point its own paragraph will help the examiner keep track of your points and appreciate their value
the way you want them to.
1 mark per explained point
2 marks per fully explained point.
How to answer part (c) of a question [10 marks]
There is no need for an introduction paragraph. However, you need to have a clear structure in this
answer so that the examiner can keep track of your points.
In this answer, you MUST show both sides of the topic. You must show both why you AGREE with
the question and why you DISAGREE with the question. Ideally, the best candidates will provide
three points in agreement with the topic and three points in disagreement with the topic. You then
MUST give a conclusion, which involves:
(i) Which one point is the most important and why
(ii) Why you agree or disagree with the topic in the question.
Once again, don’t waste your time by turning a simple answer into an essay. Yet, giving each point
its own paragraph will help the examiner keep track of your points and appreciate their value the
way you want them to.
2. How to answer Paper 2 (Source-based paper)
In this paper, the candidate is provided with around ten sources, which include pictures and extracts.
A set of questions follow, asking you to comment on particular sources and compare sources with
one another. There is one question at the end that asks you to entertain an overall issue using all the
sources provided on that paper.
While answering the parts leading up to the main question, some key principles should be kept in
mind:
Don’t Summarize/ Explain/ Describe: The examiners know very well what every source is
saying/ looks like, so your job becomes not to explain the source but answer the question relevantly.
Show Both Sides of the Argument: Every question will entail evaluating sources in particular
directions. As a historian, you are expected to show why the source is and is not very reliable, and
why two sources agree and disagree, etc. It is likely that you will not gain marks in the higher bands
of the marking scheme if you fail to show both sides.
Find the 'Spirit': The marking schemes favour the candidates that can give a beyond-the-obvious
explanation. Think, “what is the central message of this source”. If you can manage to hack that, the
examiner will know that you are no doubt a solid candidate. Even when comparing two or three
sources, remember to compare the main or “big message” first, and then later you may compare the
smaller, subsidiary messages.
Look at Provenance: In the vast majority of questions, you should also use the provenance of the
source in the answer. The provenance is written below the source in italics, and describes the origin
of the source. For example, a source written in Germany could potentially have a bias toward
Germany. A history book extract is likely to be objective. Extracts from speeches may contain false
information that politicians use to misguide the crowds, etc.
Cross Reference: Support every point of analysis you make with a relevant fact or two from your
memory, or a reference to a quote from another source. This an important step in reaching the top
band of the marking scheme. Avoid going into lengthy descriptions using your own knowledge, I’ll
say it again, just a quick “fact or two” to give your point the maximum band of achievement.
In certain questions, you may be required to suggest why a particular source was published or what
the ‘purpose’of a source is. In this, the vast majority of past marking schemes have suggested the
inclusion of three main items in the answer:
1. Why did the author publish this? Here, you need to analyse the context of time and place of the
author and use that to deduce the reason for that publication.
2. What is the spirit or big message of the publication? Here, you deduce the central idea the artist
or author is trying to convey to you. Explain this message clearly and fully, while avoiding
extensive answers.
3. What is the desired effect on the audience? By audience, one could mean the public, the media or
politicians etc. What does the author want them to do? How does the cartoonist want them to feel?
Recently, some more interesting questions aim to put you in the shoes of others. For example, a
recent question once placed the candidates in the shoes of Woodrow Wilson, requiring you to write
how he would react to a particular source. Here, you get to become biased, and are not required to
3. show both sides of the argument. Use the following steps to answer this;
(i) Analyse Woodrow Wilson’s views using your own knowledge. (Note: the views and ideologies
of people may change over time, so be sure to check the date in which the question has been placed)
(ii) With those views in mind, begin analysing the sources like you usually do.
In more complex cases, they have asked the candidates to look at a source with the viewpoint of the
author of another source. This means you really have to use analysis of time/place/situational
context as well as analysis of the message of that source to successfully hack into the mindset of its
author. Then go on to answer the question.
The last question on each source-based paper is worth 12 marks (two are marks for your
evaluation) .
You need to go through each an every source and briefly explain why it supports the stance in the
question or opposes the stance in the question. Sometimes, a source can be both for and against the
issue, in such cases don’t panic- allot that source the side you feel it belongs in. While you briefly
go through each source, remember to pick out any two or three of those sources and fully evaluate
and analyse them (in reference to the question) to get the bonus marks reserved for such. The CIE
examiners have announced a precaution in regard to this question type:
“Source use must be reference to a source by letter, by provenance or by direct quote. There
must be examples from source content. There must be an explanation of how this
supports/does not support the statement.”
More on how to answer Paper 2 (source Paper)
• First read the questions.
• Then read ALL sources because the last, BIG question will require you to use your
knowledge of all the sources...so if you have read it you can already be thinking of your
answer as you go through the paper.
• Use info from source, but also background knowledge. Answers should focus on the sources
supported by knowledge of the bigger picture. Always support an answer with examples and
explanations. Avoid too much knowledge. IT IS ALL ABOUT THE SOURCES AND
WHAT THEY MEAN! The examiner is looking for evidence of the use of sources supported
by contextual knowledge.
• Be concise and relevant. There are no “right” answers – only well-supported opinions!!!
However, DO NOT rewrite the source! The examiner is very familiar with it and expects
you to interpret it or to use it in order to answer the specific question regarding the source.
• Take the questions in order – using the sources as directed. Allow twice as many minutes for
each question as there are marks for that question, i.e. allow at least 16 minutes for an 8
mark answer. Focus on what is being asked (or suggested).
• Always refer to the ‘source’ of the source, e.g. “A cartoon from a German newspaper of
September 1939”, or “A speech made in Parliament by Winston Churchill”. Refer to bias,
propaganda, self interest, etc. This is called the provenance of the source. ALSO mention
4. the relevance of the provenance to the meaning/message/intention of the source.
• Repeat info if necessary: if information is relevant to two questions write it down twice.
• Other sources on the Paper, not mentioned in the question, can be used if they contribute to a
better answer.
• Refer to sources by stating “According to Source C …” or “From Source A it is clear that
…”or “Source B mentions…”. Never write an answer to a question without mentioning
the source/s that is/are being referred to.
'RULES' for Paper 2
Rule #1 – Thou shalt answer the question directly in your first sentence. No need for an
introduction (use the keywords from the question).
Rule #2 – Thou shalt not summarize. No question will ask you to summarize the sources, so never
do it.
Rule #3– In comparison questions, thou shalt state exactly what the similarity/different is
(discussing sources separately will be a fail)
Rule #4 - Any question that involves 2 or more questions are comparison questions. In these
questions, be CAREFUL: What does the question ask you to compare? Sometimes it’s only attitude
or view about something, or sometimes it’s usefulness, or sometimes reliability
Rule #5 – Thou shalt USE THE SOURCE(s) to back up your arguments i.e. lots of evidence and
quotes from the sources
Rule #6 – Thou shalt check if the question wants to you have 2-sided arguments.
Rule #7 - Thou shalt not just look at the surface meaning. You may be expected to also discuss
the irony, tone or hidden messages sometimes.
Rule #8 - How useful is the source ≠ how reliable is the source:
USEFULNESS: What can the source show that is helpful for us to understand something VS.
What the source fails to show that’s important and should be shown (mainly the content of the
sources, but also providence!
RELIABILITY: Reasons we can trust the source VS. Reasons we can’t trust the source. Use
provenance of the sources to judge ("provenance" means date, author’s position, purpose, reasons
for bias…)
How to answer each type of Paper 2 question
1 - How far do Source X and Source Y agree/disagree with each other?
- The two sources agree/disagree only to some extent.
- On one hand the sources agree because they both have a _____ attitude/view about…. → quote
- The sources agree in their view about… / The sources both view ..… as……→ quote + explain
- However, the sources disagree in the way they look at… → quote + explain
- One sentence to sum up your judgement on 'how far'
5. (Note: Make sure you are identifying the similarities and differences, NOT just summarizing.
Make sure you're comparing how the sources interpret the historical events (e.g. 'Both sources have
a negative view on..."), NOT just comparing what the sources are about (e.g. "Both sources are
about USA and Cuba). Sometimes the agreements / disagreements are not directly expressed in the
sources, but implied. The fact that the sources have the same focus doesn’t mean they agree! The
fact that the sources are about different topics doesn’t mean they disagree!)
2- Does Source X prove Source Y to be true/wrong?
- On one hand, Source A proves Source B to be true because…. → quote
- Source A proves/affirms Source B’s point about….by saying…→ quote
- On the other hand, Source A may prove Source B to be wrong because…→ quote
- Source A disproves Source B by saying… → quote
+One sentence to sum up your final judgement
(in this question, you can focus on the content of the sources, but also the provenance of the
sources: e.g. if a source can be biased, it can’t be used to disprove another source. But you must
explain why you think the source is biased)
3- Why was Source X published in the year 19xx?
Source A was published in 19… because it aims to…. (+ evidence)
(Make sure you first identify the big picture of the source. Then explain why the author published it
in that particular year. This question involves lots of contextual knowledge. Show that you
understand the main message of the source, and discuss clearly the purpose / intention of the source,
in the context of your own knowledge of the context of that period, and what did the author want to
achieve by making the source known)
4- Study Sources X and Y. Is one of these sources more useful than the other about…?
- Yes, Source… is more useful than Source … in different ways.
- In terms of content, Source… can be more useful than Source …
- Both sources can be similarly useful.
- In terms of reliability, …..
- In conclusion, Source … is more useful because…/ both sources are almost equally useful
because…
5 - Are you surprised by this source?
- Yes, I’m quite surprised by the source as it confirms that … instead of…
- Taking into account the fact that the source was written by … it makes me more/less surprised…
(iscuss the parts you don’t expect, either the content, the message, author, the date)
- The fact that “….” does / doesn’t surprise me because… I expect it to be… because…
I’m not surprised by the claim that…. because the source is written by….(discuss the parts that are
reasonable or things you’ve already expected)
- Overall I am only a bit surprised that….because…
(Your answer should discuss content, provenance, and your own knowledge)
6. 7. Other types of questions
There are times when a question is not like any of the above. But don't worry! They are probably
asking the same thing if you read carefully.
E.g. "Source A is about events before the Cuban Missile Crisis. Does it mean it has no use to
historians studying the Crisis?" This is basically asking "how useful is the source"
E.g. Why do you think Kennedy recorded this meeting? This is basically asking "what is the purpose
of the source" (like question #3 above)
E.g. How do you think the cartoonist in Source X would react to what Kennedy says in Source Y?"
This is similar to "how far do the sources agree"
THE LAST QUESTION
This is the only question that does not change, so it’s the one you can prepare for best of all.
Make sure you keep this question in mind while working through the sources.
*Top tips:
- a 2-sided answer will be immediately awarded 7 out of 12 marks!
- You don’t need to use every source, but don’t skip more than one
The last question involves all the sources: take them one by one and formulate an all-inclusive
answer to the specific question. The sources used will support two different viewpoints or ‘sit on the
fence’. Ensure that the different viewpoints are explained and show how they are supported by the
sources. The conclusion reached should be based on the evidence given. This should come at the
end. Sort sources into categories: Sources SUPPORTING; Sources AGAINST; Sources doing
NEITHER You can use high lighters or symbols to indicate the three groups.
Firstly, work out which sources support the statement and which ones don’t AND which sources do
neither.
Secondly, plan to write a balanced answer which clearly addresses both sides of the question.
Third, simply evaluate the sources: quote from sources as evidence and back up your opinions
using contextual knowledge to explain how the source supports a side. For some sources, you may
need to evaluate their reliability and purpose in order to judge whether they prove the statement or
not (this gives you the highest marks)
Finally, remember to answer the question at the end! Give a short final judgement on "how far"
The basic rule for this question is that you must always make specific reference to the sources in
your answer. That means saying things like ‘Source A supports the statement because …’ and ‘I can
trust Source B because …’ Use your contextual knowledge to back up your opinions about the
sources and also to fill in the gaps in the story: e.g.: The sources don’t mention that Britain and
France led the League of Nations, which in turn was responsible for upholding the terms of the
Treaty of Versailles – and which had forbidden the Anschluss in the first place!
*Top tip - There are two bonus marks available in this last question for assessing or
reassessing the RELIABILITY of some of the sources you are considering! Every year more
students lose marks on this part of the paper than any other.
7. How to answer Paper 4 (extended essay on Depth Study)
Read the mark scheme below. The maximum mark you can get is 40 (Level 5).
Highest Level 5
33-40 Your answer is well written, balanced and highly focussed on answering the specific
question set. You have shown that you have a good understanding of the significance of the key
features that are relevant to the question such as reasons, results, changes, events and situations, and
are aware of the importance of the wider context of this knowledge. You are making effective links
between different factors in the question to reach conclusions that are well developed, well
explained and effectively supported by factual knowledge that is relevant and accurate to answer the
whole question.
Factual and relevant material is used to support statements, accurate, well selected. Answer follows
a clear and coherent structure that keeps to an explicit focus on the question asked sustained
throughout . Evaluation of the key arguments and interpretations implied by the question.
Broad range and depth of factual material is shown in the answer. Answer is balanced in covering
different points of view. Links are made between different factors to reach conclusions
If you have it, study Walsh (2013), p. 319 for valuable information on how to answer Paper 4
questions. The CD with Cantrell's 20th
century history book may also be useful.
In this paper you will be focusing on whichever Depth study you have followed. There will be two
questions and you have to choose one of them. The question will ask you to make a judgement on
how important or significant a particular event, person, group or development was.
Your aims
A good answer to these questions will need to do the following things:
• Make a strong case that X (your given event, person or group) was or was not significant. You
should aim to make a strong argument that focuses mainly on X.
• Support your argument by selecting relevant events and developments and explain how these
events support the argument you are making.
• Show you are aware of other factors that you think are more/less significant than X.
You should:
Explain why you think they are more or less significant that X.
Explain how they might be connected to X – how X and the other factors are interrelated (e.g. it
could be that other factors created problems that gave an advantage to X).
• Produce a well-argued conclusion that sets out your view on the significance of X. This does not
mean summarising the essay you have just written. It means saying that overall you think X
was/was not the most significant factor and the reasoning which brought you to that conclusion (e.g.
none of the other factors could have happened without X, or all the leading historians seem to argue
X was not significant).
A possible approach
The important thing is to make up your mind on your key argument and then use the rest of your
research to support it. To help you think through the issue and reach a conclusion you could use a
table like this.
8. QUESTION
… X was significant because: This mattered because:
Reason 1
Reason 2
Reason 3
QUESTION
Other significant factors that This mattered because … More/less important than
played a part include … X because …
Factor 1
Factor 2
Factor 3
…
Significance or importance is difficult to assess. These ideas might help you as you plan your
argument.
• Did X bring change in the way people acted?
• Did X change people’s ideas or beliefs?
• Did X force authorities (governments, monarchs, police forces, etc.) to change?
• Was the impact of X long lasting or short term?
• Did X have a major impact on people’s lives? How many lives? For how long?
• If you remove X how far do you think events would have been different?