This is a presentation that breaks down the mark scheme for paper 1 in the global perspectives course of cambridge igcse. I created this to help me revise and I hope it helps too.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH?George Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH INDIVIDUALLY? The learning journey, learning objectives, plagiarism, declaration, structuring individual research, assessment criteria, common mistakes, possible solutions.
Here you will find an introduction to the course which I have already used in class. Please take note of the topics and start considering the one(s) that you will be working on.
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVESGeorge Dumitrache
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVES. It contains: the definition of a perspective, five activities, perspectives and viewpoints, different definitions, global issues, global solution.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: SPORT AND RECREATIONGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: SPORT AND RECREATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EMPLOYMENT. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FUEL AND ENERGYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FUEL AND ENERGY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH?George Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH INDIVIDUALLY? The learning journey, learning objectives, plagiarism, declaration, structuring individual research, assessment criteria, common mistakes, possible solutions.
Here you will find an introduction to the course which I have already used in class. Please take note of the topics and start considering the one(s) that you will be working on.
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVESGeorge Dumitrache
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVES. It contains: the definition of a perspective, five activities, perspectives and viewpoints, different definitions, global issues, global solution.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: SPORT AND RECREATIONGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: SPORT AND RECREATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EMPLOYMENT. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FUEL AND ENERGYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FUEL AND ENERGY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: POVERTY AND INEQUALITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: POVERTY AND INEQUALITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LAW AND CRIMINALITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LAW AND CRIMINALITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: ENVIRONMENT AND CONSERVATION - ECOLOGY AN...George Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: ENVIRONMENT AND CONSERVATION - ECOLOGY AND ENVIRONMENTALISM. It contains: definition of the environmental protection, environmentalism and ecology, environmentalism as a movement, ecology, health and human rights, new issues in environmentalism, tree sitting as a form of protest, environmentalists in New Zealand, Manapouri power project, campaigns, organisations.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TECHNOLOGY AND ECONOMIC DIVIDEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TECHNOLOGY AND ECONOMIC DIVIDE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRANSPORT AND INFRASTRUCTUREGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRANSPORT AND INFRASTRUCTURE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LANGUAGE AND COMMUNICATIONGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LANGUAGE AND COMMUNICATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CONFLICT AND PEACEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CONFLICT AND PEACE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADITION, CULTURE AND IDENTITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADITION, CULTURE AND IDENTITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FAMILY AND DEMOGRAPHIC CHANGEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FAMILY AND DEMOGRAPHIC CHANGE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: WATER, FOOD AND AGRICULTUREGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: WATER, FOOD AND AGRICULTURE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADE AND AID. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
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 ...
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: POVERTY AND INEQUALITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: POVERTY AND INEQUALITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LAW AND CRIMINALITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LAW AND CRIMINALITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: ENVIRONMENT AND CONSERVATION - ECOLOGY AN...George Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: ENVIRONMENT AND CONSERVATION - ECOLOGY AND ENVIRONMENTALISM. It contains: definition of the environmental protection, environmentalism and ecology, environmentalism as a movement, ecology, health and human rights, new issues in environmentalism, tree sitting as a form of protest, environmentalists in New Zealand, Manapouri power project, campaigns, organisations.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TECHNOLOGY AND ECONOMIC DIVIDEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TECHNOLOGY AND ECONOMIC DIVIDE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRANSPORT AND INFRASTRUCTUREGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRANSPORT AND INFRASTRUCTURE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LANGUAGE AND COMMUNICATIONGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LANGUAGE AND COMMUNICATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CONFLICT AND PEACEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CONFLICT AND PEACE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADITION, CULTURE AND IDENTITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADITION, CULTURE AND IDENTITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FAMILY AND DEMOGRAPHIC CHANGEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FAMILY AND DEMOGRAPHIC CHANGE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: WATER, FOOD AND AGRICULTUREGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: WATER, FOOD AND AGRICULTURE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADE AND AID. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
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 ...
Evaluating Credible and Scholarly Scientific SourcesWeek Two A.docxSANSKAR20
Evaluating Credible and Scholarly Scientific Sources
Week Two Assignment
In this assignment, you will examine three different sources - one source that would be considered scholarly, one source that is credible but not scholarly, and one source that would not be considered credible for use in an academic paper. After completing a worksheet on each source, can you identify which is which?
Instructions
When looking up various scientific topics, including the example topic this week on technology and food production in the U.S., you will find all kinds of information out there. Not all of it is reliable. In order to determine if a source provides credible information, you will need to take the time to evaluate that source first before you can trust its content. Who is the intended audience of the source? Who is the author or publisher and what is their purpose for publishing the resource? These are examples of the questions you will want to ask yourself when evaluating a source.
Examine these three sources and fill out the following worksheet for each one. You will be determining what type of source it is (scholarly, credible non-scholarly, and non-credible), its level of credibility, and its possible value or use within the scientific conversation about technology and agriculture in the U.S.
To help you determine the credibility of a source, refer this quick video tutorial on Evaluating Sources for Credibility. Additionally, consult the strategies outlined in the CRAAP TEST. Keep in mind that you are evaluating the sources themselves and not the content within the source, or whether you agree with the positions or statements that are expressed within the source. Please write your answers in complete sentences.
Source Links
Source #1:http://www.saynotogmos.org/
Source #2:http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0064879
Source #3:https://www.loc.gov/law/help/restrictions-on-gmos/usa.php
Source #1
1. What best describes the information within this source (choose all that apply):
|_| Formal report of a study or academic analysis of an issue
|_| Fact sheet / data / statistics
|_| News
|_| Government or organizational website
|_| Opinion piece: expert? Journalist? amateur?
|_| Anecdote / personal experience
|_| Propaganda
What led you to choose this answer? Provide evidence or examples from the text.
0. Currency: For this topic, is the information…
|_| Up to date
|_| Outdated
|_| Not sure (explain):
0. The purpose of the information is to:
|_| Inform
|_| Persuade
|_| Entertain
|_| Sell
|_| Other:
What led you to choose this answer? Provide evidence or examples from the text.
0. Does the author provide reliable evidence to back up his or her assertions? How do you know? (Tip: Look for references within the text or presented as a list. Ask yourself if the references are formally formatted and if they add weight and credibility to the discussion.)
0. Who published this so ...
Evaluating Credible and Scholarly Scientific SourcesWeek T.docxAlleneMcclendon878
Evaluating Credible and Scholarly Scientific Sources
Week Two Assignment
In this assignment, you will examine three different sources - one source that would be considered scholarly, one source that is credible but not scholarly, and one source that would not be considered credible for use in an academic paper. After completing a worksheet on each source, can you identify which is which?
Instructions
When looking up various scientific topics, including the example topic this week on technology and food production in the U.S., you will find all kinds of information out there. Not all of it is reliable. In order to determine if a source provides credible information, you will need to take the time to evaluate that source first before you can trust its content. Who is the intended audience of the source? Who is the author or publisher and what is their purpose for publishing the resource? These are examples of the questions you will want to ask yourself when evaluating a source.
Examine these three sources and fill out the following worksheet for each one. You will be determining what type of source it is (scholarly, credible non-scholarly, and non-credible), its level of credibility, and its possible value or use within the scientific conversation about technology and agriculture in the U.S.
To help you determine the credibility of a source, refer this quick video tutorial on
Evaluating Sources for Credibility.
Additionally, consult the strategies outlined in the
CRAAP TEST
.
Keep in mind that you are evaluating the sources themselves and not the content within the source, or whether you agree with the positions or statements that are expressed within the source.
Please write your answers in complete sentences.
Source Links
Source #1:
http://www.saynotogmos.org/
Source #2:
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0064879
Source #3:
https://www.loc.gov/law/help/restrictions-on-gmos/usa.php
Source #1
1.
What best describes the information within this source (choose all that apply):
Formal report of a study or academic analysis of an issue
Fact sheet / data / statistics
News
Government or organizational website
Opinion piece: expert? Journalist? amateur?
Anecdote / personal experience
Propaganda
What led you to choose this answer? Provide evidence or examples from the text.
2.
Currency: For this topic, is the information…
Up to date
Outdated
Not sure (explain):
3.
The purpose of the information is to:
Inform
Persuade
Entertain
Sell
Other:
What led you to choose this answer? Provide evidence or examples from the text.
4.
Does the author provide reliable evidence to back up his or her assertions? How do you know?
(Tip: Look for references within the text or presented as a list. Ask yourself if the references are formally formatted and if they add weight and credibility to the discussion.)
.
Prepare a report on leading teams. In your report, address the fanhcrowley
Prepare a report on leading teams. In your report, address the following:
Evaluate the value of leadership intelligence (including emotional, social, cultural, technical, etc. intelligences required of a leader) in leading teams. Be sure to consider culturally diverse teams.
Assess the important indicators of leading with intelligence in organizations (emotional, cultural, etc.). What is seen, heard, experienced when leadership intelligence is or is not present?
Analyze some of the social and organizational consequences of not leading with intelligence (emotional, cultural, etc…)
Defend at least three ways that organizations might increase leadership intelligence (emotional, cultural, etc.) organization wide. Defend your recommendations with research.
Research online peer-reviewed articles on leading teams, diversity, cultural intelligence, and emotional intelligence training.
Submission Details:
Submit your answers in a two page Microsoft Word document.
Name your document SU_LEA5140_W4_LastName_FirstInitial.doc
Submit your document to the
Submissions Area by
the due date assigned.
Cite any sources in the APA format.
Recommendation for the level one headings for the body of your paper:
Leading with Leadership Intelligence
Indicators of Intelligent Leadership
Social and Organizational Consequences
Increasing Emotional Intelligence Organization Wide
...
Assignment DetailsYou have been working on your Unit 9 Assig.docxfaithxdunce63732
Assignment Details
You have been working on your Unit 9 Assignment throughout this entire term, so none of this information will be new to you. Your primary objective in this course is to demonstrate your mastery of the skills noted in the program outcomes by developing your Unit 9 final research paper - a
10 page analysis of a significant historic/cultural event
that has influenced human behaviors, human expression, ethics, and which you can analyze and provide future recommendations.
Before you submit your paper, take another look at the Assignment Requirements below to make sure you have included all the necessary elements:
Final Research Paper Overview (written in third person):
Introduction (1 page)
Brief background of topic
Why topic is important to analyze
Thesis
Analysis of Humanities (3 pages)
Human Behavior
Human Expression
Ethics
Critical Analysis of Situation & Recommendations (3 pages)
Relevance to contemporary issues/future concerns
Recommendations for future considerations and future areas of study
Evaluation of recommendations: rationale for recommendations to address the topic, and why they would be successful
Conclusion (end of research paper) (1 page)
Reiteration of thesis
Reiteration of why topic is important
Personal Reflection (separate section written in first person) (2 pages)
Lessons learned from completing this project
Critical analysis of process challenges: what would you do differently?
Critical analysis of process positives: what did you do well?
Application of critical analysis to professional/personal life
Final thoughts
Title Page
The title page needs to adhere to the APA format required by the University. There is a sample of an APA formatted title page in the Writing Center. For the title page, create an interesting and catchy title that motivates your audience to read your paper.
Introduction (1 page)
Your paper’s introduction should include the background or history of your chosen event, why the topic is important to research and analyze, and your thesis.
First, the introduction should provide a bit of background for your reader. Do not assume your reader knows about the topic and its history. Share with your reader the time and place that the event occurred and provide a little background. Include a brief review of what led up to the event, why it was such a significant or historic moment, who it involved, etc.
Then, add in the introduction why this is an important topic for research and analysis both for current and future concerns.
Finally, the thesis is the main point of your paper. You should consider your objective (what is the main point you want your reader to remember), consider your audience, and make the thesis connect to what will be covered in your paper. Since the Final Research Paper specifically requires that you discuss how the event influenced human behavior, human expression, and ethics, your thesis should reflect this.
This is a geography presentation focusing on technology and economics with a focus on the UAE. Additionally, these are mentioned: The three main industries; primary, secondary and tertiary sectors. Government spending. Advantages of high-tech economic systems. Risk-taking vs. ventures.
A presentation about the roaring twenties. It details the key features, events, and more. I created this powerpoint as homework for history about the roaring twenties. I hope this is interesting and educational.
Here is a presentation detailing humanism and definition, origins, characteristics, commonness, and more. I created this as homework for my global perspectives class and presented it to the class. I hope this helps as inspiration or education.
Here is a powerpoint presentation detailing the importance, impact and some examples of decisions in our everyday lives. I created this as a PSHE homework project and my teacher used it to teach her other classes too.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
6. Some examples: strongly-worded, rhetorical questions,
passionate argument, uses well-known
organizations/expert opinion, evidence is related to
argument, different types of information [statistics, facts,
opinions, cited, personal experience/anecdote, etc.