Skills booklet unit 1 as history
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The document provides guidance on the skills required to study Unit 1 AS History, including examinable skills like analysis, causation, and making judgments. It outlines the assessment criteria, including recalling and deploying historical knowledge to arrive at substantiated conclusions. Sample essay questions are provided along with guidance on structuring responses, introducing arguments, and reaching conclusions by supporting, refuting, or modifying the focus of the question. Self-assessment tools and homework tasks are also included to help students practice the necessary skills.
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An earthquake is caused by a sudden release of energy from movement along faults in the earth's crust. This movement generates seismic waves that travel outward from the source, producing ground shaking that people feel. Stronger quakes can cause significant local damage while even weaker ones may be detected by scientific instruments. A fault is a fracture where one side has moved relative to the other, and they are classified by the direction of motion between the blocks. Earthquakes are ultimately caused by a buildup and sudden release of strain in the earth's crust from tectonic forces over long periods of time.
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This document discusses building student confidence and motivation for exams. It analyzes data showing students felt more negative emotions and got lower grades for exams compared to coursework. It suggests using Bloom's taxonomy to focus on higher-order thinking skills like evaluation, which are more important than just listing facts. The ARCS model of motivation emphasizes capturing student attention, relevance, confidence and satisfaction. Using Bloom's levels and focusing on skills rather than fixed knowledge can help prepare students and reduce exam anxiety.
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2. Criminal behavior emerges when one is exposed to more definitions favorable to crime than unfavorable through their personal associations and social groups.
3. Sutherland believed crime rates differed between social groups due to differences in their social organization and the associations formed within them.
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1) Frazier did not consider the aboriginal African family forms that the Bahian families evolved from, ignoring the underlying sanctions and accommodations made to the new environment.
2) Tribes like the Yoruba and Dahomean that most influenced Bahian culture had patrilineal and polygynous family structures, not the matrilineal patterns Frazier described.
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Page 1 of 5 Coursework Assignment Brief Semes.docx
Page 1 of 5
Coursework Assignment Brief
Semester: C15 Summer 2015
Module Code: PM206
Module Title: Logistics and Operations Management
Programme BSc (Hons) Business Management
BSc (Hons) Management with Human Resource
Management
BSc (Hons) Business Management & Information
Technology
BSc (Hons) Human Resource Management with
Information Systems BSc (Hons) Computer Science with
Information Systems
BSc (Hons) Oil & Gas Management
Level: Level 5
Awarding Body: Plymouth University
Module Leader Jonathan Lawal
Format: Report
Presentation: No
Any special
requirements:
All work should be submitted on the Student Portal along
with a Turnitin Report
Word Limit: 2,000 words (with 10% plus or minus leeway)
Deadline date for
submission:
Tuesday 11th August 2015
Learning outcomes
to be examined in
this assessment
(please note that
this is NOT the
assessment task)
• Critically evaluate methods of planning and
organising efficient operations and networking.
• Analyse the problems of controlling component
activities and of controlling quality
• Critically discuss methods of project evaluation and
of scheduling resources
Page 2 of 5
Percentage of
marks awarded for
module:
This assignment is worth 50% of the total marks for the
module
Assessment
criteria
Explanatory comments on the
assessment criteria
Maximum marks
for each section
Content, style,
relevance,
originality
Clear demonstration of rigorous
research from recognised
authoritative sources. Audience
focus.
50%
Format,
referencing,
bibliography
Rigorous use of the Harvard
Methodology for citation and
referencing; page numbering; correct
display of direct quotations.
10 %
Constructive critical
analysis,
introduction,
conclusion
Demonstration of a clear
understanding of the issues. Use of
academic models.
40%
Assignment Task
As the Operations Manager for any of the listed companies below, you are tasked
with the decision to outsource part of their products or services for added value to
the customer.
Using the decision logic of outsourcing, provide a detailed Logic map to indicate
what should be outsourced and what is to be kept in-house.
Analyse the factors that influence your decision to outsource or to remain in-house
using the 5 Performance objectives.
Evaluate the risks involved in the process of decision making and recommend
mitigating strategies to the risks.
Chose any one of the companies below for your analysis
• Google
• Shell
• BP
• Starbucks
• Costa
Total marks for assignment: 100
Page 3 of 5
Page 4 of 5
Generic Criteria for Assessment at Level 5
Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3
rd
) 50-59 (2.2) 60-69 (2.1) 70-85 (1
st
) 86-100 (1
st
)
Assessment
categories
Knowledge &
Understanding of
Subject
Major gaps in
knowledge and
understa.
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Melville Herskovits was a proponent of the African retention school, which argues that African culture survived slavery and is still evident in parts of Caribbean culture. While some African cultural forms were lost, others survived in three main ways: through survivals that closely resemble original African forms; through syncretisms that identify new world practices with African counterparts; and through reinterpretations where African practices took new forms to suit the environment but still reflected African influence at their core. Herskovits examined Caribbean family forms and contended examples of each type of survival can still be seen in aspects of Caribbean cultural life today.
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Women and crime
Women generally commit crimes at lower rates than men. However, female criminality has been understudied due to biases that view women as less threatening and their crimes as less serious. While statistics mostly come from police and courts, certain female crimes may go unreported, such as shoplifting, abortions, domestic assaults, prostitution, and poisoning relatives. Sociologists also note that male law enforcement officials tend to be more lenient towards female offenders.
CAPE Sociology Agnew strain theory
Robert Agnew proposed a general strain theory in 1992 that focuses on three types of strain: the failure to achieve positively valued goals, the removal of positively valued stimuli, and the presence of negative stimuli. Agnew's theory focuses on negative relationships that do not treat individuals as they expect or want to be treated, which can lead to negative emotions like anger and pressure to engage in criminal acts. While other strain theories focus on goal blockage experienced by lower classes, Agnew argues strain theory can explain crime if revised to focus on an individual's social environment, particularly for adolescents. He also suggests criminologists consider the magnitude, recency, duration, and clustering of strainful events, as well as cognitive, emotional and behavioral adaptations to
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A moral panic is characterized by a substantial number of members of a society feeling that certain "evil-doers" pose a threat to societal norms and values. This leads to an exaggerated public concern over the morality and behavior of a targeted group. The key elements of a moral panic are someone or something being defined as a threat, this threat being stereotyped by media, a rapid build up of media interest fueling public concern, authorities responding to the perceived threat, and the panic eventually receding or resulting in social changes. Moral panics are not new and have often targeted youth behaviors.
Corporate crime
1) Marxists argue that law and the definition of crime are determined by and protect the interests of the ruling class rather than society as a whole. While some laws like those against murder and theft benefit everyone, they do not protect the less powerful equally.
2) Corporate and white collar crimes committed by powerful individuals and organizations often cause much greater harm and economic damage than street crimes, but are rarely prosecuted. The definition of crimes excludes acts like corporate negligence that lead to death or harm.
3) Law enforcement serves to maintain the capitalist system and divert attention from its structural causes of problems. Crimes are blamed on individual deviance rather than the social conditions created by inequality of the system.
Social studies popul
1. A census is a regularly occurring count of a population that collects data on characteristics like age, education, and occupation.
2. Census data is used for planning purposes like housing, schools, and transportation and to understand the socioeconomic makeup of a country.
3. The lesson teaches students about the census process which includes developing questions, collecting data through interviews, processing questionnaires, and keeping information confidential.
CAPE SOCIOLOGY Women and crime
Women generally commit crimes at lower rates than men. However, the extent of female criminality is difficult to determine due to various factors. Female crimes may be less likely to be reported or recorded by authorities. They also tend to be of a more minor nature. Traditional criminology has focused more on male criminality because it was viewed as more problematic and threatening. Certain common female crimes, such as shoplifting and abortion, often go unrecorded. Societal and law enforcement biases also contribute to women receiving more lenient treatment and penalties when they do commit crimes.
CAPE Sociology Caribbean families are pathological units
1. The document discusses the social pathological perspective on Caribbean families, which views them as dysfunctional units that contribute to social problems. It describes problems identified in Caribbean families like promiscuity, single mother households, domestic abuse, and delinquent children.
2. Functionalists see the nuclear family as universal and providing key functions, but Caribbean families often fail to fulfill these roles. Problems in the family spill over and undermine society.
3. The Marxist perspective views families as reproducing capitalist exploitation, with women and children subjected to the patriarchal control of men. Overall, the document analyzes how the social pathological perspective assesses Caribbean families as problematic social institutions.
Cape sociology unit 2 crime and deviance
Social order relies on conformity to social norms and rules. When members of a society fulfill their expected roles, it creates order. However, complete order is rare as all societies experience some level of conflict and criminal disorder. Social control aims to curb deviant behavior through formal laws and sanctions or informal social pressures. Deviance occurs when norms are broken, ranging from minor infractions to serious crimes. Both formal systems like police and courts, and informal means like social disapproval, are used to control deviant behavior and maintain social order.
Cxcsocialstudiesmultiplechoicequestions 100104173648-phpapp02
The document contains multiple choice questions related to topics in Caribbean history and society, including the Caribbean Community (CARICOM), family structures, marriage, and gender roles. Specifically:
- Questions cover the origins and development of CARICOM as well as its institutions and areas of cooperation.
- Questions also address concepts related to family types (e.g. nuclear, extended), residence patterns, marriage (e.g. monogamy, polygamy), and gender roles within families.
- Additional questions touch on topics like the Igbo family structure in Nigeria and gender divisions of labor and authority.
Cape 2003 history u1
The documents discuss the Haitian Revolution and the fight for independence. Document I shows that the French National Assembly abolished slavery and declared all people, regardless of color, to be citizens in 1794. Document II features a letter from Toussaint L'Ouverture stating his commitment to liberty and equality in St. Domingue. Document III describes the hardships facing General Le Clerc in St. Domingue in 1802, as his troops faced rebellion, disease, and burnt lands providing no resources. Finally, Document IV contains an address from Jean Jacques Dessalines to his troops in 1802, outlining his plan to fight the French into leaving and gain full independence for the island, with no white
The burning of washington
The British burned Washington D.C. during the War of 1812 in an attempt to regain their lost colonies and humiliate the young United States. They captured the capital and set fire to prominent buildings like the U.S. Capitol and White House. In the aftermath, there was debate about relocating the capital to a safer inland location, but ultimately Congress decided to rebuild in Washington to show American resilience in the face of attack.
Sutherland's differential association theory
The document discusses Edwin Sutherland's differential association theory of criminology. Some key points:
1. Differential association theory asserts that criminal behavior is learned through interaction with others who engage in criminal behavior or have definitions favorable to crime.
2. Criminal behavior emerges when one is exposed to more definitions favorable to crime than unfavorable through their personal associations and social groups.
3. Sutherland believed crime rates differed between social groups due to differences in their social organization and the associations formed within them.
CAPE Sociology Unit One Culture and identity
Caribbean culture is a rich blend of European, African, Indian, and indigenous influences that developed in response to the harsh realities of colonial rule. It shows both the colonial powers' attempts to impose their culture on the colonies, as well as the coping strategies developed by colonized peoples, such as retaining African spiritual songs and crafts despite attempts to strip away their cultural identities. Caribbean culture has been shaped over time by the legacy of plantation slavery and indigenous peoples, as well as more recent migration, education, technology, and political changes that have contributed to its diversity.
Herskovitz African Retention
This document reviews E.F. Frazier's description of Negro family life in Bahia, Brazil. It finds issues with Frazier's conclusions that African family patterns have disappeared in Bahia. The summary analyzes Frazier's work and provides an alternative perspective:
1) Frazier did not consider the aboriginal African family forms that the Bahian families evolved from, ignoring the underlying sanctions and accommodations made to the new environment.
2) Tribes like the Yoruba and Dahomean that most influenced Bahian culture had patrilineal and polygynous family structures, not the matrilineal patterns Frazier described.
3) The Bahian family retains traits from
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Similar to Skills booklet unit 1 as history
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Page 1 of 5 Coursework Assignment Brief Semes.docx
Page 1 of 5
Coursework Assignment Brief
Semester: C15 Summer 2015
Module Code: PM206
Module Title: Logistics and Operations Management
Programme BSc (Hons) Business Management
BSc (Hons) Management with Human Resource
Management
BSc (Hons) Business Management & Information
Technology
BSc (Hons) Human Resource Management with
Information Systems BSc (Hons) Computer Science with
Information Systems
BSc (Hons) Oil & Gas Management
Level: Level 5
Awarding Body: Plymouth University
Module Leader Jonathan Lawal
Format: Report
Presentation: No
Any special
requirements:
All work should be submitted on the Student Portal along
with a Turnitin Report
Word Limit: 2,000 words (with 10% plus or minus leeway)
Deadline date for
submission:
Tuesday 11th August 2015
Learning outcomes
to be examined in
this assessment
(please note that
this is NOT the
assessment task)
• Critically evaluate methods of planning and
organising efficient operations and networking.
• Analyse the problems of controlling component
activities and of controlling quality
• Critically discuss methods of project evaluation and
of scheduling resources
Page 2 of 5
Percentage of
marks awarded for
module:
This assignment is worth 50% of the total marks for the
module
Assessment
criteria
Explanatory comments on the
assessment criteria
Maximum marks
for each section
Content, style,
relevance,
originality
Clear demonstration of rigorous
research from recognised
authoritative sources. Audience
focus.
50%
Format,
referencing,
bibliography
Rigorous use of the Harvard
Methodology for citation and
referencing; page numbering; correct
display of direct quotations.
10 %
Constructive critical
analysis,
introduction,
conclusion
Demonstration of a clear
understanding of the issues. Use of
academic models.
40%
Assignment Task
As the Operations Manager for any of the listed companies below, you are tasked
with the decision to outsource part of their products or services for added value to
the customer.
Using the decision logic of outsourcing, provide a detailed Logic map to indicate
what should be outsourced and what is to be kept in-house.
Analyse the factors that influence your decision to outsource or to remain in-house
using the 5 Performance objectives.
Evaluate the risks involved in the process of decision making and recommend
mitigating strategies to the risks.
Chose any one of the companies below for your analysis
• Google
• Shell
• BP
• Starbucks
• Costa
Total marks for assignment: 100
Page 3 of 5
Page 4 of 5
Generic Criteria for Assessment at Level 5
Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3
rd
) 50-59 (2.2) 60-69 (2.1) 70-85 (1
st
) 86-100 (1
st
)
Assessment
categories
Knowledge &
Understanding of
Subject
Major gaps in
knowledge and
understa.
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(2)Using evidence: uses externally sourced material, such as research findings, facts, quotations,
or other forms of information to support a more general claim, idea or argument.
(3)Developing argument: constructs a coherent and convincing set of reasons for holding a
particular point of view.
(4)Critical evaluation: contains evaluative assertions or descriptive points about the value,
significance, strengths and/or weaknesses of elements referred to in the essay.
(5)Structuring: formal arrangement of the essay that supports the development of ideas within
the essay. Has clearly recognisable introductory and concluding paragraphs, and paragraphs in the
main body of the essay each have a clear, single concept or point as their main focus.
(6)Use of Language: adheres to conventions of written English (word choice, grammar,
punctuation and spelling) and is appropriate to the purpose and context.
(7)Referencing: correct and consistent referencing and full bibliography.
Question 1
It can be argued that what we throw out as waste is indicative of who ‘we’ are as a culture. Discuss.
Question 2
The growth of the pornography industry depends on two things: (1) demand for its product and (2)
the social acceptance of that demand. Discuss.
Question 3
According to Moreton-Robinson, Australian culture celebrates the beach as an almost exclusively
white space. Discuss.
Question 4
The ‘past’ of invented traditions is also invented, according to Hobsbawm. Discuss with respect to
Australia Day.
Question 5
All cultural institutions engage in processes of interpellation because they call on us to recognize
ourselves as the ‘type’ of person who goes to that institution and would derive benefit from doing
so. Discuss with respect to aquariums.
Question 6
The lockdowns imposed in response to Covid-19 made very apparent just how much we take
mobility for granted in contemporary society. Discuss.
Question 7
Anderson proposes that the nation can be understood as an ‘imagined community’. What does he
mean by this? Discuss using Australia as your example.
HRM 2120—Organisational Behaviour Assessment
Tasks and Marking Criteria
As ...
Writing measurable objectives
This document discusses writing measurable goals and objectives. It defines goals and objectives, noting that objectives are specific and measurable. The document outlines the key elements of a strong objective, including specifying the target audience, measurable outcomes, criteria, and conditions. It also discusses Bloom's Taxonomy and Webb's Depth of Knowledge as frameworks for writing objectives at different levels. Overall, the document provides guidance on how to write clear, specific, and measurable learning objectives.
Post production example booklet
The document provides guidance for students taking an exam on media production. It outlines the requirements for Section A, Question 1(a) which asks students to discuss their work on the Foundation and Advanced Portfolio units, including any other relevant media production work. It emphasizes describing a range of creative decisions made in post-production and how these impacted the final outcomes. Students should refer to multiple examples to demonstrate how their skills developed over time. The document also includes sample exam questions, marking criteria, and advice for examiners on assessing student responses.
Post production example booklet
The document provides guidance for students taking an exam on media production. It outlines the requirements for Section A, Question 1(a) which asks students to discuss their work on the Foundation and Advanced Portfolio units, including any other relevant media production work. It emphasizes describing a range of creative decisions made in post-production and how these impacted the final outcomes. Students should refer to multiple examples to demonstrate how their skills developed over time. The document also includes sample answer guidance, marking criteria, and terms that could be used in responses.
4th post
This document outlines a case study analysis framework for students. It discusses framing the decision by identifying the role, situation, stakeholders, and requirements. It emphasizes thorough analysis of issues and options using both qualitative and quantitative methods. Students are advised to structure their analysis, interpret results, and evaluate alternatives using decision criteria before making and justifying a choice. The document stresses communicating findings throughout analysis and clearly linking the choice and rationale to implications. Following the framework is intended to strengthen students' decision-making capabilities and ability to transfer knowledge and skills to real business situations.
Proactive Feedback Strategies in Online (and Offline) Teaching
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
1307925769 foundations of pbl 2011-2
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.
Grade a exemplar answer
Examiners are reminded to annotate papers while marking by writing notations in the left margin next to relevant points. Notations should indicate good points, very good points, and whether the point relates to media language, representation, audience, institutions, genres, narratives, values and ideologies, theory, issues/debates, or wider contexts. Questionable or weak points should be noted.
The document provides examples of commentary on two candidate papers. For Candidate A, responses ranged from Level 3 to Level 4, with one response praised for its sophistication and detailed analysis, range of examples and references. Candidate B's responses ranged from Level 2 to Level 4, with one response commended for its evaluation, application of theory
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti.
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti ...
Participant Feedback Form
This document is a feedback form for participants of an Identity Management policy seminar hosted by the Royal United Services Institute. It asks for ratings and comments on the logistics, content, outcomes, and summary report of the event. Participants are asked to rate various aspects of the seminar such as the venue, session length, and individual sessions. Open-ended questions inquire about session usefulness, changes to the event, follow-ups planned, and the effectiveness of the summary report and policy seminars overall. Contact details are optionally requested at the end.
Edu 702 group presentation (questionnaire)
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire)
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
How do we build student’s confidence and motivation
This document discusses building student confidence and motivation for exams. It presents data showing students felt more negative emotions and performed worse on exams compared to coursework. The document evaluates different approaches to focus on skills over rigid knowledge, including Bloom's taxonomy and Keller's ARCS model of motivation. It proposes using Bloom's levels and skill-based learning techniques to help students with exam structure and performance.
Ruiz demonstration
Demonstration is a public showing that emphasizes the merits and usefulness of a product, concept, or process. It involves speaking to an audience while showing how something works. Effective demonstration establishes rapport, avoids assuming prior knowledge, focuses on key points, and follows a step-by-step plan. It should be well-prepared, keep students engaged, summarize key ideas, and evaluate student learning to achieve its objectives. Demonstration promotes peer learning, critical thinking, and better outcomes than individual work.
Advocacy Workshop
This document summarizes an advocacy strategy planning workshop. It covers defining advocacy and setting goals and objectives, analyzing issues and stakeholders, developing messages, identifying opportunities, and monitoring outcomes. Participants worked in groups to plan advocacy on issues like child separation. The workshop aimed to provide tools and a process for developing effective advocacy strategies to create positive change for children.
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A complete report is presented to an excellent.docx
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Page 1 of 5 Coursework Assignment Brief Semes.docx
CST 120 Assessment 1 (2020) Due 4pm, June 4 2021 Es
CST 120 Assessment 1 (2020) Due 4pm, June 4 2021 Es
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Proactive Feedback Strategies in Online (and Offline) Teaching
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Assessment Task 1 Leadership Development ReportThis assessmen.docx
How do we build student’s confidence and motivation
How do we build student’s confidence and motivation
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Chapter 2
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Chapter 3
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- 1. Skills Required for AS History. A booklet to enable you to understand and practice the skills needed when studying Unit 1 AS History
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- 3. What skills does the exam board require you to demonstrate? Make judgements between key features and characteristics of periods. To be able to Change Continuity consequence Within an historical context Causation To be able to explain and analyse key concepts;
- 5. Assessment Criteria For Unit 1 Historical themes in breadth The emphasis is on the ability to recall, select and deploy historical knowledge and understanding of history in a clear and effective manner. Also the ability to present historical explanations showing an understanding of history. You need to arrive at a substantiated conclusion. The answer is required in essay format. 30 each Total 60 1 & 2 Assessment focus Marks Question Answer 2 questions from a choice of 4.One from each topic YOU have studied. UNIT 1: Duration: 1 hour 20 mins
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- 8. Understanding the essay level descriptors Level 5 25-30 Level 4 19-24 Level 3 13-18 marks Level 2 7-12 marks Level 1 1-6 marks What knowledge and understanding you demonstrate. What skills you are required to demonstrate. Level
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- 13. Focus on the introduction How far did things improve in Germany between 1924-29? Reasoning Judgment Outline
- 14. Focus on the conclusion Reasoning: MODIFY REFUTE SUPPORT How far did things improve in Germany between 1924-29?
- 15. Peer / self assessment Level 5 25-30 Level 4 19-24 Level 3 13-18 marks Level 2 7-12 marks Level 1 1-6 marks Which level ARE YOU on – provide evidence to support your judgement Level
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- 17. Focus on the introduction Anti - Semitism in Germany in the 1930s was more the result of official persecution than popular feeling? Reasoning Judgment Outline
- 18. Popular opposition to the Nazi’s was limited 1933-45. Planning a response Organized opposition The churches Source of opposition Details/ key points Explanation Evidence Analysis – how was it limited / ineffective? Individual protests Young people What links can you make between the factors?
- 19. Focus on the introduction Popular opposition to the Nazi’s was limited 1933-45. Reasoning Judgment Outline
- 20. Focus on the conclusion Reasoning: MODIFY REFUTE SUPPORT Popular opposition to the Nazi’s was limited 1933-45.
- 21. Peer / self assessment Level 5 25-30 Level 4 19-24 Level 3 13-18 marks Level 2 7-12 marks Level 1 1-6 marks Which level ARE YOU on – provide evidence to support your judgement Level
- 22. Focus on the conclusion Reasoning: MODIFY REFUTE SUPPORT The Night of the Long Knives sealed the move towards a Nazi Dictatorship?
- 23. Self assessment against exam board assessment objectives. Communicate explanations and reach sustained conclusions. AO1 Analysis and evaluate information AO1 Recall, select and deploy knowledge. AO1 My level of confidence Skills required Assessment objective aspect
- 24. Setting personal targets AO1 AO1 AO1 What I need to do to progress in this skill area Assessment objective
- 25. To what extent was Hitler able to re-establish Germany as a great power by 1936? Homework Task Week 1 Weakening France Diplomatic moves – Britain / Italy Foreign policy move Details/ key points Explanation Evidence Analysis – a great power due to Hitler ? Treaty of Versailles What links can you make between the factors?
- 26. Homework Task Week 2 Use this for the formative assessment next lesson. Reasoning: MODIFY REFUTE SUPPORT The Weimar Years 1924-29 deserve to be called the stable years.