Xuanyou's renaissance elp mark scheme
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This document outlines the mark scheme for a Renaissance ELP (Extended Learning Project). It provides guidance on what to include at different grade levels from I to A. The highest levels require more diary entries, a well-developed historical character, and analysis of how Renaissance society changed due to developments in art, literature, science, and exploration. The student aims to achieve level D by describing Renaissance thinkers and societal changes in more detail. They plan to do additional research on historical changes and appropriate images for their diary entries.
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Mark scheme
This document provides a mark scheme for a Renaissance ELP (Extended Learning Project). It outlines the different levels of achievement from I to E, describing what must be included at each level to achieve that mark. For example, to achieve a level D, one must describe a historical character, their viewpoint, and include 3-4 diary entries. The document also provides prompts for students to plan which level they aim to achieve and what additional research they need to do to be successful.
Renaissance elp mark scheme
This document outlines the mark scheme for a Renaissance ELP (Extended Learning Project). It provides guidance on what to include to achieve different grade levels from I to A. To achieve the higher D or E level, the project should create a believable historical character, explain their viewpoint with evidence, and describe how society changed due to developments in art, literature, science and exploration. The document also prompts self-reflection on which grade to aim for, additional research needed, and evaluation after completing and receiving feedback.
Xuanyou's renaissance elp mark scheme
This document provides a mark scheme to guide students in planning and evaluating a Renaissance ELP (Extended Learning Project). It outlines different levels of achievement from I to A, describing what students can include at each level such as identifying historical characters or changes in society. For example, to achieve a D grade students would describe historical characters and changes rather than just identifying them. The document also prompts students to choose a target grade level, consider how they will achieve it, and reflect on areas for further research.
Mark scheme
This document provides a mark scheme for a Renaissance ELP project. It outlines the different levels of achievement from I to A, describing what must be included at each level to achieve marks. For a level D or E, it requires creating believable historical characters, explaining viewpoints with evidence, and describing or analyzing how society changed during the Renaissance. Before starting, the author notes they will aim for a D or E by describing characters, viewpoints, and creating a believable main character, and recognizes needing more research on Renaissance life. Space is provided after for teacher feedback and self-evaluation on the achieved level and what could be improved next time.
Renaissance elp mark scheme
This document outlines the mark scheme for a Renaissance ELP (Extended Learning Project). It provides criteria for different achievement levels from I to A, describing what must be included to meet each level. For the highest level A, a student must create a believable historical character, explain the viewpoint of a created character with evidence, describe and analyze the thoughts of a Renaissance figure, and describe and analyze how society changed due to developments in art, literature, science and exploration. The document encourages students to review the criteria to plan and evaluate their work, and get feedback to help improve it.
Renaissance elp mark scheme
This document provides a mark scheme for a Renaissance ELP (Extended Learning Project). It outlines different levels of achievement from I to A, describing what must be included to achieve each level. The requirements increase with each level up to level A, the highest level. It suggests aiming for level D, which requires creating a believable historical character, explaining views of a created character, and describing how Renaissance developments changed society. The document also has sections for planning research needs and self-evaluating work after feedback.
Renaissance elp mark scheme
This document provides a mark scheme for a Renaissance ELP (Extended Learning Project). It outlines the requirements for different achievement levels from A to D. The highest level, E, requires students to create a believable historical character, explain their viewpoint with evidence, analyze the thoughts of a Renaissance man/woman, and analyze how society changed due to developments in art, literature, science and exploration. The document instructs students to use the mark scheme to plan and evaluate their work.
Renaissance elp mark scheme
This document outlines the mark scheme for a Renaissance ELP (Extended Learning Project). It provides criteria for students to include in their project to achieve different grade levels from I to A. The highest level, A, requires students to create a believable historical character, explain their viewpoint with evidence, analyze the thoughts of Renaissance men/women, and analyze how society changed due to developments in art, literature, science and exploration. It encourages students to use the mark scheme to plan and evaluate their work.
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Mark scheme
This document provides a mark scheme for a Renaissance ELP (Extended Learning Project). It outlines the different levels of achievement from I to E, describing what must be included at each level to achieve that mark. For example, to achieve a level D, one must describe a historical character, their viewpoint, and include 3-4 diary entries. The document also provides prompts for students to plan which level they aim to achieve and what additional research they need to do to be successful.
Renaissance elp mark scheme
This document outlines the mark scheme for a Renaissance ELP (Extended Learning Project). It provides guidance on what to include to achieve different grade levels from I to A. To achieve the higher D or E level, the project should create a believable historical character, explain their viewpoint with evidence, and describe how society changed due to developments in art, literature, science and exploration. The document also prompts self-reflection on which grade to aim for, additional research needed, and evaluation after completing and receiving feedback.
Xuanyou's renaissance elp mark scheme
This document provides a mark scheme to guide students in planning and evaluating a Renaissance ELP (Extended Learning Project). It outlines different levels of achievement from I to A, describing what students can include at each level such as identifying historical characters or changes in society. For example, to achieve a D grade students would describe historical characters and changes rather than just identifying them. The document also prompts students to choose a target grade level, consider how they will achieve it, and reflect on areas for further research.
Mark scheme
This document provides a mark scheme for a Renaissance ELP project. It outlines the different levels of achievement from I to A, describing what must be included at each level to achieve marks. For a level D or E, it requires creating believable historical characters, explaining viewpoints with evidence, and describing or analyzing how society changed during the Renaissance. Before starting, the author notes they will aim for a D or E by describing characters, viewpoints, and creating a believable main character, and recognizes needing more research on Renaissance life. Space is provided after for teacher feedback and self-evaluation on the achieved level and what could be improved next time.
Renaissance elp mark scheme
This document outlines the mark scheme for a Renaissance ELP (Extended Learning Project). It provides criteria for different achievement levels from I to A, describing what must be included to meet each level. For the highest level A, a student must create a believable historical character, explain the viewpoint of a created character with evidence, describe and analyze the thoughts of a Renaissance figure, and describe and analyze how society changed due to developments in art, literature, science and exploration. The document encourages students to review the criteria to plan and evaluate their work, and get feedback to help improve it.
Renaissance elp mark scheme
This document provides a mark scheme for a Renaissance ELP (Extended Learning Project). It outlines different levels of achievement from I to A, describing what must be included to achieve each level. The requirements increase with each level up to level A, the highest level. It suggests aiming for level D, which requires creating a believable historical character, explaining views of a created character, and describing how Renaissance developments changed society. The document also has sections for planning research needs and self-evaluating work after feedback.
Renaissance elp mark scheme
This document provides a mark scheme for a Renaissance ELP (Extended Learning Project). It outlines the requirements for different achievement levels from A to D. The highest level, E, requires students to create a believable historical character, explain their viewpoint with evidence, analyze the thoughts of a Renaissance man/woman, and analyze how society changed due to developments in art, literature, science and exploration. The document instructs students to use the mark scheme to plan and evaluate their work.
Renaissance elp mark scheme
This document outlines the mark scheme for a Renaissance ELP (Extended Learning Project). It provides criteria for students to include in their project to achieve different grade levels from I to A. The highest level, A, requires students to create a believable historical character, explain their viewpoint with evidence, analyze the thoughts of Renaissance men/women, and analyze how society changed due to developments in art, literature, science and exploration. It encourages students to use the mark scheme to plan and evaluate their work.
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Renaissance elp mark scheme
This document provides a mark scheme for a Renaissance ELP (Extended Learning Project). It outlines the requirements to achieve different grade levels from I to A. To achieve a grade of D, the project must include 3-4 diary entries, create a believable historical character, explain the viewpoint of a created character with reasons, and describe and explain how society changed due to developments in art, literature, science, and exploration. The document instructs students to use the mark scheme to plan and evaluate their work, and make changes based on feedback.
Renaissance elp mark scheme
This document provides a mark scheme for a Renaissance ELP (Extended Learning Project). It outlines the requirements to achieve different levels, from 1-D, with level E being the highest level. To achieve level E, one must create a believable and well-developed historical character, explain their viewpoint with evidence, describe and analyze the thoughts of a Renaissance man/woman, and describe and analyze how society changed due to developments in art, literature, science, and exploration. The document instructs students to identify the level they aim for, how they will achieve it, what additional research is needed, and to provide self-evaluation after completing the project.
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Un inversor británico llamado Tony Langley y su grupo Langley Holdings plc han adquirido el 100% del negocio de impresión de pliego manroland, incluyendo las instalaciones en Offenbach y las 40 delegaciones de venta en más de 40 países. Langley planea reestructurar la compañía para que tenga un futuro exitoso, ya que manroland produce sistemas de impresión de alta calidad con una excelente reputación. Los 860 empleados de Offenbach mantendrán sus puestos de trabajo.
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Similar to Xuanyou's renaissance elp mark scheme
Renaissance elp mark scheme
This document provides a mark scheme for a Renaissance ELP (Extended Learning Project). It outlines the requirements to achieve different grade levels from I to A. To achieve a grade of D, the project must include 3-4 diary entries, create a believable historical character, explain the viewpoint of a created character with reasons, and describe and explain how society changed due to developments in art, literature, science, and exploration. The document instructs students to use the mark scheme to plan and evaluate their work, and make changes based on feedback.
Renaissance elp mark scheme
This document provides a mark scheme for a Renaissance ELP (Extended Learning Project). It outlines the requirements to achieve different levels, from 1-D, with level E being the highest level. To achieve level E, one must create a believable and well-developed historical character, explain their viewpoint with evidence, describe and analyze the thoughts of a Renaissance man/woman, and describe and analyze how society changed due to developments in art, literature, science, and exploration. The document instructs students to identify the level they aim for, how they will achieve it, what additional research is needed, and to provide self-evaluation after completing the project.
Renaissance ELP mark scheme
This document provides a mark scheme for a Renaissance ELP (Extended Learning Project). It outlines the requirements to achieve different levels from I to E. The highest level, E, requires students to create a believable historical character, explain their viewpoint with evidence, analyze the thoughts of Renaissance men/women, and analyze how society changed due to developments in art, literature, science and exploration. Students are also expected to include 4-5 diary entries from the perspective of their character. The document guides students to self-evaluate their work and determine what level they achieved.
Part 1Globalization is the motivating force behind the busines.docx
Part 1
Globalization is the motivating force behind the business environment in the 21st century.
Debate the following the veracity of the following statement:
Globalization only significantly affects the CEOs of multinational corporations and high-net-worth individuals.
If your last name begins with A-M you are to argue that the statement is true. If your last name begins with N-Z you are to argue that the statement is false. Reference your reading material. Remember that any debate requires that you try to persuade the reader to your point of view. Here are a few hints for your success:
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· Use stronger definitive word choice for your best arguments.
· Open your argument with you second best supporting point.
· Put your weakest point in the middle and choose words which are descriptive to make it more interesting.
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· Be creative with your ideas to keep the reader interested in your point of view.
· Do not make this a presentation, report or quotes.
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The category for the argument is to be true in nature for the last name begins with A-M
References
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=36&ved=0CDYQFjAFOB4&url=http%3a%2f%2fwww.saylor.org%2fsite%2ftextbooks%2fFundamentals%2520of%2520Global%2520Strategy.docx&ei=8bxsVKfJNoKyogTfpICwAQ&usg=AFQjCNHlvHlxI7dvdIWPmXi2YVjeGmRiLg
http://www.manufacturing.net/articles/2010/06/the-pros-and-cons-of-globalization
http://www.slideshare.net/efendievaz/globalization-29110435
http://www.npr.org/blogs/thesalt/2014/03/03/285335070/in-the-new-globalized-diet-wheat-soy-and-palm-oil-rule
http://www.n2growth.com/blog/the-impact-of-globalization-on-business/
Part 2
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References
http://hbswk.hbs.edu/item/7324.html
http://hbswk.hbs.edu/item/6839.html
http://hbswk.hbs.edu/item/6761.html
http://www.mckinsey.com/insights/leading_in_the_21st_century/developing_global_leaders
http://www.ddiworld.com/DDI/media/trend-research/global-leadership-forecast-2014-2015_tr_ddi.pdf?ext=.pdf
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Humanism had several impacts on various disciplines according to the evidence provided. In art and literature, artists began painting secular subjects like Greek stories instead of religious themes and studied Greek texts for inspiration. In science and technology, experiments were no longer interfered with by the church and a focus was placed on human potential rather than attributing everything to God. In life, wealthy individuals pursued more worldly pleasures while still believing in God, and new jobs emerged unrelated to religion. In religion, not all believed in God and scientific discoveries were not always forced to align with Christianity, though most remained Christian. Humanism allowed for enjoying life without offending God.
What impact might the ideas of humanism had on these disciplines
The ideas of Humanism had several impacts on various disciplines according to the evidence from Erasmus and Petrarch. In art and literature, scholars started reading ancient Greek and Latin texts which increased interest in history, literature, and philosophy. In science and technology, people stopped believing that God was the sole reason for natural phenomena and instead focused on human potential and logic in experiments, without interference from the church. In religion, while most remained Christian, there was less focus on strictly following church rules and more freedom to enjoy life without offending God, along with being less likely to match all scientific discoveries with Christian theology.
What impact might the ideas of humanism had on these disciplines
Humanism had several impacts on various disciplines according to the evidence. In art and literature, scholars started reading ancient Greek and Latin texts which increased interest in history, literature, and philosophy. Artists began painting secular subjects instead of religious themes. In science and technology, people stopped believing that God explained all natural phenomena and the church did not interfere with experiments. Investigation and logic became important. There was also a focus on human potential and achievements, as well as machines to aid daily tasks. In life, wealthy individuals enjoyed luxuries while common people had more opportunities. Most remained Christian but beliefs were less strictly linked to natural events.
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1. A survey was conducted asking people of different ages for their opinions on problems in a certain area, but the responses did not show any clear patterns.
2. The survey results are displayed in a graph showing the number of people who thought the area was great or bad.
3. One respondent said they think there is enough outside space and the area is safe, but criticized the rude management people for being slow to make requested repairs.
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Pedro Benoit planned the grid layout of La Plata, Argentina, which was founded in 1882 by governor Dardo Rocha to serve as the new provincial capital after Buenos Aires. The city is located in Argentina and was established on November 19th, 1882, with the planner receiving help from the government to construct it according to his design.
Y7 site and settlement putrajaya wksht
Putrajaya's suitability as a settlement site was evaluated based on its location factors. The factors - water supply, protection from flooding, transport links, building materials, fuel supply, shelter, flat land, economic activities, greenery, and entertainment - were rated as good, bad, or okay based on map evidence. Water supply, protection from flooding, shelter, and economic activities were rated good. Transport links, building materials, fuel supply, flat land, and entertainment were rated okay. Greenery was rated good. The evidence suggests Putrajaya has some advantages like water supply and economic activities but also disadvantages such as uneven land and limited entertainment, so it is a somewhat suitable site for a new settlement.
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What impact might the ideas of humanism had on these disciplines
What impact might the ideas of humanism had on these disciplines
What impact might the ideas of humanism had on these disciplines
What impact might the ideas of humanism had on these disciplines
What impact might the ideas of humanism had on these disciplines
What impact might the ideas of humanism had on these disciplines
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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