...Contents GCSE History Exemplars for Controlled Assessment 2015-2016 Topic Area 1: Political, social and economic developments in Wales and England in the nineteenth century and the twentieth centuries This document contains the WJEC set controlled assessment exemplars for topic area 1 that are available for award up to 2016. This should be used alongside the general guide to controlled assessment available on the WJEC website. Topic Area 1: Political, social and economic developments in Wales and England in the nineteenth century and the twentieth centuries Exemplar Tasks 1. The Rebecca Riots 2. Jack the Ripper’s London 3. The Depression of the 1930s 4. Quarrying in North Wales 5. Life in the 1960s Introduction Controlled Assessment is a compulsory unit for GCSE History. Please note the following advice: These exemplars are written in a consistent style to ensure comparability of demand. These exemplars can be used for entry in any year of the current specification. Centres must change their controlled assessment tasks each year Centres must submit a proposal form for each two year cycle demonstrating to WJEC that they are using different tasks in consecutive years. Centres who are not studying any British history in their examined units must select controlled assessment tasks that focus on British history. Centres cannot mix and match parts (a) and (b) from different tasks. The controlled assessment unit can only be entered at the end of the course....
Words: 16724 - Pages: 67
...Osler, Hoskin & Harcourt llp Doing Business in Canada Doing Business in Canada Osler, Hoskin & Harcourt llp first produced Doing Business in Canada in 1997 and this guide continues to be one of our most popular and respected publications. Laws change and evolve and to ensure the information is current, we review the guide regularly. Doing Business in Canada Doing Business in Canada is designed to give business executives, counsel and potential investors from foreign countries a concise overview of Canada’s legal and economic framework and key business legislation. For those looking to pursue business opportunities in Canada, this guide outlines several unique aspects of doing business in Canada, including French language requirements in the province of Québec as well as overlapping regulatory jurisdiction among various levels of government in certain areas of the law. With few exceptions, the same considerations apply to Canadians who live, work and conduct business in Canada. Despite the ongoing harmonization of many areas of Canadian business law with those of our major trading partners through international agreements, addressing distinctly Canadian business law requirements is a crucial consideration when entering the Canadian marketplace. Each chapter is designed to assist you with an overview of that particular subject and the laws most likely to affect your business decisions. Beginning with an introduction to Canada’s legal system as it applies to businesses...
Words: 29595 - Pages: 119
...Katy J. Kaldenberg EDU-225 Instructional Technology (O102) Wednesday, July 20, 2011 Zach Beck, B.S. Ed., M.Ed. C&I: Technology Technology Review Five Educational Technology Examples: 1. Compass Learning Odyssey a. http://www.compasslearningodyssey.com/ 2. Skyward Family and Student Access b. http://www.skyward.com 3. ePALS c. http://www.epals.com/ 4. Google Earth d. http://www.google.com/earth/index.html 5. WebQuests e. http://webquest.org/ f. Webquests are more controlled and focused than a Web search. The three technologies that I have chosen to review are Compass Learning Odyssey, ePALS, and Google Earth. Compass Learning Odyssey: A. Usefulness in the classroom (either from a teacher or a student standpoint) a. Compass Learning Odyssey allows students to work at their own pace and to reinforce the classroom curriculum. b. The Odyssey Manager delivers individual learning paths based on student assessment scores. Student data is immediately available through a wide variety of reports. B. Ease of use c. It is very easy to use and has visual graphics as well as spoken and written instructions. C. Cost d. The exact cost is unknown however, there is an access fee. Must have internet access. D. Reliability e. Available where ever an internet connection is available. E. Availability f. It is available 24/7 with a personal log in ID, password...
Words: 1724 - Pages: 7
...generally taken in a number of subjects by students aged 14–16 in secondary education in England, Wales and Northern Ireland and is equivalent to a Level 2 (A*- C) and Level 1 (D- G) in Key Skills. (In Scotland, the equivalent is the Standard Grade.) Some students may decide to take one or more GCSEs before or afterwards; people may apply for GCSEs at any point either internally through an institution or externally. The education systems of other British territories, such as Gibraltar,[1] and the former British dominion of South Africa, also use the qualifications, as supplied by the same examination boards. The International version of the GCSE is the IGCSE, which can be taken anywhere in the world, and which includes additional options, for example relating to coursework and the language used. When GCSEs are taken by students in secondary education, they can often be combined with other qualifications, such as the Business And Technology Education Council (BTEC), the Diploma in Digital Applications (DiDA), or diplomas. Education to GCSE level is often required of students who study for the International Baccalaureate or to GCE Advanced Level (A-level). GCSE exams were introduced as the compulsory school-leavers' examinations in the late 1980s (the first exams being taken in the summer of 1988) by the Conservative Party government, replacing the Certificate of Secondary Education (CSE) and GCE Ordinary Level (O-Level) examinations. Structure In secondary schools, GCSE courses are...
Words: 4102 - Pages: 17
...Lincoln High School IB History Internal Assessment Student Handbook Table of Contents What is the History IA? Planning Your Historical Investigation Examples of Types of Investigations Examples of Research Questions Choice of Topic 20th Century History of the Americas Alternative The Written Account & Assessment Criteria A. Plan of the Investigation B. Summary of Evidence C. Evaluation of Sources D. Analysis E. Conclusion F. Sources and Word Limit Sample History IAs 1Trotsky and the Russian Civil War 2US in Chile 3Women in the French Revolution 4PreWWI Alliances 4 7 9 10 11 12 13 14 14 1 2 2 3 4 10 16 Information in this guide is gathered from a variety of sources, including, but not limited to: The IB History Course Guide, Oxford’s IB Skills and Practice, IBOCC, and anecdotal experience. What is the History IA? The History IA is your chance to explore a period, theme, or event in history that you are interested in. For full IB Candidates, it also serves as 20% of your final History Grade. The final paper will be assessed by your teacher, with a sampling sent off to IB for score moderation. The History IA asks you to use the full range of skills you have been taught in class. In particular: ● knowledge and understanding ● application and interpretation ● synthesis and evaluation...
Words: 14314 - Pages: 58
...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
Words: 19278 - Pages: 78
...Michelin II – The treatment of rebates* Massimo Motta 1 European University Institute, Florence, and Universitat Pompeu Fabra, Barcelona 27 November 2006 Forthcoming in a book on EU competition case studies, edited by Bruce Lyons (Cambridge U.P.). The author has not been involved in this case, and his information about the case was only and exclusively drawn from public sources, such as the Commission Decision and the Court of First Instance’s Judgment. I am very grateful to Chiara Fumagalli and Liliane Karlinger for their comments on a previous draft. 1 * 1 1. Introduction In 2001, the European Commission found that the French firm Michelin had – via its various types of rebates - abused its dominant position in the French markets for new replacement tyres and retreaded tyres for heavy vehicles, and imposed a fine of EUR 19.76 million to Michelin. 2 Two years later, the Court of First Instance upheld the Commission’s Decision in its entirety. 3 In many respects, this case is exemplary of the strict formalistic approach followed in abuse of dominance cases by the European Commission and the Community Courts, which severely limit the possibility of dominant firms to resort to certain business practices, such as exclusive dealing, rebates, tying. Indeed, the EU case law has so far disregarded the actual effects of the allegedly abusive practices (the Commission does not need to prove that exclusionary effects have indeed taken place, nor does it need to show that...
Words: 2197 - Pages: 9
...Research Center for Group Dynamics, particularly the early research by John R. P. French. The original French and Raven (1959) bases of power model posited six bases of power: reward, coercion, legitimate, expert, referent, and informational (or persuasion; Raven, 1965). Since then, as the result of considerable research, the model has gone through signiJicant developments. A more comprehensive model is presented here that reviews the following: various motivations of the influencing agent; an assessment of available power bases in terms of potential effectiveness, time perspective, personal preferences, values and norms; consideration of other strategies such as manipulation; utilization of various preparatory and stage-setting devices to strengthen olte’s power resources; implementation of the power strategies; assessment of effectiveness of influence attempt and its positive andl or negative aftereffects; use of various ameliorative devices; and review, reconsideration, and another round of influence strategies. The overall model is examined in terms of its applicability to various settings including hospital infection control, patient compliance with physicians’ recommendations, confrontations between political jgures, children’s influence on their peers, conflict resolution and negotiation, as well as supervisorlsubordinate relationships. More than 30 years have now elapsed since John R. P. French and I presented a typological analysis of the bases of power in interpersonal inThis...
Words: 10452 - Pages: 42
...Cultural Diversity 1 Running head: Cultural Diversity Cultural Diversity In the autumn of 2006 the population of the United States exceeded 300 million people. Of those 300 million, approximately 98 million, or 33%, of them are a part of a minority group (Jarvis, 2008). This growing number can be attributed to the increase number of immigrants coming to the United States for the opportunity to have a better life for themselves and their families. It is predicted that by the year 2050 the statistic of 33% of people that belong to a minority group will rise to 50%. Of the current 33%, 14.4% of people are of Hispanic or Latin origin. This makes Hispanics and Latinos the largest minority group in the country. African Americans account for 12.8%, Asians for 4.3%, and other groups for 2.7% of the ethnic minority population (Potter & Perry, 2009). The data on the United States population verifies an important fact that must be implemented within the health care system: the statistics reflect the cultural diversity of potential clients. From previous experience, I can concur that approximately one-third of the patients I saw belonged to a minority group. Health care professionals are expected to provide individualized care to their clients. In doing so, we must be aware of what makes them an individual. A person’s culture is a huge part of that. In order to fulfill our duty, we need to familiarize ourselves with the practices and beliefs of different cultures...
Words: 2026 - Pages: 9
...|Objectives | | |By the end of this lesson, students will be able to: | | |describe the scientific method and its effect on Western Europe | | |distinguish between the scientists Copernicus, Kepler, Galileo, Newton, and Harvey and their works | | |compare the political theories of Hobbes and Locke | | |explain how science and philosophy influenced one another during the Enlightenment | | |explain the term enlightened despot, using the model of Frederick II of Prussia | | |Click here for the course glossary | | |Click here for a Timeline of The Enlightenment and Scientific Revolution | | |This lesson discusses European society between 1600 and 1800--an era marked by the power of ideas and rational | | |thinking. The term Scientific Revolution is used to describe the growing acceptance and influence of the scientific| | |method and the belief that...
Words: 7624 - Pages: 31
...Youth reading, Persian miniature by Reza Abbasi, 1625-6 Part of a series on Reading Language Language Writing Writing system Orthography Braille Types of Reading Slow reading Speed reading Subvocalization Learning to Read Learning to read Comprehension Spelling Vocabulary Reading disability Dyslexia Reading for special needs Reading Instruction Alphabetic principle Phonics Whole language Phonetically Intuitive English Literacy Literacy Functional illiteracy Family literacy English orthography Lists Languages by writing system Management of dyslexia v t e Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Because reading is such a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers...
Words: 5120 - Pages: 21
...William and Mary Law Review Volume 49 | Issue 4 Article 16 Constitution Writing in Post-conflict Settings: An Overview Jennifer Widner Repository Citation Jennifer Widner, Constitution Writing in Post-conflict Settings: An Overview, 49 Wm. & Mary L. Rev. 1513 (2008), http://scholarship.law.wm.edu/wmlr/vol49/iss4/16 Copyright c 2008 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. http://scholarship.law.wm.edu/wmlr CONSTITUTION WRITING IN POST-CONFLICT SETTINGS: AN OVERVIEWt JENNIFER WIDNER* During the past forty years, over 200 new constitutions have emerged in countries at risk of internal violence. Internationally brokered peace accords have entailed the development of constitutions not only in the Balkans but also in Cambodia, Lebanon, East Timor, Rwanda, Chad, Mozambique, Bougainville-Papua New Guinea, Nepal, the Comoros, and other places.' New constitutions have heralded the adoption of multiparty systems from Albania to Zambia. 2 Policymakers have started to ask what we have learned and specifically whether some constitutional reform processes are more likely than others to deliver a reduction in violence or more rights-respecting fundamental documents. For example, over the past decade, the Commonwealth, the U.S. Institute of Peace, and t This Article draws in part on WIDER Research Paper 2005/51 and is published with the kind permission of the UNU-WIDER. * Professor of Politics and International Affairs, Princeton...
Words: 10809 - Pages: 44
...Political Carrer Winston Churchill | | | 11/22/2011 11/22/2011 The Life and Career of Sir Winston Churchill Churchill was involved in every important event of England’s from the Boer War to World War II. He served six British monarchs, from Queen Victoria to Elizabeth II. Through his life he was a statesman, soldier, author, journalist and twice prime minister, Churchill’s career has no parallel in modern history. The Early Years Sir Winston Leonard Spencer Churchill was born at Blenheim Palace in Oxfordshire, England, on November 30, 1874. His father, Lord Randolph Churchill, was a brilliant politician, even though he was one of the most hated. His mother was the American Jennie Jerome. One of his ancestors was John Churchill, Duke of Marlborough, a great military hero. Winston Churchill himself showed no early signs of greatness. He was in fact a stubborn, unruly, manipulative, and often difficult red-haired boy and a poor student. He was also given to unpredictable behavior. Before he was even seven years old, it was already clear that he was headstrong, highly opinionated, and virtually impossible to control. He spent four years at Harrow School at the very bottom of his class. However during this time he showed that he had a remarkable memory similar to his father's. He particularly enjoyed English. From early childhood soldiers and warfare fascinated Churchill and he often played with a large collection of lead soldiers in his nursery. His later years at...
Words: 6471 - Pages: 26
...LADLAN-A/1/2005±2008 DLL301-Q/1/2005±2008 LLL301-E/1/2005±2008 97636509 3b2 SDLANG style CONTENTS FOREWORD xii STUDY UNIT 1 _______________________________________________________________________ OUTCOMES-BASED EDUCATION AND LANGUAGE TEACHING 1 1.1 INTRODUCTION 2 1.2 WHY DID SOUTH AFRICA'S EDUCATION SYSTEM NEED TO CHANGE? 3 1.3 WHAT IS OUTCOMES-BASED EDUCATION? 3 1.3.1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE AND LANGUAGE TEACHING 19 iii 2.7 LANGUAGES WITH HIGH AND LOW STATUS IN SOUTH AFRICA 21 2.8 OVERVIEW OF THE STUDY UNIT 23 2.9 CONCLUSION ...
Words: 117690 - Pages: 471
...developed in the 18th century as the study of the economies of states — polities, hence political economy. In late nineteenth century, the term "political economy" was generally replaced by the term economics, used by those seeking to place the study of economy upon mathematical and axiomatic bases, rather than the structural relationships of production and consumption (cf. marginalism, Alfred Marshall). History of the term Originally, political economy meant the study of the conditions under which production was organized in the nation-states. The phrase économie politique (translated in English as political economy) first appeared in France in 1615 with the well known book by Antoyne de Montchrétien: Traicté de l’oeconomie politique. French physiocrats, Adam Smith, David Ricardo and Karl Marx were some of the exponents of political economy. In 1805, Thomas Malthus became England's first professor of political economy, at the East India Company College, Haileybury, Hertfordshire. The world's first professorship in political economy was established in 1763 at the University of Vienna, Austria; Joseph von Sonnenfels was the first tenured professor. In the United States, political economy first was taught at the College of William and Mary; in 1784 Adam Smith's Wealth of Nations was a required textbook. Glasgow University, where Smith was chairman of Logic and Moral Philosophy, changed the name of its Department of Political Economy...
Words: 39122 - Pages: 157
