5PG DOUBLE SPACEAssignment ObjectivesDiscuss fundamental

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5PG DOUBLE SPACE Assignment Objectives Discuss fundamental concepts of Environmental Science: sustainability, stewardship, and sound science. List the components of an ecosystem and discuss their significance. Describe abiotic and biotic factors and their relationship to an ecosystem. Explain demographic patterns in developed and developing countries and their impact on the environment. Discuss environmental public policy in relation to current issues. ...

5PG DOUBLE SPACE
Assignment Objectives
Discuss fundamental concepts of Environmental Science:
sustainability, stewardship, and sound science.
List the components of an ecosystem and discuss their
significance.
Describe abiotic and biotic factors and their relationship to an
ecosystem.
Explain demographic patterns in developed and developing
countries and their impact on the environment.
Discuss environmental public policy in relation to current
issues.

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Python Notes for mca i year students osmania university.docx

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Mehran University Newsletter Vol-X, Issue-I, 2024

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Mehran University Newsletter Vol-X, Issue-I, 2024

Mehran University of Engineering & Technology, Jamshoro

In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

Making and Justifying Mathematical Decisions.pdf

Making and Justifying Mathematical Decisions.pdf

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