This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
This document discusses strategies for generating meaningful mathematical discourse in the classroom. It begins by defining discourse and its importance according to the National Council of Teachers of Mathematics (NCTM) and the Common Core State Standards. The document then outlines five teaching practices for improving classroom discourse: using talk moves to engage students; effective questioning techniques; leveraging student thinking; establishing a supportive physical and emotional environment; and orchestrating classroom discussions. Specific strategies are provided for each teaching practice, such as wait time, revoicing student responses, and arranging students in circular formations. The overall goal is to get students actively discussing and building on each other's mathematical ideas.
This document discusses generating math discourse to support student learning. It begins by defining discourse as communication about mathematical ideas, as shaped by classroom tasks and environment. The Common Core emphasizes communication to develop conceptual understanding and justify procedures. Five teaching practices are discussed to improve discourse: using talk moves to engage students; effective questioning; building on student thinking; establishing a supportive environment; and orchestrating discussions. Specific strategies are provided for each practice, such as wait time, revoicing, and explicitly teaching discussion skills. The document concludes by reflecting on implementing discourse strategies in kindergarten and second grade classrooms.
This document discusses generating math discourse to support student learning. It begins by defining discourse as communication about mathematical ideas, as shaped by classroom tasks and environment. Next, it examines discourse through the lens of the Common Core standards, which emphasize conceptual understanding and justification. The document then outlines five teaching practices to improve discourse: using talk moves, effective questioning, building on student thinking, setting a supportive environment, and orchestrating discussions. It provides examples for implementing each practice and concludes by reflecting on discourse from kindergarten and second grade classrooms.
The document discusses supporting the whole child in education. It provides tips for building relationships with students, making learning relational, teaching formal language skills, assessing student resources, teaching hidden rules of school, monitoring progress, translating concrete concepts to abstract, teaching question-asking skills, forging relationships with parents, and allowing students to struggle productively. It also outlines four steps to promote whole child education at the local level: forming a working group, thinking and acting locally, spreading the word, and making community friends. The overall message is that a whole child approach ensures each student is supported and has access to personalized learning.
Here are two other multiplication problems that have the same answer as 18 x 4 and 4 x 18:
9 x 8
8 x 9
Both of these multiplication problems have an answer of 72, just like 18 x 4 and 4 x 18.
Active learning engages students through hands-on activities, experiments, and real-life connections. At Manthan International School, we use project-based learning, educational apps, and peer discussions to enhance understanding and critical thinking. Book a tour to see how we foster creativity and active participation.
Contact: admissions@manthanschool.org | +91 8179381535 / +91 8179381537 / +91 7032817080
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
This document discusses strategies for generating meaningful mathematical discourse in the classroom. It begins by defining discourse and its importance according to the National Council of Teachers of Mathematics (NCTM) and the Common Core State Standards. The document then outlines five teaching practices for improving classroom discourse: using talk moves to engage students; effective questioning techniques; leveraging student thinking; establishing a supportive physical and emotional environment; and orchestrating classroom discussions. Specific strategies are provided for each teaching practice, such as wait time, revoicing student responses, and arranging students in circular formations. The overall goal is to get students actively discussing and building on each other's mathematical ideas.
This document discusses generating math discourse to support student learning. It begins by defining discourse as communication about mathematical ideas, as shaped by classroom tasks and environment. The Common Core emphasizes communication to develop conceptual understanding and justify procedures. Five teaching practices are discussed to improve discourse: using talk moves to engage students; effective questioning; building on student thinking; establishing a supportive environment; and orchestrating discussions. Specific strategies are provided for each practice, such as wait time, revoicing, and explicitly teaching discussion skills. The document concludes by reflecting on implementing discourse strategies in kindergarten and second grade classrooms.
This document discusses generating math discourse to support student learning. It begins by defining discourse as communication about mathematical ideas, as shaped by classroom tasks and environment. Next, it examines discourse through the lens of the Common Core standards, which emphasize conceptual understanding and justification. The document then outlines five teaching practices to improve discourse: using talk moves, effective questioning, building on student thinking, setting a supportive environment, and orchestrating discussions. It provides examples for implementing each practice and concludes by reflecting on discourse from kindergarten and second grade classrooms.
The document discusses supporting the whole child in education. It provides tips for building relationships with students, making learning relational, teaching formal language skills, assessing student resources, teaching hidden rules of school, monitoring progress, translating concrete concepts to abstract, teaching question-asking skills, forging relationships with parents, and allowing students to struggle productively. It also outlines four steps to promote whole child education at the local level: forming a working group, thinking and acting locally, spreading the word, and making community friends. The overall message is that a whole child approach ensures each student is supported and has access to personalized learning.
Here are two other multiplication problems that have the same answer as 18 x 4 and 4 x 18:
9 x 8
8 x 9
Both of these multiplication problems have an answer of 72, just like 18 x 4 and 4 x 18.
Active learning engages students through hands-on activities, experiments, and real-life connections. At Manthan International School, we use project-based learning, educational apps, and peer discussions to enhance understanding and critical thinking. Book a tour to see how we foster creativity and active participation.
Contact: admissions@manthanschool.org | +91 8179381535 / +91 8179381537 / +91 7032817080
This document discusses research-based tools and frameworks to support ambitious mathematics teaching. It describes instructional activities designed for novice teachers to practice key routines of ambitious teaching. Rehearsals are used for teachers to learn how to facilitate mathematical talk and position students competently. A communication and participation framework maps teacher actions and student practices to support teacher reflection and trajectory of change. Common features of these tools include supporting teacher-researcher partnerships, developing a shared pedagogical language, approximating practice, highlighting student thinking, and linking teaching to learning outcomes. The goal is to develop teachers' adaptive expertise.
The document provides guidance on using pairwork and groupwork in the communicative classroom. It recommends regularly changing partners to keep students engaged. Groups should be no larger than 3 students so everyone has a chance to speak. The teacher can make activities competitive by keeping score to motivate students. Error correction should be done anonymously when possible to avoid embarrassment and encourage risk-taking.
The document discusses various collaborative learning activities and higher order thinking skills (HOTS) activities that can be used in the classroom. It provides descriptions and step-by-step instructions for implementing different group activities like round robin, numbered heads together, pairs check, three step interview, and think pair share. These activities encourage cooperation among students and hold individuals accountable for contributing to the group. The document also briefly defines creative learning and HOTS, noting that they develop skills like problem solving, creativity, and building knowledge through creative instructional techniques rather than memorization.
This document discusses strategies for promoting critical thinking in teaching. It advocates for cooperative and collaborative learning approaches over traditional lecture-based methods. Some key points:
- Cooperative learning is effective when students rely on each other through positive interdependence and individual accountability. Face-to-face interaction and collaborative skills are important.
- Classroom debates and discussions encourage independent and dynamic thought by having students critically analyze conflicting information. Different types of debates structure interaction.
- Both teacher and student questions are valuable for learning, with teachers aiming for deeper understanding and students seeking clarity. Formative and summative assessments evaluate individual and group work. Performance-based assessments clearly define scoring criteria.
This document outlines a workshop on developing critical reading skills. It describes activities used in the workshop including having students annotate a poster as they read to document their reactions, questions, and summaries. Students then vote on the main ideas and best title for the article through sticky dots. The workshop is aimed to gradually release responsibility to students using strategies like reciprocal teaching. It encourages independent practice of critical reading skills beyond the workshop.
The document discusses the importance of communication and collaboration in mathematics learning. It notes that learning is a social process, and that students learn best when they can communicate their mathematical thinking and evaluate the strategies of others. Discussing mathematical ideas helps students organize and reflect on their own understanding, and allows them to develop mathematical vocabulary and construct their own meaning. The document advocates establishing classroom norms that promote routine dialogue and debate about mathematical thinking. It suggests that teachers can model thinking out loud and encourage students to use correct terminology through tools like word walls. Overall, it emphasizes that students need opportunities to speak, read and write about mathematical ideas.
The document summarizes insights from a lesson study conducted by mathematics teachers at a secondary school in Ireland. The study aimed to improve students' understanding of key terms in statistics and probability by using literacy interventions. It was found that students responded positively to peer learning and visual representations of terms, and that rote learning led to poor outcomes. The teachers observed enhanced learning and weaker students benefited from explaining concepts to peers. Future work should focus more on developing students' mathematical literacy.
Essay On Feasability Of Self-Assessment In ESL ClassroomsMonica Rivera
This document discusses observations of ESL classrooms and teaching methods. It describes two classrooms observed - a third grade classroom with 22 Mexican heritage students and a first grade classroom of 25 Mexican heritage students. Both teachers engaged students through group work, think-pair-share activities, and active learning like having students discuss and share their writing while walking around. The document analyzes the effectiveness of these teaching methods for language acquisition. It also notes the importance of creating a welcoming classroom environment for ESL students.
The document discusses various instructional methods and strategies for teachers. It begins by outlining key instructional skills like questioning, using examples, pacing, and achieving closure. It then describes different teaching strategies that are either teacher-centered, like lectures, or learner-centered, like discussions. Finally, it provides guidance on choosing appropriate strategies based on student characteristics, subject matter, and teaching situation. Some strategies covered in detail include questioning students, using examples, and pacing a lesson to keep students engaged.
The document discusses various effective teaching strategies that actively engage students and reflect their learning goals and developmental needs. It describes strategies like differentiated instruction, culturally responsive teaching, reciprocal teaching, blended learning and more. The key strategies discussed are using flexible seating, knowing students' backgrounds, assessing continuously, relating lessons to students' lives, implementing small group and individualized learning, and using media and other subjects to enhance lessons. The overall document provides a comprehensive overview of research-backed classroom teaching methods.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
Values education philosophy in the classroom uses stimulus materials to encourage students to think deeply about philosophical issues through class discussions. It involves four phases: establishing discussion guidelines, creating an agenda by gathering student questions about a stimulus text, a community of inquiry discussion guided by the teacher, and reflection. The goal is to help students independently think about and respect different perspectives on life's big questions.
This document discusses establishing a culture of communication in the classroom through engaging students in rigorous discussions. It provides several strategies for teachers to model discussion norms and procedures, including having students partner up to discuss topics, selecting topics for small groups to "fishbowl" discuss, and posing problems for students to consider. The document emphasizes the importance of establishing norms, modeling discussions, and practicing communication skills to help students develop as effective discussants.
The document discusses cooperative learning strategies and techniques. It provides an overview of cooperative learning, including its definition and principles. Some key principles discussed are heterogeneous grouping, collaborative skills, group autonomy, simultaneous interaction, equal participation, individual accountability, and positive interdependence. The document also outlines several cooperative learning strategies and techniques, such as jigsaw, think-pair-share, round robin, and focused listing. It emphasizes that cooperative learning involves students working together in groups to maximize their own and each other's learning.
Philosophy aims to build on the students' own wonder and curiosity about ideas
that are important to them. The subject matter of Philosophy is the common,
central and contestable concepts that underpin both our experience of human life
and all academic disciplines.
Philosophy is a vehicle for holding purposeful
discussions to help students understand and be able to apply the nine Values for
Australian Schooling. Examples of such concepts relate directly to the nine
Values:
• Care and compassion
• Doing your best
• Fair go
• Freedom
• Honesty and trustworthiness
• Integrity
• Respect
• Responsibility
• Understanding, tolerance and inclusion
BUSI 330Collaborative Marketing Plan Final Draft Instructions.docxrichardnorman90310
BUSI 330
Collaborative Marketing Plan Final Draft Instructions
Include the following in your Group Discussion Board Forum:
1. A report with the final Marketing Plan that includes the three previous drafts, attached as an MS Word file. In addition, this final MP must include the following sections:
· Marketing Programs & Financial Projections.
You should review pp. 54–55 of the text for examples of the key issues that should be discussed within these sections of the MP. You will need a comprehensive marketing program, which includes a discussion of: the Product Strategy, the Pricing Strategy, the Promotion Strategy and the Distribution (channels) Strategy.
The last section on Financial Projections should show a 5-year projection of expected revenues. In addition, you should present some type of idea when BE (break-even) will take place. Companies that introduce new products generally do not make a profit in “year 1” because of the high development and marketing costs required to test and launch the product. Obtaining costs will be difficult, but you should try to estimate costs.
· Executive Summary (ES)
Finally, once the MP is written, you will need to write the Executive Summary. The ES is written last but is placed right after the Table of Contents. You will want the reader to see the ES first. if they like it, they may read on. If it does not excite the reader, the MP will likely be discounted. The ES should contain only the most important findings, conclusions, and recommendations contained within your plan.
· The Table of Contents
The Table of Contents contains a list of the major sections of your marketing plan with the names of the group members that participated in the actual writing of each section. This will allow the instructor to evaluate each member’s contribution to the overall group project.
· Appendices
The only Appendix required is a reference list. Keep in mind that data and key information may need citations, but will surely require a reference list. A plan with no references will be considered marginal since information sources add considerable credibility to the ideas in your plan.
Your Collaborative Marketing Plan Final Draft must be submitted by 11:59 p.m. (ET) on Friday of Module/Week 8.
Running head: 1
4Group 4-Crystal ArzolaEdwin BrannanLevi ClarkJennifer HardyBrodee Whichard
Liberty UniversityDraft 1-Marketing Plan
1. Executive Summary
Our marketing plan is for the pediatric rack system used by g-tube patients to be distributed and sold through the Fortune 500 company, Owens & Minor.
2. Company Description
Owens and Minor was established by cofounders Otho O. Owens and G. Gilmer Minor in 1882 to provide healthcare services for the local Richmond community. What started as a drugstore, in a now historic landmark, quickly grew to buy out competitor drugstore Bodeker Drug Company in 1954. With this acquisition, the company briefly changed names to Owens, Minor & Bodeker, commonly known in that day as OMB. In pre.
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This document discusses research-based tools and frameworks to support ambitious mathematics teaching. It describes instructional activities designed for novice teachers to practice key routines of ambitious teaching. Rehearsals are used for teachers to learn how to facilitate mathematical talk and position students competently. A communication and participation framework maps teacher actions and student practices to support teacher reflection and trajectory of change. Common features of these tools include supporting teacher-researcher partnerships, developing a shared pedagogical language, approximating practice, highlighting student thinking, and linking teaching to learning outcomes. The goal is to develop teachers' adaptive expertise.
The document provides guidance on using pairwork and groupwork in the communicative classroom. It recommends regularly changing partners to keep students engaged. Groups should be no larger than 3 students so everyone has a chance to speak. The teacher can make activities competitive by keeping score to motivate students. Error correction should be done anonymously when possible to avoid embarrassment and encourage risk-taking.
The document discusses various collaborative learning activities and higher order thinking skills (HOTS) activities that can be used in the classroom. It provides descriptions and step-by-step instructions for implementing different group activities like round robin, numbered heads together, pairs check, three step interview, and think pair share. These activities encourage cooperation among students and hold individuals accountable for contributing to the group. The document also briefly defines creative learning and HOTS, noting that they develop skills like problem solving, creativity, and building knowledge through creative instructional techniques rather than memorization.
This document discusses strategies for promoting critical thinking in teaching. It advocates for cooperative and collaborative learning approaches over traditional lecture-based methods. Some key points:
- Cooperative learning is effective when students rely on each other through positive interdependence and individual accountability. Face-to-face interaction and collaborative skills are important.
- Classroom debates and discussions encourage independent and dynamic thought by having students critically analyze conflicting information. Different types of debates structure interaction.
- Both teacher and student questions are valuable for learning, with teachers aiming for deeper understanding and students seeking clarity. Formative and summative assessments evaluate individual and group work. Performance-based assessments clearly define scoring criteria.
This document outlines a workshop on developing critical reading skills. It describes activities used in the workshop including having students annotate a poster as they read to document their reactions, questions, and summaries. Students then vote on the main ideas and best title for the article through sticky dots. The workshop is aimed to gradually release responsibility to students using strategies like reciprocal teaching. It encourages independent practice of critical reading skills beyond the workshop.
The document discusses the importance of communication and collaboration in mathematics learning. It notes that learning is a social process, and that students learn best when they can communicate their mathematical thinking and evaluate the strategies of others. Discussing mathematical ideas helps students organize and reflect on their own understanding, and allows them to develop mathematical vocabulary and construct their own meaning. The document advocates establishing classroom norms that promote routine dialogue and debate about mathematical thinking. It suggests that teachers can model thinking out loud and encourage students to use correct terminology through tools like word walls. Overall, it emphasizes that students need opportunities to speak, read and write about mathematical ideas.
The document summarizes insights from a lesson study conducted by mathematics teachers at a secondary school in Ireland. The study aimed to improve students' understanding of key terms in statistics and probability by using literacy interventions. It was found that students responded positively to peer learning and visual representations of terms, and that rote learning led to poor outcomes. The teachers observed enhanced learning and weaker students benefited from explaining concepts to peers. Future work should focus more on developing students' mathematical literacy.
Essay On Feasability Of Self-Assessment In ESL ClassroomsMonica Rivera
This document discusses observations of ESL classrooms and teaching methods. It describes two classrooms observed - a third grade classroom with 22 Mexican heritage students and a first grade classroom of 25 Mexican heritage students. Both teachers engaged students through group work, think-pair-share activities, and active learning like having students discuss and share their writing while walking around. The document analyzes the effectiveness of these teaching methods for language acquisition. It also notes the importance of creating a welcoming classroom environment for ESL students.
The document discusses various instructional methods and strategies for teachers. It begins by outlining key instructional skills like questioning, using examples, pacing, and achieving closure. It then describes different teaching strategies that are either teacher-centered, like lectures, or learner-centered, like discussions. Finally, it provides guidance on choosing appropriate strategies based on student characteristics, subject matter, and teaching situation. Some strategies covered in detail include questioning students, using examples, and pacing a lesson to keep students engaged.
The document discusses various effective teaching strategies that actively engage students and reflect their learning goals and developmental needs. It describes strategies like differentiated instruction, culturally responsive teaching, reciprocal teaching, blended learning and more. The key strategies discussed are using flexible seating, knowing students' backgrounds, assessing continuously, relating lessons to students' lives, implementing small group and individualized learning, and using media and other subjects to enhance lessons. The overall document provides a comprehensive overview of research-backed classroom teaching methods.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
Values education philosophy in the classroom uses stimulus materials to encourage students to think deeply about philosophical issues through class discussions. It involves four phases: establishing discussion guidelines, creating an agenda by gathering student questions about a stimulus text, a community of inquiry discussion guided by the teacher, and reflection. The goal is to help students independently think about and respect different perspectives on life's big questions.
This document discusses establishing a culture of communication in the classroom through engaging students in rigorous discussions. It provides several strategies for teachers to model discussion norms and procedures, including having students partner up to discuss topics, selecting topics for small groups to "fishbowl" discuss, and posing problems for students to consider. The document emphasizes the importance of establishing norms, modeling discussions, and practicing communication skills to help students develop as effective discussants.
The document discusses cooperative learning strategies and techniques. It provides an overview of cooperative learning, including its definition and principles. Some key principles discussed are heterogeneous grouping, collaborative skills, group autonomy, simultaneous interaction, equal participation, individual accountability, and positive interdependence. The document also outlines several cooperative learning strategies and techniques, such as jigsaw, think-pair-share, round robin, and focused listing. It emphasizes that cooperative learning involves students working together in groups to maximize their own and each other's learning.
Philosophy aims to build on the students' own wonder and curiosity about ideas
that are important to them. The subject matter of Philosophy is the common,
central and contestable concepts that underpin both our experience of human life
and all academic disciplines.
Philosophy is a vehicle for holding purposeful
discussions to help students understand and be able to apply the nine Values for
Australian Schooling. Examples of such concepts relate directly to the nine
Values:
• Care and compassion
• Doing your best
• Fair go
• Freedom
• Honesty and trustworthiness
• Integrity
• Respect
• Responsibility
• Understanding, tolerance and inclusion
BUSI 330Collaborative Marketing Plan Final Draft Instructions.docxrichardnorman90310
BUSI 330
Collaborative Marketing Plan Final Draft Instructions
Include the following in your Group Discussion Board Forum:
1. A report with the final Marketing Plan that includes the three previous drafts, attached as an MS Word file. In addition, this final MP must include the following sections:
· Marketing Programs & Financial Projections.
You should review pp. 54–55 of the text for examples of the key issues that should be discussed within these sections of the MP. You will need a comprehensive marketing program, which includes a discussion of: the Product Strategy, the Pricing Strategy, the Promotion Strategy and the Distribution (channels) Strategy.
The last section on Financial Projections should show a 5-year projection of expected revenues. In addition, you should present some type of idea when BE (break-even) will take place. Companies that introduce new products generally do not make a profit in “year 1” because of the high development and marketing costs required to test and launch the product. Obtaining costs will be difficult, but you should try to estimate costs.
· Executive Summary (ES)
Finally, once the MP is written, you will need to write the Executive Summary. The ES is written last but is placed right after the Table of Contents. You will want the reader to see the ES first. if they like it, they may read on. If it does not excite the reader, the MP will likely be discounted. The ES should contain only the most important findings, conclusions, and recommendations contained within your plan.
· The Table of Contents
The Table of Contents contains a list of the major sections of your marketing plan with the names of the group members that participated in the actual writing of each section. This will allow the instructor to evaluate each member’s contribution to the overall group project.
· Appendices
The only Appendix required is a reference list. Keep in mind that data and key information may need citations, but will surely require a reference list. A plan with no references will be considered marginal since information sources add considerable credibility to the ideas in your plan.
Your Collaborative Marketing Plan Final Draft must be submitted by 11:59 p.m. (ET) on Friday of Module/Week 8.
Running head: 1
4Group 4-Crystal ArzolaEdwin BrannanLevi ClarkJennifer HardyBrodee Whichard
Liberty UniversityDraft 1-Marketing Plan
1. Executive Summary
Our marketing plan is for the pediatric rack system used by g-tube patients to be distributed and sold through the Fortune 500 company, Owens & Minor.
2. Company Description
Owens and Minor was established by cofounders Otho O. Owens and G. Gilmer Minor in 1882 to provide healthcare services for the local Richmond community. What started as a drugstore, in a now historic landmark, quickly grew to buy out competitor drugstore Bodeker Drug Company in 1954. With this acquisition, the company briefly changed names to Owens, Minor & Bodeker, commonly known in that day as OMB. In pre.
BUSI 460 – LT Assignment Brief 1
ACADEMIC YEAR 2020 – SPRING TERM
MBA
(MASTER OF BUSINESS ADMINISTRATION)
BUSI 460 – CONSLTING PRACTICE
INSTRUCTOR: DR. PAURIC P. O’ROURKE
LEARNING TEAM (LT) ASSIGNMENT BRIEF –
LAYERED
TOPIC: LT CONSULTING PROJECT CASE STUDY
35% OF TOTAL COURSE GRADE
(Part 1-5% -W6, Part 2-10% -W7, Part 3 - 15%-W10 &
Part 4 - 5%- W11)
SUBMISSION DATES: VARIES - WEEKS 6, 7, 10 &
11 ONLINE VIA STUDENT PORTAL(MOODLE)
TURNITIN LINK
Self-Selected Learning Team Group (LT Group)
N= Name. Cell = Mobile. e = E Mail Address. f/t/i = Facebook. or Twitter or Instagram Account
Members of Group Written Assignment Learning Team:
1.N:______________ C: __________ e: ___________f/t/i: ___________
2.N:______________ C: __________ e: ___________f/t/i: ___________
3.N:_______________ C: __________ e: ___________f/t/i: ___________
4.N:______________ C: __________ e: ___________f/t/i: ___________
If you change any of your contact details, such as cell number, you are obliged to let your team members know in advance asap.
Important: Sharing such personal contact details is totally optional and up to each individual student but it does make arranging
meetings outside of class time, which you will have to do in this subject must easier. Sharing of such information is on the strict basis
BUSI 460 – LT Assignment Brief 2
and understanding that such information will not be misused or passed on to third parties without the individual’s consent. Any breach
of this will be reported to the University Authorities.
Learning Outcomes:
On successful completion of this assignment the student will be able:
1. To develop abilities to gather, analyse, interpret and evaluate information on a
management consulting task and project related topic(s).
2. To strengthen conceptual and analytical skills in the study management
consulting.
3. To build tangible links between the theory and practice of management
consulting.
4. To heighten awareness and understanding of management consulting in action
and gain greater self-awareness of oneself as a consultant.
5. To develop and present thoughts, arguments, and informed opinions in a logical
and coherent way.
6. To develop creativity and critical management skills.
7. To develop skills in case study navigation and analysis.
8. To demonstrate academic and management research, proposal, report writing
and composition skills with academic and business integrity.
9. To consistently apply the APA system of academic referencing.
10. To demonstrate word processing and IT skills
11. To develop project and time management skills.
12. To develop team working skills in order to function as a high performance team.
13. To develop healthy and functional work habits in progressing confidently and
consistently towards a defined submission deadline date.
Learning Team (LT) Assignment – Overall Task
Usin.
BUS475 week#7Diversity in the work environment promotes accept.docxrichardnorman90310
BUS475 week#7
Diversity in the work environment promotes acceptance, respect, and teamwork despite differences in race, age, gender, language, political beliefs, religion, sexual orientation, communication styles, and other differences. Discuss the following:
If you were starting a business that required you to hire new personnel, would diversity be a priority? How important would it be to you on a list of other considerations? Explain.
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BUS475week#5In Chapter 11 of your textbook, you explored import.docxrichardnorman90310
BUS475/week#5
In Chapter 11 of your textbook, you explored important areas of risk and opportunity for society and companies such as the role of technology in business and society, cybersecurity, privacy, robotics, genetically engineering and others.
Discuss questions or concerns or enthusiasm you have regarding one of these areas (or other similar area of your choice) that are changing due to technological advance
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BUS475/week#6
Share a recent or current event in which a business or government failed to protect consumers. What were the failures? Who were the victims? What can or could be done to prevent such failures in the future? Do your findings change the way you will support the company in the future?
You are encouraged to share resources that introduce or illuminate the event.
.
BUS475v10Project PlanBUS475 v10Page 2 of 2Wk 4 – App.docxrichardnorman90310
BUS/475v10
Project Plan
BUS/475 v10
Page 2 of 2
Wk 4 – Apply: Project Plan
Project Title: Project Objectives:
· List project objective
· List project objective
· List project objective
Operational Step
Responsible Person
Timeline
Example
Project Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives:
· Identify the top 3 potential customer groups for this opportunity and describe their characteristics and preferences
Operational Step
Responsible Person
Timeline
Review the organization’s customer database to determine potential customer groups
Leo (Market Research Manager)
9/30 (1 week)
Identify the top 3 groups to target based upon volume, brand loyalty, and location
Betty (Director of Marketing)
10/7 (2 weeks)
Survey customers regarding food preferences and potential menu items
Tom (Customer Service Representative)
10/21 (4 weeks)
Share customer feedback with inventory and operational teams
Betty/Tom
10/28 (5 weeks)
Determine the top 5 locations and times to complete a pilot study with your test market.
Operational Step
Responsible Person
Timeline
Review sales data to determine peak sales opportunities by location
Jim (Director of Sales)
9/30 (1 week)
Identify the top 5 locations in which to conduct the desert taco pilot
Jim
10/7 (2 weeks)
Create marketing collateral and social media communications to promote the desert taco pilot
Oliver (Media Relations Manager)
10/21 (4 weeks)
Provide expected volume and product information for the inventory team
Jim
10/7 (2 weeks)
Estimate the required inventory and supply chain needs necessary to support the desert taco pilot
Operational Step
Responsible Person
Timeline
Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot.
Louise (Controller)
10/14 (3 weeks)
Source supply companies and obtain product pricing quotes and delivery timelines.
Louise
10/21 (4 weeks)
Determine shipment and storage needs to support the pilot.
Louise and Ben (Operations Manager)
10/21 (4 weeks)
Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations.
Louise
10/28 (5 weeks)
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.
Running head: TESLA EXPANSION 2
TESLA EXPANSION 2
Tesla Global Expansion
Shawn Cyr
BUS 475
31 March 2020
Mr. Simpson
The opportunity which Tesla needs to exploit is to go into expand its market into the developing countries. The reason for choosing this opportunity is that Tesla today operates in a small market. The company has the majority of its revenues from the United States with a small percentage from China. .
BUS472L – Unit 2 & 4 AssignmentStudent Name ___________________.docxrichardnorman90310
BUS472L – Unit 2 & 4 Assignment
Student Name: ______________________
Instructions:
Unit 2: Replace fields within [brackets] with applicable data for your project. First, list out deliverables and work packages; which align to your project scope. Feel free to add additional lines as applicable based on your project size. Ensure to update the WBS # and indent lines as applicable. Add in estimated start and completion dates, owners (person responsible for ensuring the activity is completed), and then shade the applicable columns to represent the length of each activity to create a Gantt chart. Ignore the predecessor column for Unit 2. Then fill in the Resource Chart, the resources should align to the activity owners that you assigned in your WBS.
Unit 4: Update your WBS below to include predecessors (this will be the WBS # of the activity that must be completed prior to starting that activity). Note be sure to check then your expected start and completion dates reflect properly based on your predecessors. Next, set at least two tasks to run in parallel. Finally, complete the below critical path and resource constraint/leveling instructions below.
Project WBS (Unit 2 & 4)
WBS #
Activity Name
Expected
Start
Expected Completion
Activity Owner
Predecessor
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
UNIT 4
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
1
[Project Name]
1.1
Initiate
1.1.1
[Deliverable 1]
[2/1/2020]
[3/15/2020]
[Bob Smith]
1.1.2
[Deliverable 2]
[3/15/2020]
[4/30/2020]
1.2
Planning
1.2.1
[Deliverable 3]
1.3
Execution
1.3.1
[Deliverable 4]
1.3.1.1
[Work Package 1]
1.3.1.2
[Work Package 2]
1.3.2
[Deliverable 5]
1.3.3
[Deliverable 6]
1.4
Close
1.4.1
[Deliverable 7]
Resource Chart: (Unit 2)
Name
Role
% of time dedicated to the project
[Bob Smith]
Project Manager
95%
Critical Path: (Unit 4)
The project critical path is important; because if an activity on the critical path delays; the project delays. In looking at your project, what activities are on your critical path (note all might be if you have your activities in serial sequence)? How could you work to limit the number of activities on the critical path? How could you proactively put measures in place so if an activity slips by a couple days the entire success of the project is not jeopardized? Respond with at least 5-6 sentences.
Response:
Resource Constraints: (Unit 4)
Your project may or may not have resource constraints. A resource constraint would be present if you have an individual working on one or multiple activities and do not have enough capacity in order to finish that activity on time. In reflection of your pr.
BUS308 Week 4 Lecture 1
Examining Relationships
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Issues around correlation
2. The basics of Correlation analysis
3. The basics of Linear Regression
4. The basics of the Multiple Regression
Overview
Often in our detective shows when the clues are not providing a clear answer – such as
we are seeing with the apparent continuing contradiction between the compa-ratio and salary
related results – we hear the line “maybe we need to look at this from a different viewpoint.”
That is what we will be doing this week.
Our investigation changes focus a bit this week. We started the class by finding ways to
describe and summarize data sets – finding measures of the center and dispersion of the data with
means, medians, standard deviations, ranges, etc. As interesting as these clues were, they did not
tell us all we needed to know to solve our question about equal work for equal pay. In fact, the
evidence was somewhat contradictory depending upon what measure we focused on. In Weeks 2
and 3, we changed our focus to asking questions about differences and how important different
sample outcomes were. We found that all differences were not important, and that for many
relatively small result differences we could safely ignore them for decision making purposes –
they were due to simple sampling (or chance) errors. We found that this idea of sampling error
could extend into work and individual performance outcomes observed over time; and that over-
reacting to such differences did not make much sense.
Now, in our continuing efforts to detect and uncover what the data is hiding from us, we
change focus again as we start to find out why something happened, what caused the data to act
as it did; rather than merely what happened (describing the data as we have been doing). This
week we move from examining differences to looking at relationships; that is, if some measure
changes does another measure change as well? And, if so, can we use this information to make
predictions and/or understand what underlies this common movement?
Our tools in doing this involve correlation, the measurement of how closely two
variables move together; and regression, an equation showing the impact of inputs on a final
output. A regression is similar to a recipe for a cake or other food dish; take a bit of this and
some of that, put them together, and we get our result.
Correlation
We have seen correlations a lot, and probably have even used them (formally or
informally). We know, for example, that all other things being equal; the more we eat. the more
we weigh. Kids, up to the early teens, grow taller the older they get. If we consistently speed,
we will get more speeding tickets than those who obey the speed limit. The more efforts we put
into studying, the better grades we get. All of these are examples of correlations.
Correlatio.
BUS301 Memo Rubric Spring 2020 - Student.docxBUS301 Writing Ru.docxrichardnorman90310
BUS301 Memo Rubric Spring 2020 - Student.docx
BUS301 Writing Rubric
Performance Dimensions
N/A
Not Met
Met
Comments
Organization (OABC)
Opening gets attention, provides context, and introduces topic
0
1
Agenda previews content of the document
0
1
Body
0
2
Sound paragraphing decisions (length and development)
Paragraphs limited to one topic per paragraph
Complete discussion of one topic before moving to next topic
Transitions and flow between paragraphs smooth
The overall flow/logic/structure of document is apparent
Closing summarizes and concludes, recommends, if appropriate
0
1
Content
The content of the document is relevant; information meaningful
0
2
The document is developed with adequate support and examples
0
2
The content is accurate and appropriate, with insightful analysis
0
2
Proofreading
The grammar and spelling are correct (proofread)
0
3
Punctuation—comma usage, capitalization, etc.—used correctly
0
3
The sentence structure and length are appropriate
0
1
Format
Appropriate formatting is used for type of document written
0
1
Good use of font, margins, spacing, headings, and visuals
0
1
[11/2016]
Example - Good - Corrected student example Spring 2020.docx
TO: Professor __________
FROM: Suzy Student
DATE: February 1, 2020
SUBJECT: Out of Class Experience – Cybersecurity Conference
Cybersecurity is a topic everyone should be concerned about, so I attended the 3rd Annual Cybersecurity Event held in the Grawn Atrium. I gained insight and knowledge from listening to the speakers that came from different kinds of industries. In this memo, I will discuss what I learned from the speaker and two takeaways: 1) cybersecurity is everywhere, 2) personal identifiable information, and 3) cybersecurity for the business student.
Cybersecurity is Everywhere
The conference was an opportunity to learn about cybersecurity. The first speaker talked about how companies are attacked in many different ways every day. The “bad guys” are trying to steal company information as well as employee information. Both kinds of information are valuable on the black market. The second speaker talked about the internet of things (IoT). These are things that are attached to the internet. The speaker talked about autonomous cars and medical equipment (heart) that talks to the internet. She talked about how cyber can and should influence designs. “Things” must be created with cybersecurity included in every step of the design. The last speaker talked about how my information has value. The “bad guys” steal my information and people want to buy it. Making money is one reason hackers steal millions of records.
Personal Identifiable Information
Personal Identifiable Information (PII) is any information relating to an identifiable person. There are laws in place to help make sure this information is secure. This topic is a takeaway for me because I had no idea my data had any value t.
BUS 206 Milestone Two Template To simplify completi.docxrichardnorman90310
BUS 206 Milestone Two Template
To simplify completing this milestone, use this template to help you write your essay. You may use each
heading as a starter sentence and then discuss the legal issues presented in the case study using the
following guide, if you choose. Be sure to explain and elaborate on how each term applies to the story.
Be sure to incorporate the facts of the case into your explanation and analysis.
Remember that the document you submit should follow the formatting guidelines described in the
Milestone Two Guidelines and Rubric document.
A. Various elements must be present to prove that a valid contract exists between Sam and the
chain store.
The four elements to a contract are . (Chapter 13)
The first element of would be deemed to exist if [describe facts that
are or should be present].
The second element of would be deemed to exist if [describe facts
that are or should be present].
The third element of would be deemed to exist if [describe facts that
are or should be present].
The fourth element of would be deemed to exist if [describe facts
that are or should be present].
If the elements of a contract did exist between these parties, there could still be some
possible reasons why a contract might not be valid based on facts not present in the
scenario. For example, if Sam was a minor at the time he made the agreement with
the chain store, the contract would not be valid because . List
some other reasons and elaborate on why a contract might be invalid.
Discuss and explain any other information you deem relevant to this answer.
(Chapters 13, 14, 15, and 16)
B. Even if there is not a valid legal contract between Sam and the chain store, there may still be
a quasi-contract (Chapter 13) or elements of what is called a promissory estoppel. (Chapter
15)
A quasi-contract is defined as . In this case, a quasi-contract may exist
if the following facts are true: . (Chapter 13)
A promissory estoppel is defined as . This principle might apply to this
case if . (Chapters 13 and 16)
Discuss and explain any other information you deem relevant to this answer.
C. The rights and obligations of both the landlord and tenant depend upon the term of their
contract. Such a contract may be verbal or in writing under a standard residential lease
agreement. (Chapters 13 and 50)
Some facts that may support that Sam is in breach of that contract are
.
Some facts that may support that Sam is not in breach of that contract are
. (Chapters 16, 17, and 50)
Discuss and explain any other information you deem relevant to this answer.
D. Based upon those rights and obligations, Sam’s landlord has/does not have grounds to evict
because .
Elaborate and explain.
E. Some defenses Sam might raise if his landlord tries to evict him include
because .
Elaborate .
Bunker Hill Community College MAT 093 Foundations of Mathema.docxrichardnorman90310
Ryan has monthly expenses of $1883 leaving her with $82 per month after paying all her bills. If she saves $150 per month, it will take her 12 months to save two months' salary of $3600 for an emergency fund. The document provides a multi-step math word problem to solve involving Ryan's monthly income and expenses. It then provides additional math word problems involving geometry, fractions, percentages, and other calculations to solve. The problems are from a midterm exam for a foundations of mathematics course and include a grading rubric.
Bullying and cyberbullying of adolescents have become increasingly p.docxrichardnorman90310
Bullying and cyberbullying of adolescents have become increasingly popular media topics. Why do you think schools are often ineffective in reducing rates of bullying and cyberbullying? Imagine you are an administrator at a middle or high school. What specific activities would you engage in to deter students from bullying their peers?
.
Building an Information Technology Security Awareness an.docxrichardnorman90310
Building an Information
Technology Security Awareness
and Training Program
Mark Wilson and Joan Hash
NIST Special Publication 800-50
C O M P U T E R S E C U R I T Y
Computer Security Division
Information Technology Laboratory
National Institute of Standards and Technology
Gaithersburg, MD 20899-8933
October 2003
U.S. Department of Commerce
Donald L. Evans, Secretary
Technology Administration
Phillip J. Bond, Under Secretary for Technology
National Institute of Standards and Technology
Arden L. Bement, Jr., Director
Reports on Computer Systems Technology
The Information Technology Laboratory (ITL) at the National Institute of Standards and Technology
(NIST) promotes the U.S. economy and public welfare by providing technical leadership for the Nation’s
measurement and standards infrastructure. ITL develops tests, test methods, reference data, proof of
concept implementations, and technical analyses to advance the development and productive use of
information technology. ITL’s responsibilities include the development of technical, physical,
administrative, and management standards and guidelines for the cost-effective security and privacy of
sensitive unclassified information in Federal computer systems. This Special Publication 800-series
reports on ITL’s research, guidance, and outreach efforts in computer security, and its collaborative
activities with industry, government, and academic organizations.
U.S. GOVERNMENT PRINTING OFFICE
WASHINGTON: 2003
For sale by the Superintendent of Documents, U.S. Government Printing Office
Internet: bookstore.gpo.gov — Phone: (202) 512-1800 — Fax: (202) 512-2250
Mail: Stop SSOP, Washington, DC 20402-0001
NIST Special Publication 800-50
Authority
This document has been developed by the National Institute of Standards and Technology (NIST) in
furtherance of its statutory responsibilities under the Federal Information Security Management Act
(FISMA) of 2002, Public Law 107-347.
NIST is responsible for developing standards and guidelines, including minimum requirements, for
providing adequate information security for all agency operations and assets, but such standards and
guidelines shall not apply to national security systems. This guideline is consistent with the requirements
of the Office of Management and Budget (OMB) Circular A-130, Section 8b(3), Securing Agency
Information Systems, as analyzed in A-130, Appendix IV: Analysis of Key Sections. Supplemental
information is provided A-130, Appendix III.
This guideline has been prepared for use by federal agencies. It may be used by nongovernmental
organizations on a voluntary basis and is not subject to copyright. (Attribution would be appreciated by
NIST.)
Nothing in this document should be taken to contradict standards and guidelines made mandatory and
binding on federal agencies by the Secretary of Commerce under statutory author.
Building a company with the help of IT is really necessary as most.docxrichardnorman90310
Building a company with the help of IT is really necessary as most of the daily things are running via technology these days and while using technology you must have some minimum criteria for all of those who are using it. Usually, the company must make some policies for internal use and external use, so that where someone crosses the line, they are able to catch hold of them and take a severe action as per the business policies. Now this is really important because due to an error from one person there are other people who would get affected, and there are multiple stages to those areas, that checks the severity of all of those mistakes.
Here some of them that is general while making policies, such as visiting pornographic web sites using company computer is not allowed, disrupting another’s data or computer system and sharing corporate database information. When employees make any of these mistakes, then companies have authorities to terminate employees from the business. Usually every employee is supposed work as per the basic rules or you can say acceptable usage policy. While using company materials and internet, because most of the office work is done over the internet, like using cloud or any other online applications. This allows you to have full access to outside world, but you must know what are the DO’s and Don’t’s. This will help you stick to the company for long time and also grow with the company as much as possible (Information Resources Management Association. International Conference).
These are made by looking at the history, because most of the employees have made some worst things in the history for personal benefits and ended sharing company details with outsiders, and hampered own company value. Using such valuable data, someone from outside can take over the company or misuse the data or they can do anything that can hurt the business directly. When the business owners are going under loss, the company can take actions against such activity or people who are committing those mistakes.
References
Information Resources Management Association. International Conference. Challenges of Information Technology Management in the 21st Century:
Primary Source Document
with Questions (DBQs)
E X C E R P T S F R O M I N S T R U C T I O N S T O M Y D A U G H T E R
By Song Siyŏl
Introduction
Song Siyŏl (1607‐1689) was a prominent scholar and official. This piece was written for his oldest daughter on the
occasion of her marriage and subsequently became an important tutelary text that circulated among elite families.
By the time this text was written, the patterns of patrilocal residence and patrilineal descent advocated by Neo‐
Confucian reformers early in the Chosŏn dynasty had become well established.
Document Excerpt with Questions (Longer selection follows this section)
From Sources of Korean Tradition, edited by Yŏng‐ho Ch’oe, Peter H. Lee, .
Building a Comprehensive Health HistoryBuild a health histor.docxrichardnorman90310
Building a Comprehensive Health History
Build a health history for a 55-year-old Asian female living in a high-density public housing complex –
Introduction of the paper, then explain
1. How would your communication and interview techniques for building a health history differ with each patient?
2. How might you target your questions for building a health history based on the patient’s social determinants of health?
3. What risk assessment instruments would be appropriate to use with the patient, or what questions would you ask the patient to assess his or her health risks?
4. Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
5. Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel's Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
6. Develop at least eight targeted questions you would ask the selected patient to assess his or her health risks and begin building a health history.
Resources
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel's guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
· Chapter 1, “The History and Interviewing Process”
· Chapter 5, “Recording Information” provides methods for maintaining clear and accurate records, also explore the legal aspects of patient records.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
· Chapter 2, "The Comprehensive History and Physical Exam" (pp. 19–29)
R Ryanne, W., & Lori A, O. (2015). Implementation of health risk assessments with family health history: barriers and benefits. Postgraduate Medical Journal, 1079, 508.
Lushniak, B. D. (2015). Surgeon general’s perspectives: family health history: using the past to improve future health. Public Health Reports, 1, 3.
Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., Bernardes, R., Coca, A., & Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15, 1111.
ITS 832
Chapter 5
From Building a Model to Adaptive Robust
Decision Making Using Systems Modeling
InformationTechnology in a Global Economy
Professor Miguel Buleje
Introduction
• Modeling & Simulation
• Fields that develops and applies computational methods to
address complex system
• Addresses problems related to complex issues
• Focus on decision making abilities
• Opportunities to leverage interdisciplinary approach, and learn
across fields to understand complex systems.
• Legacy System Dynamics (SD) modeling and others
methods are presented
• Recent innovations
• What the future holds
• Examples
Systems Modeling
• Dynamic complexity
• Behavior evolves over time
• Mode.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. SH
IR
O
N
O
SO
V
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IN
KS
TO
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Erin L. Wagganer
Use these fve
strategies to
encourage
meaningful
classroom
discussions.
T
wenty-one fourth graders are
actively listening and construc-
tively critiquing mathematical
statements. Each student is
3. eagerly participating in math-
ematical discussions that involve multiple
strategies to discover solutions. What a
dramatic change since the frst months
of school when the same students sat
as quiet as stone statues, hoping their
teacher would just tell them how to solve
the problem. This mathematics classroom
has transformed from students blurting
out solutions and arguing over correct
answers to a group that collaboratively
perseveres through problem solving. Stu-
dent cooperation is evident through the
desire not only to justify strategies but also
to learn different strategies from peers.
This article will detail the value of math
talk and fve strategies for building such a
community in your classroom.
www.nctm.org Vol. 22, No. 4 | teaching children mathematics •
November 2015 249
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4. Changing times
With many states adopting the Common Core
State Standards for Mathematics (CCSSM)
(CCSSI 2010), teachers are seeing a shift in
the way we are expected to have our students
engage in mathematics instruction. Teachers
are charged with pressing students to provide
meaningful explanations to help support
higher level mathematical thinking and reason-
ing (Henningsen and Stein 1997). The Common
Core’s Standards for Mathematical Practice
(SMP) state that students should engage in dis-
cussion that constructs viable arguments and
critiques each other’s reasoning (SMP 3). Dur-
ing mathematical discussions, students should
be able to “justify their conclusions, communi-
cate them to others, and respond to the argu-
ments of others” (CCSSI 2010, pp. 6–7). Each
discussion should have a specifc purpose, with
the overlying purpose of learning mathematics.
A math-talk learning community is a place
where meaningful mathematical discussions
construct knowledge and support the math-
ematical learning of all participants” (Hufferd-
5. Ackles et al. 2004). Teachers are not the bearers
of knowledge, but instead, they guide and
extend students’ thinking as the class listens
and learns to accept other students’ ideas (Ball
1993). Students are held responsible for justify-
ing their reasoning, therefore increasing their
mathematical knowledge and understanding
(Rawding and Wills 2012). When students work
together in cooperative learning groups, they
work toward common goals (Chiu 2004). When
the common goal of the group is to learn math-
ematics, the purpose of the discussion remains
“Mathematics
discussions help us
learn from each other,
and we get to help
others learn.”
mathematical, and knowledge increases. If all
students are involved in math talk, meaningful
learning will take place. Students become co-
investigators and holders of knowledge instead
of the teacher imparting all her knowledge to
students (Zack and Graves 2001).
Five strategies to encourage
meaningful math talk
Over the past two years, I have strived to
improve the math-talk learning community
within my classroom. Although I had previously
asked students to discuss their mathematical
thinking through small-group and whole-class
discussion, I was often disappointed with the
6. lack of quality of the student math talk. In par-
ticular, many mathematical discussions were
one-sided and just quickly stated the solution. If
a student in the group disagreed with the solu-
tion, rather than participating in productive
math talk, students would argue. Through my
own experimentation with different activities to
address my concerns, I found fve strategies to
be particularly helpful in supporting the devel-
opment of more meaningful math talk:
1. Discuss why math talk is important.
2. Teach students how to listen and respond.
3. Introduce sentence stems.
4. Contrast explanation versus justifcation.
5. Give an example.
Why should we talk?
To properly engage in meaningful mathematics
discussions, students should understand why
math talk is important. A few weeks into the
school year, I asked my students to contribute
their personal opinions about why they felt
math talk was important. I posed the open-
ended question—why is math talk important?
As students shared freely, I jotted down their
responses for everyone to view:
“I think math talk is important because it’s
better than sitting quietly and fguring out the
problem yourself,” one student chimed in, as
others nodded their heads in agreement.
“You learn different strategies from other
people,” voiced another student.
7. And the statement I found the most pro-
found was, “Mathematics discussions help us
learn from each other, and we get to help oth-
ers learn.”
250 November 2015 • teaching children mathematics | Vol. 22,
No. 4 www.nctm.org
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8. My students understood the basis of a
math-talk learning community! At this point, I
knew they found math talk helpful for under-
standing mathematics concepts because the
students recognized its importance in our
daily curriculum. Every couple of weeks, the
class revisits these comments for remind-
ers of why math talk is so important to their
learning. This initial discussion set the stage
to introduce other strategies to continue to
improve our math talk community.
How to listen and respond
Explicit instruction on active listening and
revoicing helps students understand how to
engage in meaningful mathematics discus-
sions. Shortly after our discussion about
the importance of math talk, my students
participated in a minilesson about how to
listen and respond to their peers—active
listening. Active listening involves listening
to the speaker and trying to understand the
complete meaning behind what is being said.
First, students defned active listening in their
own words:
• “It is when you look at the person who is
speaking to you.”
9. • “Active listening means you make eye
contact the entire time.”
Although my students had the basis of active
listening, they were missing some key points. A
PowerPoint® presentation taught students the
steps of active listening (see fg. 1).
Step 1: Pay attention to the speaker.
Immediately, the class sat up straight and
made eye contact with me. After I chuckled,
I reminded them this is how they should
respond when their peers speak, too.
Step 2: Show you are listening through verbal
and nonverbal cues.
Our practice entailed shoulder-partner sets lis-
tening to what their partner had for dinner the
night before. Listeners had to nod their head
every so often and respond with “Uh-huh” or
“Yes” to show interest. The verbal cues made
them laugh, but I gave the reminder that they
say those things while they are engaged in casual
conversation with their friends.
F
IG
U
R
E
1 When the author realized that her students had only the
basics of active listening, this PowerPoint presentation taught
them some key points.
10. Steps to active listening
1. Pay attention to the speaker.
2. Show you are listening through verbal and nonverbal cues.
3. Provide feedback by asking questions or summarizing what
the
speaker is saying.
4. Allow the speaker to fnish before asking questions or stating
opinions.
5. Respond appropriately by being open, honest, and respectful.
Step 3: Provide feedback by asking questions
or summarizing what the speaker is saying.
Once again, shoulder-partner sets practiced
by engaging in casual conversation about their
weekend plans. Each partner had to ask at
least one question, and they were challenged
to summarize their partner’s thoughts. During
math talk, my students must summarize one
another’s thoughts by restating their partner’s
strategy or solution, so active listening pro-
vided great practice.
Step 4: Allow the speaker to fnish before ask-
ing questions or stating opinions.
I reminded students of how they have the ten-
dency to interrupt each other when someone
makes an error, instead of allowing that student
to fnish his or her thought. All the students
agreed to make a conscious effort not to inter-
rupt each other.
11. Step 5: Respond appropriately by being
open, honest, and respectful.
Because my students had engaged in math talk
all school year, they were comfortable being
open and honest with one another. No one’s
feelings were hurt anymore when their peers
corrected their errors.
“When you are respectful, you listen to
another person. You can disagree with them,
but you need to speak kindly,” a student
responded.
During math talk and math lessons, all I
have to say is, “Are you actively listening?” The
class immediately sits up straight and makes
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12. eye contact, engaging in verbal and nonverbal
cues to show engagement. Every so often, as a
class, we review the steps to active listening as
a reminder. Through discussion, I concluded
that my students found that engaging in active
listening forced them to comprehend what
their shoulder partner was saying, and it made
them aware of how important it is to listen
carefully to one another.
Revoicing provided students with another
means of responding to each other appropri-
ately. If a student did not understand a peer’s
comment, the most common response was
“What?” or “Huh?” most likely voiced in a
demeaning tone. I knew this needed to change,
13. especially because my students had pledged to
respond to one another respectfully. The revoic-
ing concept was the answer. When revoicing,
the listener repeats part or all of the speaker’s
words and asks the speaker to say whether the
repeated words are correct (Chapin, O’Connor,
and Anderson 2003). First, I displayed the
defnition of revoicing for the students, and we
broke down the meaning. Then, I challenged
them to use revoicing throughout our math
talk, whether in a whole group or as shoulder
partners. Students became more successful
with revoicing each day, as I strived to model
revoicing as often as possible. If a student’s
response was unclear, I would rephrase his or
her words and ask if that is what was meant. As
students responded to each other during math
talk, I explicitly asked them to practice revoic-
ing their shoulder partner’s reasoning. When
they struggled with mathematics vocabulary, I
F
IG
U
R
E
2 After in-depth reading about how to foster classroom math
talk, the author presented sentence stems, a tool introduced
by Rawding and Wills (2012).
Sentence stems
I agree with _____ because . . .
14. This is what I think . . .
I have a different perspective because . . .
I made a connection with what ____ said . . .
When I thought about the question, I remembered . . .
I chose this method because . . .
252 November 2015 • teaching children mathematics | Vol. 22,
No. 4
would revoice their sentence, adding the cor-
rect vocabulary, and ask them to repeat the
sentence. The more I revoiced my students’
responses, the more comfortable they became
with using revoicing. If I overheard a student
revoicing someone’s comment, I would praise
him or her for using revoicing. After practic-
ing, it became much easier for my students
to respond to one another appropriately by
rephrasing the speaker’s words while asking for
clarifcation.
Sentence stems
After reading many articles about fostering
math talk in the classroom, I came across
an article by Rawding and Wills (2012), who
introduced sentences stems as tools that can
support students with knowing what to say
during mathematics discussions (see fg. 2). I
introduced sentence stems by asking my stu-
dents if they had ever felt unsure about how
to start or respond during math talk. Many of
15. them nodded their heads in agreement. Then
I introduced the sentence stems, and many of
my students sighed in relief. Sentence stems
gave my students a guide on how to begin math
talk with their partner as well as examples on
how to disagree with their peers respectfully
and appropriately. As a class, we discussed each
sentence stem and completed each sentence
with an example from our current unit: “I have
a different perspective because area is a fat sur-
face, not flling up a space like a box.” Finally, a
copy of the sentence stems was taped to each
desk. During math talk, students referred to
the sentence stems often, but mostly when
they were constructing a viable argument for a
peer’s solution.
Explanation versus justifcation
All during the school year, I prompted my
students to justify their reasoning, which they
could do. However, if I did not ask them why
or how they used the strategy or reached that
solution, students would just explain their
problem-solving steps. I wanted them to share
their reasoning without my prompts, so I taught
a minilesson about the difference between
explaining and justifying. I prepared a Power-
Point presentation that contained defnitions of
explaining and justifying with a simple example
for each. Explaining was defned as “telling the
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16. Targeted instruction
to develop math
talk strategies
results in students
who actively listen
and constructively
critique mathematical
statements.
A
VA
VA
/T
H
IN
KS
17. TO
C
K
steps to solving a problem, such as 2 + 2 = 4.”
Justifying was “proving how or why the problem
was solved a particular way, such as to solve
2 + 2.” I would draw two counters. Then I would
draw two more counters. I would count all the
counters to get a sum of four. Many audible
exclamations of understanding rang through
the classroom after this statement.
To aid in hearing justifcation during math
talk, another teacher and I created a podcast of
solving a multidigit multiplication problem. As
we solved the problem, we justifed our steps
by discussing why we placed our zeros in cer-
tain spots because of the place value and how
we could estimate the multiplication problem
to check whether our product was reasonable.
The word problem that we modeled was very
simple for students to understand and solve,
which allowed them to focus on the justifca-
tion portion rather than on the math. After lis-
tening to the audio model, students discussed
the difference between explaining and justify-
ing their solutions.
That same day, shoulder partner sets prac-
ticed justifying their strategy to solve an word
problem about area. To check for understand-
ing of justifcation, I asked students to share
how their shoulder partner justifed his or her
strategy. This not only made the shoulder part-
18. ners accountable for practicing active listening
but also allowed them to discover whether
they were using justifcation or explanation in
relation to their strategy. Each day for the next
few weeks, I reminded my students to justify
their reasoning, but I found myself reminding
them less and less as time went on. Every once
in a while, I need to remind students to share
why they used a strategy, but for the most part,
almost all my students share their reasoning
and include the justifcation naturally during
math talk.
What I learned along the way
When being introduced to the steps to a math
talk community, students fnd it much easier to
focus on each new step in a small time frame.
For example, my students used active listen-
ing and revoicing only during our problem of
the day, which usually took about ten minutes.
Then, I reminded my students more and more
often to use active listening and revoicing
throughout the math block. Similarly, when I
introduced sentence stems, I initially reminded
students to use them during homework review
and slowly infused sentence stems for use
throughout math time.
Make sure that modeling happens for each
new step. I modeled each new step multiple
times a day throughout the math period and
explicitly pointed out which step I was model-
ing: “When I repeated John’s solution in a dif-
ferent way, I was revoicing his solution to make
sure I heard it correctly.” The more I explicitly
19. modeled each step, the more often my students
used it.
Now we know how!
With the switch to Common Core State Stan-
dards, teachers are charged to engage our stu-
dents in meaningful math talk that allows them
to construct viable arguments and critique the
reasoning of others. Students must also justify
their reasoning while communicating to oth-
ers. When students engage in meaningful math
talk, they have the opportunity to increase
their conceptual understanding and deepen
mathematics content knowledge. Students can
become accepting of one another’s ideas and
willing to learn from errors. When all students
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20. “I think math talk is
important because
it’s better than sitting
quietly and fguring
out the problem
yourself.”
contribute in the math talk community, every-
one feels that his or her ideas are welcome, and
learning takes place.
After the introduction of how to engage in
mathematics discussions with justifcation, math
talk in my classroom changed dramatically. In
21. the beginning, I often reminded students to
actively listen, refer to the sentence stems, and
justify their reasoning. Within a few weeks, stu-
dents were engaging in active listening with few
reminders, using sentence stems frequently, and
justifying their reasoning with greater regularity.
Finally, students became a comfortable part of
the math talk community, naturally engaging
in mathematics conversation throughout the
course of the mathematics period. With the intro-
duction of the strategies explained in this article,
you could attain a meaningful math talk commu-
nity in your own classroom.
Common Core
Connections
SMP 1
SMP 3
REFERENCES
Ball, Deborah Loewenberg. 1993. “With an Eye
toward the Mathematical Horizon: Dilemmas
of Teaching Elementary School Mathematics.”
Elementary School Journal 93:373–97.
Chapin, Suzanne H., Catherine O’Connor, and
Nancy Canavan Anderson. “Classroom
Discussions: Using Math Talk in Elementary
Classrooms.” Math
22. Solution
s 11 (Fall 2003).
http://www.mathsolutions.com/documents
/0-941355-53-5_L.pdf
Chiu, Ming Ming. 2004. “Adapting Teacher Inter-
ventions to Student Needs during Cooperative
Learning: How to Improve Student Problem
Solving and Time On-Task.” American Educa-
tional Research Journal 41 (June): 365–99.
Common Core State Standards Initiative (CCSSI).
2010. Common Core State Standards for
Mathematics (CCSSM). Washington, DC:
National Governors Association Center for Best
Practices and the Council of Chief State School
Offcers. http://www.corestandards.org/wp-
content/uploads/Math_Standards.pdf
Henningsen, Marjorie, and Mary Kay Stein. 1997.
“Mathematical Tasks and Student Cognition:
Classroom-Based Factors That Support and
23. Inhibit High-Level Mathematical Thinking and
Reasoning.” Journal for Research in Math-
ematics Education 28 (November): 524–49.
Hufferd-Ackles, Kimberly, Karen C. Fuson, and
Miriam Gamoran Sherin. 2004. “Describ-
ing Levels and Components of a Math-Talk
Learning Community.” Journal for Research in
Mathematics Education 35 (March): 81–116.
Mind Tools. 1996–2015. “Active Listening: Hear
What People Are Really Saying.” http://www
.mindtools.com/CommSkll/ActiveListening.htm
Rawding, Molly Rothermel, and Theresa Wills.
2012. “Discourse: Simple Moves That Work.”
Mathematics Teaching in the Middle School 18
(August): 46–51.
Zack, Vicki, and Barbara Graves. 2007. “Making
Mathematical Meaning through Dialogue:
‘Once You Think of It, the Z Minus Three
Seems Pretty Weird.’” In Educational Studies in
Mathematics 46:229–71. (Previously published
in 2002 as “Bridging the Individual and the
24. Social: Discursive Approaches to Research
in Mathematics Education.”) In PME Special
Issue in Educational Studies in Mathematics 46
(1–3): 229–71. The Netherlands: Kluwer.
Erin L. Wagganer, [email protected]
scps.k12.fl .us, is a fourth-grade
teacher at Lawton Elementary School in
Oviedo, Florida. She strives to create an
engaging mathematics classroom,
where all students enjoy and feel successful with
learning mathematical concepts.
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https://scps.k12.fl
https://mindtools.com/CommSkll/ActiveListening
http://www
http://www.corestandards.org/wp
http://www.mathsolutions.com/documents
25. CSE 431/531, Algorithms: Design and Analysis, Fall
2022, Homework 2
Due Friday, October 21, 2022, 11:59pm
General Instructions: For this homework, there are two
algorithms problems, both of
which will require you to actually code. You will make a free
account on open.kattis.com
and use its judging software to test your solutions. Your code is
required to pass the
test on Kattis, so be sure to start early and allow yourself
enough time to complete the
debugging process. If your code has any bugs or is too slow,
you will almost certainly not
pass all the tests.
Details:
• You may code in your choice of {C, C++, Java, Python}. It is
26. up to you to ensure that
your code will compile using the corresponding compiler on
Kattis. (If you want to
use one of the other languages Kattis supports, you need to
clear it with the instructor
and TAs first.)
• Kattis will test your answer for efficiency and correctness. It
uses two sets of test
inputs: a public one that you have access to while coding and
debugging, and a private
one that you don’t get to see, but also need to pass. It would be
a good idea to make
your own test inputs as well, and you are welcome to share
these with your classmates
on piazza. Each time you submit your code on Kattis, it will
check whether it compiles
correctly and passes the test inputs (without timing out).
• There is no limit on how many times you submit on Kattis.
You just need to pass the
tests in the end.
• Important: Kattis requires that you read the input from stdin,
and write only the
27. required output to stdout. You are encouraged to produce more
verbose output that
goes to stderr (Kattis will ignore this).
• For the problem submission on Gradescope, upload your full,
commented code, followed
by a proof that Kattis accepted it (such as a screenshot from
Kattis showing your
username and the Accepted status of the problem). You should
be able to use this
webpage:
https://open.kattis.com/problems?show_solved=on&show_tried=
off&
show_untried=off
• Follow good programming practices such as carefully naming
variables and functions,
organizing your code, commenting, and making your code a joy
to read (not an em-
barassing mess!)
• As always, the code you submit must be your own. You must
acknowledge
any sources who made a significant contribution to your
successful solution, such as
28. classmates, textbooks, websites, etc. Upon request, you must be
prepared to meet
with the instructor and/or TA and explain, in detail, how your
code works.
1
open.kattis.com
https://open.kattis.com/problems?show_solved=on&show_tried=
off&show_untried=off
https://open.kattis.com/problems?show_solved=on&show_tried=
off&show_untried=off
There are 2 problems, worth 20 points each. Start each problem
on a new page!
Include a cover sheet with your name, but do not put your name
on the problem solution
pages.
Submit your solution on GradeScope, using its interface to tell
it which pages correspond
to each problem.
Although the following are not required this time, you are
29. encouraged to additionally
provide:
1. more readable descriptions of your algorithms (i.e.,
pseudocode)
2. proofs of correctness, and especially:
3. analysis of the running time.
Problem 1
The Common Denominator.
Solve the problem “Basic Programming 2”, which you can find
at this web address:
open.kattis.com/problems/basicprogramming2
Although this problem has several parts, there is a common
theme to all of them. Part
(a) of this problem is to write down what this common theme is
(one sentence max).
Part (b) is to solve the problem.
30. Problem 2
Spiderman is Afraid of Heights.
Solve the problem “Spiderman’s Workout”, which you can find
at this web address:
open.kattis.com/problems/spiderman
2
open.kattis.com/problems/basicprogramming2
open.kattis.com/problems/spiderman