This document provides instructions for a group project on earthquakes for 7th grade earth science students. Students are assigned roles of data collector, artist, writer, or anthropologist. They must work together to research current earthquake data, create a map, graph, flyer, and PowerPoint presentation on one affected region to present to officials. The project is evaluated based on the quality of the group work and individual contributions in completing the assigned tasks.
This document provides instructions for a student assignment to investigate evidence of a fictional earthquake that occurred near the student's town. Students are tasked with using provided resources to take notes on earthquake effects, then writing a short paper explaining their findings to the townspeople in simple terms using examples like a slinky to describe seismic waves. The teacher page outlines learner standards, process details, and evaluation criteria for the project.
This document provides instructions for students to create a board game about global warming. It outlines the process which includes students researching specific topics as climatologists, hydrologists, zoologists and botanists. They then share their findings and incorporate what they've learned to create a board game that answers key questions about global warming and encourages awareness of the issue. The game must include rules, questions and creative design elements and integrate each student's research for a final collaborative project.
Presentation: GETSI-InTeGrate Development Model & Writing Learning GoalsSERC at Carleton College
This webinar covered developing learning goals and outcomes for geoscience education modules. Participants learned about writing measurable goals using Bloom's taxonomy verbs and aligning goals with assessments. The presenters discussed their experiences implementing active learning strategies like reflection and group work. Participants were asked to input information to the online content management system and meet with their author partners to discuss module goals before the next webinar.
This document outlines a lesson plan for students to research the role of carbon dioxide in global warming. Students will work in groups with each assigned a role - scientist, data analyst, reporter, or presenter. They will research topics like carbon dioxide levels over time and the effects of rising levels. Each student will create a document related to their role, like a graph of carbon dioxide data or a newspaper article. Finally, groups will give presentations explaining their findings and proposed solutions to addressing increased carbon dioxide emissions.
This document provides an overview of a WebQuest activity designed to teach high school biology students about global warming. Students are tasked with researching the causes and effects of global warming, organizing the information they find, and proposing a solution to prevent further temperature increases. They will work in groups to create an informative brochure presenting the issues and their proposed solution. The document outlines the process, evaluation criteria, and references used to develop the lesson.
This document provides an overview for a project-based learning unit titled "The Story of Stuff" for grades 9-10. The unit is designed to last 6 weeks and uses the web film of the same name as a starting point to explore how consumerism impacts the environment. Students will research environmental issues, calculate their carbon footprint, and create a public service announcement with a solution to lessen environmental impact. The document outlines objectives, assessments, lessons, resources, and standards addressed.
This presentation was created in partnership with H2O Partners and BrightSpot Info Design. Jo Ann Howard, Principal of H2O, simplifies the complexity of disaster prevention by comparing paralleling it with theatre and the human drama of politics and our system.
Yama, the God of Death, tells the story of Shah Jahan and Mumtaz Mahal to demonstrate the concepts of love and karma in Hinduism. Shah Jahan falls in love with Mumtaz at first sight and marries her after gaining his father's approval. Mumtaz gives birth to 14 children but dies during childbirth. Grieving, Shah Jahan builds the Taj Mahal over 22 years as a monument to her. The story also depicts the harsh life of slaves and how one kind slave is reincarnated into a better life while his cruel owner is reincarnated as a pig.
This document provides instructions for a student assignment to investigate evidence of a fictional earthquake that occurred near the student's town. Students are tasked with using provided resources to take notes on earthquake effects, then writing a short paper explaining their findings to the townspeople in simple terms using examples like a slinky to describe seismic waves. The teacher page outlines learner standards, process details, and evaluation criteria for the project.
This document provides instructions for students to create a board game about global warming. It outlines the process which includes students researching specific topics as climatologists, hydrologists, zoologists and botanists. They then share their findings and incorporate what they've learned to create a board game that answers key questions about global warming and encourages awareness of the issue. The game must include rules, questions and creative design elements and integrate each student's research for a final collaborative project.
Presentation: GETSI-InTeGrate Development Model & Writing Learning GoalsSERC at Carleton College
This webinar covered developing learning goals and outcomes for geoscience education modules. Participants learned about writing measurable goals using Bloom's taxonomy verbs and aligning goals with assessments. The presenters discussed their experiences implementing active learning strategies like reflection and group work. Participants were asked to input information to the online content management system and meet with their author partners to discuss module goals before the next webinar.
This document outlines a lesson plan for students to research the role of carbon dioxide in global warming. Students will work in groups with each assigned a role - scientist, data analyst, reporter, or presenter. They will research topics like carbon dioxide levels over time and the effects of rising levels. Each student will create a document related to their role, like a graph of carbon dioxide data or a newspaper article. Finally, groups will give presentations explaining their findings and proposed solutions to addressing increased carbon dioxide emissions.
This document provides an overview of a WebQuest activity designed to teach high school biology students about global warming. Students are tasked with researching the causes and effects of global warming, organizing the information they find, and proposing a solution to prevent further temperature increases. They will work in groups to create an informative brochure presenting the issues and their proposed solution. The document outlines the process, evaluation criteria, and references used to develop the lesson.
This document provides an overview for a project-based learning unit titled "The Story of Stuff" for grades 9-10. The unit is designed to last 6 weeks and uses the web film of the same name as a starting point to explore how consumerism impacts the environment. Students will research environmental issues, calculate their carbon footprint, and create a public service announcement with a solution to lessen environmental impact. The document outlines objectives, assessments, lessons, resources, and standards addressed.
This presentation was created in partnership with H2O Partners and BrightSpot Info Design. Jo Ann Howard, Principal of H2O, simplifies the complexity of disaster prevention by comparing paralleling it with theatre and the human drama of politics and our system.
Yama, the God of Death, tells the story of Shah Jahan and Mumtaz Mahal to demonstrate the concepts of love and karma in Hinduism. Shah Jahan falls in love with Mumtaz at first sight and marries her after gaining his father's approval. Mumtaz gives birth to 14 children but dies during childbirth. Grieving, Shah Jahan builds the Taj Mahal over 22 years as a monument to her. The story also depicts the harsh life of slaves and how one kind slave is reincarnated into a better life while his cruel owner is reincarnated as a pig.
Script for the water conservation and management presentationNandita Mehta
This document contains a draft script for a presentation on water conservation and management. It begins with introductory quotes about humanity's dependence on water. The presentation then thanks those who supported making the presentation happen. The main goals are to highlight water's significance, that it is taken for granted despite being a non-renewable resource, and to encourage responsibility in passing it to future generations. The group embarked on learning about water to understand why conservation is important. Later slides discuss water sources, needs, scarcity issues, and techniques to meet demand such as rainwater harvesting, reuse, and desalination.
1) The document provides information about earthquakes, including 10 interesting facts about earthquakes, details about the 1960 Valdivia earthquake in Chile that was the most powerful ever recorded, and descriptions of the San Andreas fault line, the Richter scale, and divergent and thrust fault boundaries.
2) The 1960 Valdivia earthquake in Chile was measured at 9.5 on the moment magnitude scale and caused devastating tsunamis across the Pacific Ocean.
3) The Richter scale, developed by Charles Richter, assigns a single number to quantify the amount of seismic energy released by an earthquake based on a logarithmic scale.
This document is a script for a drama horror comedy titled "Suketi And Annabelle's Reverenge". It was submitted by a group of students to fulfill an assignment. The script tells the story of Suketi, a girl who died and was brought back to life by a kind shaman. She marries and has a daughter named Annabelle. Two men, Agus and Reza, are jealous of Suketi's family and plot to destroy them by removing the nail in Suketi's head that keeps her alive, causing her to become a ghost again. They also kill Annabelle. Suketi and Annabelle then seek revenge as ghosts.
Earthquakes are caused by the movement of tectonic plates underneath the earth's surface. When the plates shift and release stress, seismic waves propagate outward from the epicenter. Scientists measure the intensity of earthquakes using the Richter scale. During an earthquake, it is important to drop, cover, and hold on underneath sturdy furniture to protect oneself from falling debris.
The document outlines scenes from a role playing exercise involving students, parents, teachers, dancers and film crew. It describes chaotic interactions on a music video set, typical school day drama between students, a dancer opening up about struggles with her career, a mother reprimanding her daughter for an improperly done headscarf, and a mother angrily confronting her daughters for being late for dinner. Conflict and tension are present in many of the scenes between characters.
The document summarizes a lesson plan for students to learn about earthquakes. Students are tasked with investigating the evidence left behind from a fictional earthquake near their town. They must identify what caused different destructive paths and explain their findings in a paper for the townspeople. The process involves students using resources online to research earthquake waves and effects. They are evaluated on completing requirements, time management, accuracy, and creativity.
This document outlines a lesson plan for 4th grade students to research and present on one of the seven physiographic regions of the United States. Students will be divided into groups and assigned a region to research using online resources and clues provided in the classroom. They will then create a visual presentation and present on the physical makeup, wildlife, states and their capitals, and interesting facts about their assigned region.
This document outlines a lesson plan for 4th grade students to research and present on one of the seven physiographic regions of the United States. Students will be divided into groups and assigned a region to research using online resources and clues provided in the classroom. They will then create a visual presentation and present on the physical makeup, wildlife, states and their capitals, and interesting facts about their assigned region.
This document outlines a webquest assignment for 9th grade world geography students. Students will research one of the seven continents using online resources and create a PowerPoint presentation. They will present their findings to the class. The goal is for students to learn about the geography, climate, people, animals and countries of each continent through internet research and peer teaching.
This document provides instructions for a lesson plan where students take on roles as members of a weather news team. They will research two different weather types, creating a newsletter, spreadsheet, and presentation. Students are divided into groups and each assigned a role - meteorologist, weather chaser, or cartographer. They research their weather types using provided websites and record data. Their final products include a newsletter defining and providing facts about the weather types, a spreadsheet showing where they occur in the US, and a presentation with data and pictures to be filmed for a "news broadcast".
This document provides instructions for a space-themed collaborative learning activity for elementary school students. Students will work in groups to research an assigned planet, create a poster and model of a spacecraft, and plan supplies needed for a hypothetical trip. The activity incorporates skills in science, math, reading, writing and allows different subject teachers to collaborate. It aims to teach students about space exploration and engage their problem-solving and creative abilities.
This document provides materials for a lesson plan about space exploration for elementary school students. Students will research an assigned planet, create a poster and model of a spacecraft, and plan a survival list. The lesson incorporates various subjects and can be implemented collaboratively between teachers. It includes the standards, process, evaluation criteria and necessary resources.
This document outlines a WebQuest lesson plan for 10th grade world geography students about traveling to China and writing a journal describing the geography and people of three different Chinese regions. Students will research various regions of China using provided websites and write a journal from the perspective of traveling through each region, connecting how the geography affects the local people. Their journal will be shared with classmates, and they will discuss examples of how geography has influenced people in the United States.
This document outlines a WebQuest lesson plan for 10th grade world geography students about traveling to China and writing a journal describing the geography and people of three different Chinese regions. Students will research various regions of China using provided websites and write a journal from the perspective of traveling through each region, connecting how the geography affects the local people. Their journal will be shared with classmates, and they will discuss examples of how geography has influenced people in the United States.
This document outlines a lesson plan for a student assignment where students will virtually travel around the world to different countries, collecting information in a journal. They will then choose one country to focus on for a final project, where they can choose a narrative, statistical, analytical, artistic, or experiential format to share what they learned about the country's culture. The document provides details on the goals, standards, resources, process, evaluation, and teacher instructions for guiding the lesson.
This document provides instructions for a lesson plan where students take a virtual trip around the world, visiting 7 countries across 7 continents. They are tasked with keeping a journal of experiences and observations from each country. Students will then choose one country to focus on for a final project, where they can choose a narrative, statistical, analytical, artistic, or experiential format to share what they learned about the country's culture. The document provides guidelines for students' research process, examples of country details to include, and rubric for evaluating their final projects.
This document provides instructions for a student activity where students will research different biomes and create presentations about their assigned biome. Students will be assigned to groups and each group will research one of nine biomes. They will use provided websites to learn about their biome and answer questions. Then they will create a PowerPoint presentation and pie chart about their biome. Finally, they will write a letter to their senator explaining how environmental changes affect their biome.
This document outlines a WebQuest activity for 3rd grade students where they research the solar system and an assigned planet. Students are divided into groups and research their planet, creating a poster and 3D model. They then present their findings to the class. The document provides evaluation criteria and websites for students to use in their research.
1) A webquest is an inquiry-based lesson formatted around using online resources to complete a task that requires higher-level thinking skills like analysis, synthesis, and evaluation.
2) When creating a webquest, teachers should consider their students' abilities and available equipment, identify a topic from their curriculum, and include an introduction, task, process, resources, evaluation, and conclusion.
3) Resources on creating effective webquests are available at sites like Webquest.org which provide templates, examples, and hosting platforms.
Script for the water conservation and management presentationNandita Mehta
This document contains a draft script for a presentation on water conservation and management. It begins with introductory quotes about humanity's dependence on water. The presentation then thanks those who supported making the presentation happen. The main goals are to highlight water's significance, that it is taken for granted despite being a non-renewable resource, and to encourage responsibility in passing it to future generations. The group embarked on learning about water to understand why conservation is important. Later slides discuss water sources, needs, scarcity issues, and techniques to meet demand such as rainwater harvesting, reuse, and desalination.
1) The document provides information about earthquakes, including 10 interesting facts about earthquakes, details about the 1960 Valdivia earthquake in Chile that was the most powerful ever recorded, and descriptions of the San Andreas fault line, the Richter scale, and divergent and thrust fault boundaries.
2) The 1960 Valdivia earthquake in Chile was measured at 9.5 on the moment magnitude scale and caused devastating tsunamis across the Pacific Ocean.
3) The Richter scale, developed by Charles Richter, assigns a single number to quantify the amount of seismic energy released by an earthquake based on a logarithmic scale.
This document is a script for a drama horror comedy titled "Suketi And Annabelle's Reverenge". It was submitted by a group of students to fulfill an assignment. The script tells the story of Suketi, a girl who died and was brought back to life by a kind shaman. She marries and has a daughter named Annabelle. Two men, Agus and Reza, are jealous of Suketi's family and plot to destroy them by removing the nail in Suketi's head that keeps her alive, causing her to become a ghost again. They also kill Annabelle. Suketi and Annabelle then seek revenge as ghosts.
Earthquakes are caused by the movement of tectonic plates underneath the earth's surface. When the plates shift and release stress, seismic waves propagate outward from the epicenter. Scientists measure the intensity of earthquakes using the Richter scale. During an earthquake, it is important to drop, cover, and hold on underneath sturdy furniture to protect oneself from falling debris.
The document outlines scenes from a role playing exercise involving students, parents, teachers, dancers and film crew. It describes chaotic interactions on a music video set, typical school day drama between students, a dancer opening up about struggles with her career, a mother reprimanding her daughter for an improperly done headscarf, and a mother angrily confronting her daughters for being late for dinner. Conflict and tension are present in many of the scenes between characters.
The document summarizes a lesson plan for students to learn about earthquakes. Students are tasked with investigating the evidence left behind from a fictional earthquake near their town. They must identify what caused different destructive paths and explain their findings in a paper for the townspeople. The process involves students using resources online to research earthquake waves and effects. They are evaluated on completing requirements, time management, accuracy, and creativity.
This document outlines a lesson plan for 4th grade students to research and present on one of the seven physiographic regions of the United States. Students will be divided into groups and assigned a region to research using online resources and clues provided in the classroom. They will then create a visual presentation and present on the physical makeup, wildlife, states and their capitals, and interesting facts about their assigned region.
This document outlines a lesson plan for 4th grade students to research and present on one of the seven physiographic regions of the United States. Students will be divided into groups and assigned a region to research using online resources and clues provided in the classroom. They will then create a visual presentation and present on the physical makeup, wildlife, states and their capitals, and interesting facts about their assigned region.
This document outlines a webquest assignment for 9th grade world geography students. Students will research one of the seven continents using online resources and create a PowerPoint presentation. They will present their findings to the class. The goal is for students to learn about the geography, climate, people, animals and countries of each continent through internet research and peer teaching.
This document provides instructions for a lesson plan where students take on roles as members of a weather news team. They will research two different weather types, creating a newsletter, spreadsheet, and presentation. Students are divided into groups and each assigned a role - meteorologist, weather chaser, or cartographer. They research their weather types using provided websites and record data. Their final products include a newsletter defining and providing facts about the weather types, a spreadsheet showing where they occur in the US, and a presentation with data and pictures to be filmed for a "news broadcast".
This document provides instructions for a space-themed collaborative learning activity for elementary school students. Students will work in groups to research an assigned planet, create a poster and model of a spacecraft, and plan supplies needed for a hypothetical trip. The activity incorporates skills in science, math, reading, writing and allows different subject teachers to collaborate. It aims to teach students about space exploration and engage their problem-solving and creative abilities.
This document provides materials for a lesson plan about space exploration for elementary school students. Students will research an assigned planet, create a poster and model of a spacecraft, and plan a survival list. The lesson incorporates various subjects and can be implemented collaboratively between teachers. It includes the standards, process, evaluation criteria and necessary resources.
This document outlines a WebQuest lesson plan for 10th grade world geography students about traveling to China and writing a journal describing the geography and people of three different Chinese regions. Students will research various regions of China using provided websites and write a journal from the perspective of traveling through each region, connecting how the geography affects the local people. Their journal will be shared with classmates, and they will discuss examples of how geography has influenced people in the United States.
This document outlines a WebQuest lesson plan for 10th grade world geography students about traveling to China and writing a journal describing the geography and people of three different Chinese regions. Students will research various regions of China using provided websites and write a journal from the perspective of traveling through each region, connecting how the geography affects the local people. Their journal will be shared with classmates, and they will discuss examples of how geography has influenced people in the United States.
This document outlines a lesson plan for a student assignment where students will virtually travel around the world to different countries, collecting information in a journal. They will then choose one country to focus on for a final project, where they can choose a narrative, statistical, analytical, artistic, or experiential format to share what they learned about the country's culture. The document provides details on the goals, standards, resources, process, evaluation, and teacher instructions for guiding the lesson.
This document provides instructions for a lesson plan where students take a virtual trip around the world, visiting 7 countries across 7 continents. They are tasked with keeping a journal of experiences and observations from each country. Students will then choose one country to focus on for a final project, where they can choose a narrative, statistical, analytical, artistic, or experiential format to share what they learned about the country's culture. The document provides guidelines for students' research process, examples of country details to include, and rubric for evaluating their final projects.
This document provides instructions for a student activity where students will research different biomes and create presentations about their assigned biome. Students will be assigned to groups and each group will research one of nine biomes. They will use provided websites to learn about their biome and answer questions. Then they will create a PowerPoint presentation and pie chart about their biome. Finally, they will write a letter to their senator explaining how environmental changes affect their biome.
This document outlines a WebQuest activity for 3rd grade students where they research the solar system and an assigned planet. Students are divided into groups and research their planet, creating a poster and 3D model. They then present their findings to the class. The document provides evaluation criteria and websites for students to use in their research.
1) A webquest is an inquiry-based lesson formatted around using online resources to complete a task that requires higher-level thinking skills like analysis, synthesis, and evaluation.
2) When creating a webquest, teachers should consider their students' abilities and available equipment, identify a topic from their curriculum, and include an introduction, task, process, resources, evaluation, and conclusion.
3) Resources on creating effective webquests are available at sites like Webquest.org which provide templates, examples, and hosting platforms.
This web quest asks 10th grade biology students to research different North American biomes and recommend one for reintroducing the fictional species "SpatulaTankWhozit". Students gather data on temperature, rainfall, plants and characteristics of temperate grassland, forest, alpine and taiga biomes. They organize the data and learn about the species. Using facts from their research, students create a PowerPoint and written recommendation to the North American Species Reintroduction Society on which biome is best for the species.
This document provides instructions for a web quest assignment on biomes for 10th grade biology students. Students are tasked with researching different biomes, organizing the data, learning about a fictional species, and making a recommendation on which biome to reintroduce the species. They will complete excel sheets, a PowerPoint presentation, and paragraphs justifying their conclusion. The assignment is designed to teach students about biomes and scientific processes like gathering evidence and drawing conclusions.
This document provides instructions for a group project on natural disasters. Students will research earthquakes, hurricanes, and volcanoes; how they form; where they typically occur; and other disasters they can cause or be associated with. They will then analyze specific past disasters and compare their impacts. Finally, students will investigate current emergency procedures and create preparedness checklists. The project will result in a written paper or presentation evaluated based on accuracy, organization, and understanding.
This document provides instructions for a student WebQuest on researching the solar system and planets. Students are assigned to research a planet as if they are astronauts preparing for a journey. They work in groups to research the solar system, their assigned planet, and create a poster and 3D model. Students then present their findings to the class. The document outlines the task, process, evaluation rubric, and conclusion of the WebQuest activity.
This document provides instructions for a student WebQuest on researching the solar system and planets. Students are assigned to research a planet as if they are astronauts preparing for a journey. They work in groups to research the solar system, their assigned planet, and create a poster and 3D model. Students then present their findings to the class. The document outlines the task, process, evaluation rubric, and conclusion of the WebQuest activity.
This document outlines a WebQuest project for a 10th grade engineering class that involves reverse engineering simple machines. Students will be assigned to groups to disassemble, analyze, and reassemble a simple machine. They will investigate why it was designed a certain way and explain how it works using Newton's laws of motion. Students will then give a speech to present their findings and submit a report summarizing what they learned. The project aims to engage students hands-on and spark curiosity about everyday items and engineering principles.
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...AntoniaOwensDetwiler
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
1. Elemental Economics - Introduction to mining.pdfNeal Brewster
After this first you should: Understand the nature of mining; have an awareness of the industry’s boundaries, corporate structure and size; appreciation the complex motivations and objectives of the industries’ various participants; know how mineral reserves are defined and estimated, and how they evolve over time.
Economic Risk Factor Update: June 2024 [SlideShare]Commonwealth
May’s reports showed signs of continued economic growth, said Sam Millette, director, fixed income, in his latest Economic Risk Factor Update.
For more market updates, subscribe to The Independent Market Observer at https://blog.commonwealth.com/independent-market-observer.
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
5 Tips for Creating Standard Financial ReportsEasyReports
Well-crafted financial reports serve as vital tools for decision-making and transparency within an organization. By following the undermentioned tips, you can create standardized financial reports that effectively communicate your company's financial health and performance to stakeholders.
OJP data from firms like Vicinity Jobs have emerged as a complement to traditional sources of labour demand data, such as the Job Vacancy and Wages Survey (JVWS). Ibrahim Abuallail, PhD Candidate, University of Ottawa, presented research relating to bias in OJPs and a proposed approach to effectively adjust OJP data to complement existing official data (such as from the JVWS) and improve the measurement of labour demand.
Abhay Bhutada, the Managing Director of Poonawalla Fincorp Limited, is an accomplished leader with over 15 years of experience in commercial and retail lending. A Qualified Chartered Accountant, he has been pivotal in leveraging technology to enhance financial services. Starting his career at Bank of India, he later founded TAB Capital Limited and co-founded Poonawalla Finance Private Limited, emphasizing digital lending. Under his leadership, Poonawalla Fincorp achieved a 'AAA' credit rating, integrating acquisitions and emphasizing corporate governance. Actively involved in industry forums and CSR initiatives, Abhay has been recognized with awards like "Young Entrepreneur of India 2017" and "40 under 40 Most Influential Leader for 2020-21." Personally, he values mindfulness, enjoys gardening, yoga, and sees every day as an opportunity for growth and improvement.
STREETONOMICS: Exploring the Uncharted Territories of Informal Markets throug...sameer shah
Delve into the world of STREETONOMICS, where a team of 7 enthusiasts embarks on a journey to understand unorganized markets. By engaging with a coffee street vendor and crafting questionnaires, this project uncovers valuable insights into consumer behavior and market dynamics in informal settings."
1. Exploring Earthquakes Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 7th Grade (Earth Science) Designed by Sarah Sams [email_address] Based on a template from The WebQuest Page 1906 San Francisco Earthquake
2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Pack your bags! You are working for the United States Geological Survey (USGS) when the top scientist on predicting earthquakes approaches you and three others to come with him on his journey to the most recently prone earthquake areas. Here, you will record exactly where the earthquakes occur, at what time, and magnitude. You will also determine how the earthquakes impact the local towns and whether they have emergency plans in place. Now, your mission is to present to a board of officials in our country about the region, its earthquake activity, and what local towns are appropriately prepared. To be more effective with your time, assign the following roles to group members: a) the Data Collector b) the Artisan c) the Writer d) the Anthropologist Each role will be given a list of tasks to complete in order to effectively put together the presentation that will help the board determine whether or not to provide aid for the region.
3.
4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] First, you will be assigned into groups of four students. Once each member of your group has picked a role, follow the steps under each role. As a group, decide how you are going to divide the world into regions. Collectively look at the website and determine which region your group would like to research. Next, divide up! The Data Collector: On the following website, record the following into an excel spreadsheet: the region, the number of earth quakes in the area. Next, find the region that your group located and record the earthquakes’ date, time, location, and magnitude.Create a bar graph with the region and number of earthquakes. The Artisan: On the maps provided, choose a way to indicate where earthquakes occur (use collective website). Next, look up information about the ring of fire and label important geographic areas. Find relevant pictures (at least three) for the PowerPoint presentation. Set up a format for the PowerPoint, but do not complete until the rest of the group has finished their work! When ready, type the information. The PowerPoint should briefly describe what is an earthquake, the group’s data and graph, and its information about the region. The Anthropologist: First, gather general information about earthquakes . Next, find the history of earthquakes in that particular region. Start here . What kind of economy does the country have? Is it stable? Next, obtain information about historic earthquakes and their effects from the earthquakes website link. Dictate what you feel is important information to the writer. The Writer: As the anthropologist researches, take notes on what he/she finds. Help to decide what is important and create a flyer on Publisher about general knowledge on earthquakes and more specifically your region. How often they occur in your region and can the area support itself if an earthquake does occur.
5. This assignment will be evaluated as a group project, with insight into group participation. Encourage, support, and help each other! The following rubric demonstrates how you will be graded. 50 points. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 2 Developing 5 Accomplished 8 Exemplary 10 Score Powerpoint Presentation Semblance of presentation, but no depth. Demonstrates use of PowerPoint, but there are errors in writing and lack of knowledge. Presentation is complete, but there are a few errors. Knowledge is present. No errors and in-depth explanations of subject. Excel Spreadsheet and Graph Incomplete spreadsheet and lack of or incorrect type of graph. Spreadsheet and graph present, but many incorrect labels or information.. Spreadsheet and graph with a few incorrect labels or information. Spreadsheet and graph present with no errors. Map and General Design of PowerPoint Map or PowerPoint not present; several errors within both and no flow to presentation. No pictures in PowerPoint. Both are present, but several errors in the map, and lack of flow to the PowerPoint. Both are present, but a few mistakes within one or the other. Map and PowerPoint are both present without mistakes. Flyer No information on flyer. Flyer present with errors, little information, and no organization or visuals. Flyer with relevant information, visuals, and organization, but no errors. No errors and an excellent flyer with information and organization and visuals. EASY to read and understand. Group Performance No group participation. No information. Some group participation,but incidents that needed attention. Information present. Group presentation, information present, but lacking in one part of the project. Great group participation, information, and project is complete!
6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You have successfully finished your task to inform the council about your earthquake exploration. You have created graphs, a flyer, and a PowerPoint presentation. So tell me, if you were the council, do you think that the proposal persuades you to give relief to the region? Why?
7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Visual: flickr.com - mrwaterslide Websites Thanks to any and all of the USGS websites. http://pubs.usgs.gov/gip/earthq1/ http:// earthquake.usgs.gov/eqcenter/recenteqsww / http://pubs.usgs.gov/gip/dynamic/fire.html http://interactive2.usgs.gov/learningweb/explorer/topic_hazards_earthquakes.asp The WebQuest Page The WebQuest Slideshare Group
8. Exploring Earthquakes [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 7th Grade (Earth Science) Designed by Sarah Sams [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed to provide a seventh grade Earth Science class with a guideline on a research-based project. It serves as a part of a final assessment that culminates the natural disaster section. In this lesson, students are asked to take on the roles of a Data Collector, Artisan, Writer, and Anthropologist. They are a team that is researching current earthquakes and will choose one region to describe in detail. They need to create a graph, map, flyer, and PowerPoint presentation to present to a board in our country about the earthquakes in the current area, and whether or not that area should receive aid. Evaluation Teacher Script Conclusion
10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The lesson is for a seventh grade Earth Science class. It focuses on the use of technology, however, does incorporate social studies. The webquest could definitely be applied to similar grade levels, especially by adding more Bloom’s taxonomy questions for higher levels. The students will need to have previously had a lesson on natural disasters, how they impact our world, and some information one earthquakes. This lesson is meant to be more of a review on earthquakes, and the students need to use their critical thinking to apply the information they obtain. Evaluation Teacher Script Conclusion
11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Colorado State Standards: 4.6-8.4 : Major geological events such as earthquakes, volcanic eruptions, and mountain building are associated with plate boundaries and attributed to plate motions. This lesson focuses a lot on application, the use of technology, and teamwork. Some process standards include recognizing advancement of science, and that science, technology and human activity affect the world. Evaluation Teacher Script Conclusion
12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This assignment is designed to take three class periods, and mostly a single disciplinary project. The project can easily be adapted to relate more. Divide students into groups of four, but give directions before you do so. Consider who works well together, since this project is based off of group work. Tell the students that they will be divided into groups where each member has a role. Explain the roles, give the opportunity for questions. Let the students know that they should roughly have done their graph, map, applicable information, and should be finishing their flyer and starting the PowerPoint by the end of the first class period. Be proactive in walking around a computer lab and ensuring that everyone is doing their work. See Student Process for Teachers Evaluation Teacher Script Conclusion
13. Student Process First, you will be assigned into groups of four students. Once each member of your group has picked a role, follow the steps under each role. As a group, decide how you are going to divide the world into regions. Collectively look at the website and determine which region your group would like to research. Next, divide up! The Data Collector: On the following website , record the following into an excel spreadsheet: the region, the number of earth quakes in the area. Next, find the region that your group located and record the earthquakes’ date, time, location, and magnitude.Create a bar graph with the region and number of earthquakes. The Artisan: On the maps provided, choose a way to indicate where earthquakes occur (use collective website). Next, look up information about the ring of fire and label important geographic areas. Find relevant pictures (at least three) for the PowerPoint presentation. Set up a format for the PowerPoint, but do not complete until the rest of the group has finished their work! When ready, type the information. The PowerPoint should briefly describe what is an earthquake, the group’s data and graph, and its information about the region. The Anthropologist: First, gather general information about earthquakes . Next, find the history of earthquakes in that particular region. Start here . What kind of economy does the country have? Is it stable? Next, obtain information about historic earthquakes and their effects from the earthquakes website link. Dictate what you feel is important information to the writer. The Writer: As the anthropologist researches, take notes on what he/she finds. Help to decide what is important and create a flyer on Publisher about general knowledge on earthquakes and more specifically your region. How often they occur in your region and can the area support itself if an earthquake does occur. Back to Teacher Process
14. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students will need to only use the internet. No textbooks. We are testing their ability to use technology. The USGS websites: http://pubs.usgs.gov/gip/earthq1/ http://earthquake.usgs.gov/eqcenter/recenteqsww/ http://pubs.usgs.gov/gip/dynamic/fire.html This lesson would work best with two or more teachers in a classroom. *When dividing groups, try to consider placing one technology-savvy student into each group. Evaluation Teacher Script Conclusion
15. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This is the rubric provided for the students. The scale for each category is between 0-10, 0 being absent, 10 being exceptional. Grading can be between the numbers given. The total project is 50 points. Beginning 2 Developing 5 Accomplished 8 Exemplary 10 Score Powerpoint Presentation Semblance of presentation, but no depth. Demonstrates use of PowerPoint, but there are errors in writing and lack of knowledge. Presentation is complete, but there are a few errors. Knowledge is present. No errors and in-depth explanations of subject. Excel Spreadsheet and Graph Incomplete spreadsheet and lack of or incorrect type of graph. Spreadsheet and graph present, but many incorrect labels or information.. Spreadsheet and graph with a few incorrect labels or information. Spreadsheet and graph present with no errors. Map and General Design of PowerPoint Map or PowerPoint not present; several errors within both and no flow to presentation. No pictures in PowerPoint. Both are present, but several errors in the map, and lack of flow to the PowerPoint. Both are present, but a few mistakes within one or the other. Map and PowerPoint are both present without mistakes. Flyer No information on flyer. Flyer present with errors, little information, and no organization or visuals. Flyer with relevant information, visuals, and organization, but no errors. No errors and an excellent flyer with information and organization and visuals. EASY to read and understand. Group Performance No group participation. No information. Some group participation,but incidents that needed attention. Information present. Group presentation, information present, but lacking in one part of the project. Great group participation, information, and project is complete!
16. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page At the beginning, discuss what the project includes: Students are a part of a team that need to gather information on earthquakes and earthquakes within a region of choice. The goal: to persuade a board that a particular region of the world might need some type of relief aid for their people. There will be four people in each team. Then, if it is one particular student that needs help, discuss what his/her role will be. (Teacher Process) Reference the student process page and tell the student that a word highlighted in blue can be clicked on. This brings the student to a website that they will use to do his/her portion of work. Explain that each student should always be working on a computer. By the end of the first day, they should be close to finishing his/her individual task, and be ready to work on the group PowerPoint the next day. Reference: Teacher Process Evaluation Teacher Script Conclusion
17. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page At the seventh grade level, students should begin to recognize the concept of working individually in order to cooperate within a group. This lesson also focuses on using technology in the world of science, an integral part to advancing our society. Evaluation Teacher Script Conclusion
18. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Visual: flickr.com - mrwaterslide Websites: Thanks to any and all of the USGS websites. http://pubs.usgs.gov/gip/earthq1/ http://earthquake.usgs.gov/eqcenter/recenteqsww/ http://pubs.usgs.gov/gip/dynamic/fire.html http://interactive2.usgs.gov/learningweb/explorer/topic_hazards_earthquakes.asp The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion