The Coll i Bardolet Foundation works to preserve and promote traditional Catalan folk dances. They organize folk dance workshops and performances to teach traditional dances and ensure they are passed down to new generations. The foundation also collects and archives documentation and multimedia materials related to Catalan folk dances and customs.
The document discusses challenges with testing classes that do too much work in their constructors. It recommends following the Law of Demeter by having objects only interact with immediate collaborators. It also introduces JUnit, a unit testing framework for Java that uses annotations like @Before, @Test, and @After to set up tests and make assertions. An example is given of a hard-to-test class that directly instantiates collaborators in its constructor, preventing test seams.
The Coll i Bardolet Foundation works to preserve and promote traditional Catalan folk dances. They organize folk dance workshops and performances to teach traditional dances and ensure they are passed down to new generations. The foundation also collects and archives documentation and multimedia materials related to Catalan folk dances and customs.
The document discusses challenges with testing classes that do too much work in their constructors. It recommends following the Law of Demeter by having objects only interact with immediate collaborators. It also introduces JUnit, a unit testing framework for Java that uses annotations like @Before, @Test, and @After to set up tests and make assertions. An example is given of a hard-to-test class that directly instantiates collaborators in its constructor, preventing test seams.
The document appears to be about the LESS framework and provides examples of using LESS features and functions. It includes examples of nesting selectors, mixins, color functions like lighten and darken, and both CSS-style and silent comments. It also provides links to the LESS website and documentation.
This document provides tips for maintaining customer loyalty such as thanking customers for their business, staying in contact with clients consistently, exceeding customer expectations, listening to customers, keeping promises, sharing information, giving referrals, explaining processes, and thanking customers for their attention.
The document discusses innovative learning environments and their application in three schools. It defines learning environments and describes innovative educational reforms from behavioral to constructivist approaches. It then analyzes each of the three schools' contexts and recommends the most suitable innovation: multimedia for the first school lacking internet, e-learning for the second needing asynchronous learning, and constructivist learning for the third requiring student-centered activities. The last section selects a constructivist approach for a mathematics course, explaining why its student-led activities best fit the subject matter.
Something different for my 2013 job search. I dust off my PPT skills and take a stab at the visual resume. Suddenly, my professional life seems so much more exciting when I get to choose the font.
I am a non-profit professional in Vancouver, Canada. My focus is community engagement, volunteer management, and sustainable communities, which I approach through communications and development roles.
The document appears to be about the LESS framework and provides examples of using LESS features and functions. It includes examples of nesting selectors, mixins, color functions like lighten and darken, and both CSS-style and silent comments. It also provides links to the LESS website and documentation.
This document provides tips for maintaining customer loyalty such as thanking customers for their business, staying in contact with clients consistently, exceeding customer expectations, listening to customers, keeping promises, sharing information, giving referrals, explaining processes, and thanking customers for their attention.
The document discusses innovative learning environments and their application in three schools. It defines learning environments and describes innovative educational reforms from behavioral to constructivist approaches. It then analyzes each of the three schools' contexts and recommends the most suitable innovation: multimedia for the first school lacking internet, e-learning for the second needing asynchronous learning, and constructivist learning for the third requiring student-centered activities. The last section selects a constructivist approach for a mathematics course, explaining why its student-led activities best fit the subject matter.
Something different for my 2013 job search. I dust off my PPT skills and take a stab at the visual resume. Suddenly, my professional life seems so much more exciting when I get to choose the font.
I am a non-profit professional in Vancouver, Canada. My focus is community engagement, volunteer management, and sustainable communities, which I approach through communications and development roles.
1. SJK(T) TEL UK MERBAU,43950 SUNGAI PELEK,SEPANG SELANGOR
, º¢Ä¡íÜ÷.
BBD9460 TEL:03-31421593
_________________________________________________________________________
2013
MATAPELAJARAN MATEMATIK
NAMA PENGKAJI :
SUSILA A/P TARAKISHNAN
KERTAS CADANGAN KAJIAN TINDAKAN
2. Nama dan Alamat Sekolah : SJK(T) Teluk Merbau
43950 Sungai Pelek,
Selangor.
Nama Pengkaji : Cik.T.Susila
MENINGKATKAN PENGUASAAN KEMAHIRAN
MENJAWAB SOALAN TOLAK DENGAN MENGUMPUL
Latar belakang Kajian / Fokus
Sasaran kajian adalah murid Tahun 2 Kambar iaitu 3 lelaki dan 3
perempuan.
Meningkatkan penguasaan tolak dengan membuat inovasi dalam subjek
matematik di dalam topik operasi tolak
MATAPELAJARAN MATEMATIK 2013
TAJUK KAJIAN
3. • Murid tidak faham konsep pinjam sebelah
• Tidak faham nilai yang di pinjam dan bagaimana untuk mengumpul semula
• Tidak mahu mengira, tiada keyakinan dan kesungguhan dan mudah putus asa dan
tiada motivasi
Objektif Am
Meningkatkan penguasaan kemahiran asas matematik menjawab soalan tolak
dengan mengumpul dari ratus ke puluh dan puluh ke sa.
Objektif Khusus
Menguasai kemahiran tolak dengan mengumpul semuladari ratus ke puluh dan
puluh ke sa melibatkan tiga digit dengan tepat menggunakan pembilang EQ
(Easy Quantifier).
menguasai konsep pinjam sebelah lebih pantas
Menambah keyakinan diri yang tinggi
Mengubah amalan P & P guru dengan pelbagai kaedah
PERNYATAAN MASALAH / REFLEKSI ISU
(TINJAUAN AWAL MEMBERI BUKTI )
TUJUAN / KAJIAN / OBJEKTIF KAJIAN / SOALAN-
SOALAN KAJIAN.
4. 6 orang murid 2 Kambar
• Tinjauan Masalah
Pemerhatian
Ujian Pra
Soal Selidik
• Analisa Tinjauan Masalah
Analisa Pemerhatian
Analisa Ujian Pra
Analisa Kaji Selidik
• Tindakan
Aktiviti Suluh
Aktiviti Litar EQ
• Aktiviti Suluh
membuat operasi pinjam sebelah dan kumpul semula
Pemerhatian : murid terpegun dengan slaid
Refleksi : Aktiviti berkesan
• Aktiviti Litar EQ
Aplikasi Aktiviti suluh dan menggunakan pembilang EQ
Pemerhatian: Mulanya sukar tetapi kemudian murid faham cara menggunakan EQ.
Refleksi : Aktiviti berkesan
• Senarai semak data pencapaian setiap murid sasaran.
Jadual Pencapaian murid sasaran dalam
rawatan klinikal
Perbandingan Ujian Pra dan Ujian Pos
Graf Pencapaian Individu
KUMPULAN SASARAN / RESPONDAN KAJIAN
TINDAKAN YANG DICADANGKAN
TINDAKAN YANG DICADANGKAN
6. • Senarai semak data pencapaian setiap murid sasaran.
Jadual Pencapaian murid sasaran dalam
rawatan klinikal
Perbandingan Ujian Pra dan Ujian Pos
Graf Pencapaian Individu
REFLEKSI KAJIAN