This document provides information about a lesson on independent living skills related to budgeting, needs, and wants. The lesson objectives are for students to learn independent skills related to hygiene, home management, and budgeting. Key vocabulary includes "budgeting," which is defined as a plan for spending and saving money. Examples are given of needs like food and water, and wants like vacations. Students will watch videos, answer questions, and set goals related to budgeting and saving money.
This document provides an overview of a lesson on unit rates and shopping for the best deals. The lesson will have students determine the unit rate of several items and create a PowerPoint game to practice finding unit rates. Examples are given of calculating unit rates from prices and quantities, including rates for packages, ounces, and dozen packs. Students will solve proportional word problems comparing unit rates to determine the better buy.
The document discusses break-even analysis and problem solving involving buying and selling products. It defines key terms like fixed cost, variable cost, total cost, and selling price. The main topic is break-even point, which is the number of units that must be sold for a business to neither earn a profit nor suffer a loss by balancing total revenue and total cost.
Creativity, innovation & design week 5 all about innovationmehek4
The document provides information about an innovation and design course. It includes details about course content and activities for different weeks. Some of the key topics covered are creativity in organizations, design thinking, and using design thinking to solve problems. Students are asked to complete a mind mapping activity, discuss case studies, and work through design thinking steps to address a problem presented by a student named Sally. Guidelines are also provided for an argumentative essay assignment, including the structure, sources to use, and referencing style.
Creativity, Innovation & DesignWeek 5 All about innovationCruzIbarra161
Creativity, Innovation & Design
Week 5: All about innovation
‹#›
Mind mapping activity….
Using the ‘Whiteboard function’ on Collaborate Ultra
Draw a mind map of Week 5 lecture content
‹#›
Questions based on the HBR article
Read the article titled
‘The Innovation Catalysts’
by R L Martin
‹#›
What is meant by an organizational culture of innovation? How can a company develop such a culture?
Do an online search and find company information about Intuit. For example information related to what is the core business of Intuit, what industry the company is operating in, the products/services sold by Intuit, its partner or subsidiary companies and current market share.
According to the HBR article, what was Intuit doing wrong with regards to fulfilling customer needs?
What strategies did Intuit use to become a design driven innovative company? Why do you think these strategies worked?
How did Intuit integrate design-driven innovation into its organizational culture? Why was this important for promoting innovation at Intuit?
‹#›
‹#›
Group problem solving activity
based on a real-world issue
‹#›
Bullying in schools facts and figures
Approximately one in four Year 4 to Year 9
Australian students (27%) reported being bullied
every few weeks or more often.
Lack of a shared definition of bullying can hamper
finding lasting solutions.
Students may not report bullying to the school
because they fear not being believed or making things
worse.
Approximately one in five young school students
reported experiencing online bullying in any one year.
Hurtful teasing was the most common bullying
behaviour reported, followed by having hurtful lies
told about them.
In 85% of bullying interactions, peers are present
as onlookers, and play a central role in the bullying
process.
84% of students who were bullied online were also
bullied in person.
72% of schools reported managing at least one
incident of online bullying in the previous year.
32% of Year 5s and 29% of Year 8s reported
frequent school bullying.
Students often tell parents about bullying rather
than anyone else.
Enhancing social status with peers is the most
commonly reported motivator for bullying.
83% of students who bully others online also bully
others in person.
Students 10 to 15 years of age are the most
likely to be involved in online bullying.
The national
definition of bullying
for Australian
schools is the
starting point for
bullying prevention
Bullying is an ongoing and deliberate
misuse of power in relationships
through repeated verbal, physical
and/or social behaviour that intends
to cause physical, social and/or
psychological harm. It can involve an
individual or a group misusing their
power, or perceived power, over one
or more persons who feel unable to
stop it from happening.
Bullying can happen in person or
online, via various digital platforms
and devices and it can be obvious
(overt) or hidden ...
The document discusses kinds of proportions and solving problems involving proportions. It defines ratio and proportion, and explains that a proportion shows two ratios that are equal. There are three main kinds of proportions: direct proportion, where variables increase or decrease together; inverse proportion, where one variable increases as the other decreases; and partitive proportion, where a quantity is divided into parts proportional to a given ratio. The document provides examples and explanations of each kind of proportion to help the reader understand how to identify and solve different types of proportional relationships.
The upcoming unit will focus on math in everyday life through student projects over two weeks. Students will explore how math is used for money, sales, and shopping. They will create their own mock store demonstrating sales and specials. Parents will assist students with projects and visiting stores. The goal is for students to understand and apply math practically while developing life and social skills through hands-on learning. The teacher will support students and is available to address any questions or concerns.
This document contains information and instructions for math lessons on the topics of symbols, equality, expressions, equations, variables, and properties of operations. It includes learning targets, activities, discussions, and homework assignments. Students will learn about the equal sign and its meaning through exploring balance scales, analyzing example equations, and improving sample Twitter summaries of equality. They will also practice multi-step word problems and identifying similar math expressions and equations. The final homework assigns students to solve equality examples and explain their thinking without calculations.
The document provides guidelines for writing items (questions) that will be used to measure students' skills and knowledge. An item consists of a stem, a key, and three distractors. The stem should be clear and concise, formulated as a question rather than a statement when possible. The key and distractors should be similar in length and structure. Items should be written to test understanding rather than recall, and to reinforce correct concepts rather than incorrect ones.
This document provides an overview of a lesson on unit rates and shopping for the best deals. The lesson will have students determine the unit rate of several items and create a PowerPoint game to practice finding unit rates. Examples are given of calculating unit rates from prices and quantities, including rates for packages, ounces, and dozen packs. Students will solve proportional word problems comparing unit rates to determine the better buy.
The document discusses break-even analysis and problem solving involving buying and selling products. It defines key terms like fixed cost, variable cost, total cost, and selling price. The main topic is break-even point, which is the number of units that must be sold for a business to neither earn a profit nor suffer a loss by balancing total revenue and total cost.
Creativity, innovation & design week 5 all about innovationmehek4
The document provides information about an innovation and design course. It includes details about course content and activities for different weeks. Some of the key topics covered are creativity in organizations, design thinking, and using design thinking to solve problems. Students are asked to complete a mind mapping activity, discuss case studies, and work through design thinking steps to address a problem presented by a student named Sally. Guidelines are also provided for an argumentative essay assignment, including the structure, sources to use, and referencing style.
Creativity, Innovation & DesignWeek 5 All about innovationCruzIbarra161
Creativity, Innovation & Design
Week 5: All about innovation
‹#›
Mind mapping activity….
Using the ‘Whiteboard function’ on Collaborate Ultra
Draw a mind map of Week 5 lecture content
‹#›
Questions based on the HBR article
Read the article titled
‘The Innovation Catalysts’
by R L Martin
‹#›
What is meant by an organizational culture of innovation? How can a company develop such a culture?
Do an online search and find company information about Intuit. For example information related to what is the core business of Intuit, what industry the company is operating in, the products/services sold by Intuit, its partner or subsidiary companies and current market share.
According to the HBR article, what was Intuit doing wrong with regards to fulfilling customer needs?
What strategies did Intuit use to become a design driven innovative company? Why do you think these strategies worked?
How did Intuit integrate design-driven innovation into its organizational culture? Why was this important for promoting innovation at Intuit?
‹#›
‹#›
Group problem solving activity
based on a real-world issue
‹#›
Bullying in schools facts and figures
Approximately one in four Year 4 to Year 9
Australian students (27%) reported being bullied
every few weeks or more often.
Lack of a shared definition of bullying can hamper
finding lasting solutions.
Students may not report bullying to the school
because they fear not being believed or making things
worse.
Approximately one in five young school students
reported experiencing online bullying in any one year.
Hurtful teasing was the most common bullying
behaviour reported, followed by having hurtful lies
told about them.
In 85% of bullying interactions, peers are present
as onlookers, and play a central role in the bullying
process.
84% of students who were bullied online were also
bullied in person.
72% of schools reported managing at least one
incident of online bullying in the previous year.
32% of Year 5s and 29% of Year 8s reported
frequent school bullying.
Students often tell parents about bullying rather
than anyone else.
Enhancing social status with peers is the most
commonly reported motivator for bullying.
83% of students who bully others online also bully
others in person.
Students 10 to 15 years of age are the most
likely to be involved in online bullying.
The national
definition of bullying
for Australian
schools is the
starting point for
bullying prevention
Bullying is an ongoing and deliberate
misuse of power in relationships
through repeated verbal, physical
and/or social behaviour that intends
to cause physical, social and/or
psychological harm. It can involve an
individual or a group misusing their
power, or perceived power, over one
or more persons who feel unable to
stop it from happening.
Bullying can happen in person or
online, via various digital platforms
and devices and it can be obvious
(overt) or hidden ...
The document discusses kinds of proportions and solving problems involving proportions. It defines ratio and proportion, and explains that a proportion shows two ratios that are equal. There are three main kinds of proportions: direct proportion, where variables increase or decrease together; inverse proportion, where one variable increases as the other decreases; and partitive proportion, where a quantity is divided into parts proportional to a given ratio. The document provides examples and explanations of each kind of proportion to help the reader understand how to identify and solve different types of proportional relationships.
The upcoming unit will focus on math in everyday life through student projects over two weeks. Students will explore how math is used for money, sales, and shopping. They will create their own mock store demonstrating sales and specials. Parents will assist students with projects and visiting stores. The goal is for students to understand and apply math practically while developing life and social skills through hands-on learning. The teacher will support students and is available to address any questions or concerns.
This document contains information and instructions for math lessons on the topics of symbols, equality, expressions, equations, variables, and properties of operations. It includes learning targets, activities, discussions, and homework assignments. Students will learn about the equal sign and its meaning through exploring balance scales, analyzing example equations, and improving sample Twitter summaries of equality. They will also practice multi-step word problems and identifying similar math expressions and equations. The final homework assigns students to solve equality examples and explain their thinking without calculations.
The document provides guidelines for writing items (questions) that will be used to measure students' skills and knowledge. An item consists of a stem, a key, and three distractors. The stem should be clear and concise, formulated as a question rather than a statement when possible. The key and distractors should be similar in length and structure. Items should be written to test understanding rather than recall, and to reinforce correct concepts rather than incorrect ones.
This document provides materials for a lesson on increasing and decreasing quantities by a percentage. It includes:
- Mathematical goals and an introduction to the lesson.
- A pre-test for students to work on individually.
- An activity where students work in groups to match money amounts with percent, decimal, and fraction cards to show relationships.
- Discussion questions for students to work through.
- A post-test for students to revisit the pre-test questions with their new understanding.
The lesson aims to build students' conceptual understanding of working with percentages through hands-on activities with visual representations of the mathematical relationships.
This document summarizes a presentation on video game design given at the 2014 TCEA Convention in Austin, Texas. The presentation introduced free software that can be used to build video games in under 5 minutes. It discussed character elements, math, science, and English concepts integrated into video game design. It also outlined a proposed 4-year STEM academy curriculum in video game design and development that incorporates industry certifications. Best practices for flipped classrooms and motivating students were also presented.
The document summarizes Merrill's First Principles of Instruction, which are research-based guidelines for effective instructional design. The principles are: 1) activation of prior experience, 2) demonstration of skills, 3) application of skills, and 4) integration of these skills into real-world tasks. The document provides examples of how to apply these principles when designing instructional problems, components, sequences, and strategies.
How can we generate creative ideas and present them effectively to an audience? I delivered this presentation to participants of the overseas leg of Asian Undergraduate Summit at Incheon National University in July 2018.
The Navajo people express themselves through various art forms beyond just paintings and drawings. Weaving intricate textiles is a major Navajo art form, with wool and vegetable dyes used to create blankets, rugs, and other items. Silversmithing is also prominent, with silver jewelry being fashioned into bracelets, necklaces, and more. Additionally, sandpainting is a sacred art where colored sands are arranged in elaborate designs for healing ceremonies.
The document outlines an agenda for a design workshop day focused on elearning. The workshop will cover conceptualizing elearning design, demonstrations of elearning examples, and a discussion of next steps. During the day, participants will learn about elearning processes and models, how to engage and direct learners, and tips for designing engaging elearning content, such as keeping it light, conversational, and focused on actions. The workshop aims to help participants understand how to design effective and compelling elearning experiences.
This document outlines an agenda for a entrepreneurship training program run by Founder Centric. The day includes sessions on iterative teaching, workshops and assignments, the design process and goals, getting feedback, and managing risks. Assignments described include developing personal inventories of skills and resources, conducting customer interviews, optimizing an MVP, and launching constrained startup projects over 1-2 weeks. The document emphasizes adapting curriculum flexibly to student needs, using peer support and optional modules, and avoiding common pitfalls like getting stuck on inconsequential details.
The Ultimate STEM Challenge 2018/19 is a competition for UK students aged 11-14 to develop solutions to real-world problems using STEM skills. Students form teams to reimagine products or processes that could improve lives. Entries are judged on their demonstration of STEM concepts, prototype development, potential to help others, and clear explanation. Winning teams receive prizes including a trip to the Science Museum grand final. The document provides guidance on identifying problems, researching solutions, prototyping ideas, testing and refining designs, and submitting final entries as PowerPoint presentations or YouTube videos along with supporting documents.
This document provides guidance on writing the IELTS academic task 2 essay. It begins by welcoming the reader and reminding them to apply what they learned from part 2. It then provides details on task 2, including that it is worth 2/3 of the score, lasts 40 minutes, and requires writing an essay of at least 250 words. It notes there are generally 5 types of essays: opinion, advantages/disadvantages, discussion, problem/solution, and two-part questions. The document provides sample questions for each type and emphasizes the importance of planning and using a 4 paragraph structure with introduction, two body paragraphs, and conclusion. It also reviews the assessment criteria and scoring.
This document provides an overview and advice for exam preparation and revision. It discusses balancing study time across subjects based on exam weightings. Key points include creating a study guide and setting realistic goals. Specific revision techniques are suggested for different topics, like creating acronyms to remember marking schemes and using timelines to understand relationships between events. The importance of deeper level thinking is emphasized, such as interpreting graphs and making inferences from pictures.
MARK UP MARK DOWN MARK ON_BAUTISTA, ABEGAIL DR..pdfAbegailBautista8
This document is a module on mark-on, markdown, and mark-up for senior high school business mathematics. It includes an introduction noting that properly pricing goods and services is important for businesses. The module aims to help students differentiate between mark-on, markdown, and mark-up and illustrate how they are obtained given a product price. It provides learning competencies and objectives, as well as introductory and review activities to assess prior knowledge and link to previous lessons on percentages.
The document discusses differentiating instruction to meet the needs of diverse learners. It defines differentiating by content, process, and product. Teachers can differentiate based on students' readiness, interests, and learning profiles. The document provides examples of differentiating content through stations, process by using flexible grouping and choice boards, and product by allowing students to demonstrate their knowledge in various ways. It also includes a sample math lesson plan that differentiates the process and addresses specific learning goals.
Okay, let's break this down step-by-step:
* We are given: x = 28
* We are given: y = 12
* We want to find the value of z
* The question states that z = x + y
* So, substituting the values we know:
z = x + y
z = 28 + 12
z = 40
Therefore, the value of z is 40.
Embark on a journey of mathematical discovery with Super Nova Math Academy's comprehensive <a href="https://supernovamathacademy.com/">math consulting services</a>. Our seasoned professionals are here to guide you through every equation, helping you unlock new levels of math proficiency. Let's conquer math together!
The document provides guidance on designing effective test items. It discusses key aspects to consider like the task, context, instructions, stem, options/cues, and format. It also identifies common problems to avoid such as non-homogeneous or ambiguous response options. The document emphasizes the importance of ensuring items are valid, reliable, practical and have positive backwash. Both integrated and discrete test item formats are discussed, noting their relative strengths and weaknesses.
The document provides guidance on designing effective test items. It discusses key aspects to consider like the task, context, instructions, stem, options/cues, and format. It also identifies common problems to avoid such as non-homogeneous or ambiguous response options. The document emphasizes the importance of ensuring items are valid, reliable, practical and have positive backwash. Both integrated and discrete test item formats are discussed, noting their relative strengths and weaknesses.
The document provides an outline of the activities covered in an English lesson. It includes: reviewing the previous day's work, taking a short quiz, listening to a song using grammar structures, reading a text on technology and problems, surveying classmates in the present perfect tense, reviewing and practicing the use of "yet" and "already", reading about creativity and gift ideas, and listening to suggestions.
Edtech213 online exam presentation group 4Manny Buenafe
This document provides guidance on creating effective multiple choice and short answer test questions for online assessments. It discusses best practices such as constructing clear stems, using parallel response options of similar length, and avoiding clues within the responses. Examples of poor and better question styles are given for multiple choice. For short answer questions, recommendations include clearly specifying the expected answer format and length. Online testing platforms like Testmoz and Google Forms are introduced as free tools for easily creating and grading assessments.
This document provides guidance on best practices for math instruction using the Common Core Mathematical Practices and district curriculum. It emphasizes integrating the Habits of Mind and Interaction into daily math lessons through strategies like using a high-level problem of the day, facilitating student math talks, and creating public records of strategies and representations. Teachers are advised to plan lessons that encourage productive struggle and facilitate students discovering mathematical ideas on their own.
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.
This document provides materials for a lesson on increasing and decreasing quantities by a percentage. It includes:
- Mathematical goals and an introduction to the lesson.
- A pre-test for students to work on individually.
- An activity where students work in groups to match money amounts with percent, decimal, and fraction cards to show relationships.
- Discussion questions for students to work through.
- A post-test for students to revisit the pre-test questions with their new understanding.
The lesson aims to build students' conceptual understanding of working with percentages through hands-on activities with visual representations of the mathematical relationships.
This document summarizes a presentation on video game design given at the 2014 TCEA Convention in Austin, Texas. The presentation introduced free software that can be used to build video games in under 5 minutes. It discussed character elements, math, science, and English concepts integrated into video game design. It also outlined a proposed 4-year STEM academy curriculum in video game design and development that incorporates industry certifications. Best practices for flipped classrooms and motivating students were also presented.
The document summarizes Merrill's First Principles of Instruction, which are research-based guidelines for effective instructional design. The principles are: 1) activation of prior experience, 2) demonstration of skills, 3) application of skills, and 4) integration of these skills into real-world tasks. The document provides examples of how to apply these principles when designing instructional problems, components, sequences, and strategies.
How can we generate creative ideas and present them effectively to an audience? I delivered this presentation to participants of the overseas leg of Asian Undergraduate Summit at Incheon National University in July 2018.
The Navajo people express themselves through various art forms beyond just paintings and drawings. Weaving intricate textiles is a major Navajo art form, with wool and vegetable dyes used to create blankets, rugs, and other items. Silversmithing is also prominent, with silver jewelry being fashioned into bracelets, necklaces, and more. Additionally, sandpainting is a sacred art where colored sands are arranged in elaborate designs for healing ceremonies.
The document outlines an agenda for a design workshop day focused on elearning. The workshop will cover conceptualizing elearning design, demonstrations of elearning examples, and a discussion of next steps. During the day, participants will learn about elearning processes and models, how to engage and direct learners, and tips for designing engaging elearning content, such as keeping it light, conversational, and focused on actions. The workshop aims to help participants understand how to design effective and compelling elearning experiences.
This document outlines an agenda for a entrepreneurship training program run by Founder Centric. The day includes sessions on iterative teaching, workshops and assignments, the design process and goals, getting feedback, and managing risks. Assignments described include developing personal inventories of skills and resources, conducting customer interviews, optimizing an MVP, and launching constrained startup projects over 1-2 weeks. The document emphasizes adapting curriculum flexibly to student needs, using peer support and optional modules, and avoiding common pitfalls like getting stuck on inconsequential details.
The Ultimate STEM Challenge 2018/19 is a competition for UK students aged 11-14 to develop solutions to real-world problems using STEM skills. Students form teams to reimagine products or processes that could improve lives. Entries are judged on their demonstration of STEM concepts, prototype development, potential to help others, and clear explanation. Winning teams receive prizes including a trip to the Science Museum grand final. The document provides guidance on identifying problems, researching solutions, prototyping ideas, testing and refining designs, and submitting final entries as PowerPoint presentations or YouTube videos along with supporting documents.
This document provides guidance on writing the IELTS academic task 2 essay. It begins by welcoming the reader and reminding them to apply what they learned from part 2. It then provides details on task 2, including that it is worth 2/3 of the score, lasts 40 minutes, and requires writing an essay of at least 250 words. It notes there are generally 5 types of essays: opinion, advantages/disadvantages, discussion, problem/solution, and two-part questions. The document provides sample questions for each type and emphasizes the importance of planning and using a 4 paragraph structure with introduction, two body paragraphs, and conclusion. It also reviews the assessment criteria and scoring.
This document provides an overview and advice for exam preparation and revision. It discusses balancing study time across subjects based on exam weightings. Key points include creating a study guide and setting realistic goals. Specific revision techniques are suggested for different topics, like creating acronyms to remember marking schemes and using timelines to understand relationships between events. The importance of deeper level thinking is emphasized, such as interpreting graphs and making inferences from pictures.
MARK UP MARK DOWN MARK ON_BAUTISTA, ABEGAIL DR..pdfAbegailBautista8
This document is a module on mark-on, markdown, and mark-up for senior high school business mathematics. It includes an introduction noting that properly pricing goods and services is important for businesses. The module aims to help students differentiate between mark-on, markdown, and mark-up and illustrate how they are obtained given a product price. It provides learning competencies and objectives, as well as introductory and review activities to assess prior knowledge and link to previous lessons on percentages.
The document discusses differentiating instruction to meet the needs of diverse learners. It defines differentiating by content, process, and product. Teachers can differentiate based on students' readiness, interests, and learning profiles. The document provides examples of differentiating content through stations, process by using flexible grouping and choice boards, and product by allowing students to demonstrate their knowledge in various ways. It also includes a sample math lesson plan that differentiates the process and addresses specific learning goals.
Okay, let's break this down step-by-step:
* We are given: x = 28
* We are given: y = 12
* We want to find the value of z
* The question states that z = x + y
* So, substituting the values we know:
z = x + y
z = 28 + 12
z = 40
Therefore, the value of z is 40.
Embark on a journey of mathematical discovery with Super Nova Math Academy's comprehensive <a href="https://supernovamathacademy.com/">math consulting services</a>. Our seasoned professionals are here to guide you through every equation, helping you unlock new levels of math proficiency. Let's conquer math together!
The document provides guidance on designing effective test items. It discusses key aspects to consider like the task, context, instructions, stem, options/cues, and format. It also identifies common problems to avoid such as non-homogeneous or ambiguous response options. The document emphasizes the importance of ensuring items are valid, reliable, practical and have positive backwash. Both integrated and discrete test item formats are discussed, noting their relative strengths and weaknesses.
The document provides guidance on designing effective test items. It discusses key aspects to consider like the task, context, instructions, stem, options/cues, and format. It also identifies common problems to avoid such as non-homogeneous or ambiguous response options. The document emphasizes the importance of ensuring items are valid, reliable, practical and have positive backwash. Both integrated and discrete test item formats are discussed, noting their relative strengths and weaknesses.
The document provides an outline of the activities covered in an English lesson. It includes: reviewing the previous day's work, taking a short quiz, listening to a song using grammar structures, reading a text on technology and problems, surveying classmates in the present perfect tense, reviewing and practicing the use of "yet" and "already", reading about creativity and gift ideas, and listening to suggestions.
Edtech213 online exam presentation group 4Manny Buenafe
This document provides guidance on creating effective multiple choice and short answer test questions for online assessments. It discusses best practices such as constructing clear stems, using parallel response options of similar length, and avoiding clues within the responses. Examples of poor and better question styles are given for multiple choice. For short answer questions, recommendations include clearly specifying the expected answer format and length. Online testing platforms like Testmoz and Google Forms are introduced as free tools for easily creating and grading assessments.
This document provides guidance on best practices for math instruction using the Common Core Mathematical Practices and district curriculum. It emphasizes integrating the Habits of Mind and Interaction into daily math lessons through strategies like using a high-level problem of the day, facilitating student math talks, and creating public records of strategies and representations. Teachers are advised to plan lessons that encourage productive struggle and facilitate students discovering mathematical ideas on their own.
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.
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."
How Does CRISIL Evaluate Lenders in India for Credit RatingsShaheen Kumar
CRISIL evaluates lenders in India by analyzing financial performance, loan portfolio quality, risk management practices, capital adequacy, market position, and adherence to regulatory requirements. This comprehensive assessment ensures a thorough evaluation of creditworthiness and financial strength. Each criterion is meticulously examined to provide credible and reliable ratings.
"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.
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.
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2. March: Independence Part I: Increasing Independence at Home, School, Community
Operations
Rationale: Students will learn the steps and symbols to build and solve math equations. Students will have the opportunity to explain
the problem solving process using mathematical terms. Students will learn how to use a combination of math systems (add/subtract,
multiply/divide) to solve a problem. Students will learn the importance of using math equations in real world settings.
High Utility Vocabulary Words:
Math Operations Chart
Sum (addition)
Difference (subtraction)
Product (multiplication)
Quotient (division)
Equivalent (equal to)
Scaffolding
● What does each of the following math terms mean “sum”, “difference” “product” “quotient”, “equivalent”?
● How do I use keywords to solve a math word problem?
● What are the rules to solve a multi-step problem?
● Why is it important to follow the PEMDAS rule when solving equations?
● How does scaffolding our work simplify solving a math problem?
● What financial impact does shopping in a smaller store have on us? Is it better to shop in a warehouse style store or smaller businesses?
(i.e. purchase food from Costco vs. local supermarket vs gourmet food store)
3. March: Independence Part I: Increasing
Independence at Home, School, Community
Operations
Rationale: Students will learn the steps and symbols
to build and solve math equations. Students will have
the opportunity to explain the problem solving
process using mathematical terms. Students will
learn how to use a combination of math systems
(add/subtract, multiply/divide) to solve a problem.
Students will learn the importance of using math
equations in real world settings.
Culturally Responsive Component/Famous
Mathematicians:
Bryna Kra
Grace Alele Wiliams
Sun Yung Alice Chang
Ada Lovelace
High Utility Vocabulary Words:
Math Operations Chart
Sum (addition)
Difference (subtraction)
Product (multiplication)
Quotient (division)
Equivalent (equal to)
● What does each of the following math terms mean “sum”, “difference” “product”
“quotient”, “equivalent”?
● How do I use keywords to solve a math word problem?
● What are the rules to solve a multi-step problem?
● Why is it important to follow the PEMDAS rule when solving equations?
● How does scaffolding our work simplify solving a math problem?
● What financial impact does shopping in a smaller store have on us? Is it better to shop
in a warehouse style store or smaller businesses? (i.e. purchase food from Costco vs.
local supermarket vs gourmet food store)
4. A.CED: Create equations that describe
numbers or relationships.
NY-7.NS.1 Apply and extend previous
understandings of addition and
subtraction to add and subtract rational
numbers. Represent addition and
subtraction on a horizontal or vertical
number line.
NYS SEL Standards:
3C.5b. Work cooperatively with others
to plan, implement, and evaluate a
project that addresses an identified
need in the broader community.
CDOS Standards:
Standard 3a
Performance Indicator 4: Positive
interpersonal qualities lead to
teamwork and cooperation in large and
small groups in family, social, and work
situations.
ISTE Standard:
Computational Thinker:
5c. Students break problems into
component parts, extract key
information, and develop descriptive
models to understand complex
systems or facilitate problem-solving.
Social Justice Standard: Justice 11:
Math# 23: Solves addition problems with sums up to 10 by putting together sets using objects (e.g., pencils,
envelopes, stickers, beads, or straws) for the following problems written on index cards.
Math # 51: Selects appropriate operation sign to make 5 equations true with values up to 10 (e.g., 3 __ 2 = 5).
Math #73: Solves 10 simple 2-digit word problems using multiplication & division with a calculator.
Math #81: Solves 5 addition & 5 subtraction problems with multi-digit whole numbers w/ a calculator.
Targeted Skills:
● Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting
out situations, verbal explanations, expressions, or equations.
● Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are
true or false.
● Fluently add and subtract multi-digit whole numbers using the standard algorithm.
● Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
● Solve two-step word problems using the four operations.
5. Targeted Skills
Answer “WH” questions to demonstrate understanding of
the text. WHO WHAT WHEN WHERE WHY
Key Ideas and Details-describing characters, retell familiar
stories including key details, read informational text.
6. ESSENTIAL QUESTIONS:
What does being independent look like for me?
What can I do independently at home, at school and my
community?
Outcome…
By the end of the lesson, students will be able to
independent skills related to hygiene, home
management and budgeting.
7. Last week we studied how our independent living skills have
been affected by COVID 19.
8. VOCABULARY
Budgeting is a plan that you have for
spending and saving money.
When you work and earn money it is important
to budget or have a plan for spending
and saving .
10. When you make a budget for your money, you
need to know about things you need and things that you
want. Examples of things you need are food,
water, a place to live heat
and electricity and basic clothing .
It is important to spend
money on things that you need .
11. Examples of wants are new electronics jewelry
vacations and fun activities . It is best to save
money for thing that you want.
Can you think about something that you really want?
12. _
Please write the answer in you notebook. Ask a peer
What is something that you think of when you
hear about being budgeting?
I think of __________________________
Text to Self
17. To do
Please answer the following questions about the text on needs and wants
What is budgeting?
Spending alot A plan for spending
of money and saving
What is an example of a need?
food electronics
What is an example of a want ?
A place to live A vacation
18. Needs Wants
To do
Using the next page, please write the word or paste the picture in the correct box
19. Going out to eat Going to a movie Electricity
A vacation A place to live Food
Water Electronics Basic clothing
20. TO DO
Please write the answers to the following questions
What is budgeting?
Give an example of something that you need.
Give an example of something that you want.
21. Wednesday, April 29
Objective: The students will participate in a guided reading about wants, needs and savings
detail questions about the text.
ELA Standard EE.R1.9-10:1: Determine what the text says about How to save for the future
Learn Vocabulary: bank account
Read: pgs
Watch video: School House Rock 7.50 once a week
Assess: Do worksheets pgs
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32. To do
Please circle the answer to the questions below
What item did the shopper put back?
The chicken The phone case
Why did she put back the phone case?
She did not want it She did not have enough money
When will she buy the phone case ?
When she saves She will not
buy it
33. Please write the answer to the following questions about the text ‘What Do I Need’
What item did the shopper put back?
Why did she put back the phone case?
When will she buy the phone case ?
Do you think she made a good choice? Why or why not?
34. Objective: The students will participate in a guided reading about How to save and answer detail questions
about the text.
ELA Standard EE.R1.9-10:1: Determine what the text about about savings
Learn Vocabulary: Save
Bank
Read pages: 26-37 How to Save
Watch video on page 38 $7.50 a week School House Rock
Assess: Do goal worksheet page 39-40
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47. Let’s watch this fun video about how to be careful with spending our money
https://youtu.be/GawH48QNDfc
48. Circle 1 work goal that you have for the future
Work in a restaurant Work in a store work in a garden Delivery
What is 1 thing that you want that you would like to save money for?
Vacation New sneakers New phone Eating in a
restaurant
49. To do
Please list 3 goals that are important to you.
1
2
3
Please list 3 things that you really want that you can save for.
1
2
3
50. Objective: The students will participate in a guided reading about jobs in Target
ELA Standard EE.R1.9-10:1: Determine what the text about different jobs at Target
Learn Vocabulary: Cashier
Stock
Sales person
Read pages: 43 to 49
Watch Video on pages 43. 47, 49
Assess: Do worksheets pgs 50-51
Do Assessment Page 52
51. We learned yesterday the Kim works at Target
Today we are going to learn about different jobs
Let’s watch a video about a young man who is a cashier at Target
https://youtu.be/On2DmQoQ16k
52. This young man is a cashier at Target
A cashier has many responsibilities .
A cashier must be good at and enjoy working with a cash register
A cash register puts in the price and adds up all scanned
Items.
A cashier should enjoy interacting with people
A cashier places customer items into a bag .
53. A cashier is a very important job in Target and all types of
stores .
54. Another job in Target and all types of stores is
working in a stockroom . A stockroom job requires you to
Be able to lift boxes work safely around machines
and sorting products . You can mostly work by yourself in a
stockroom .
55. Watch this video about working in a stockroom and see what you think
https://youtu.be/tTeDgw1PnCY
56. Some people at Target work in the store to help custumers find things
and put items on shelves . These are sales people.
Sales people help customers find items in the store .
Sales people sort and put the correct items on the shelf
Sales people enjoy working with people
and can organize by sorting .
.
57. https://youtu.be/Dpna8RwmBq4
This is a video about working in Sales in a different store Walmart.
The job is the same so you could work in different stores!
58. To do
Please circle the answer to the following questions
What is one thing a cashier does ?
Putting heavy item on shelf Putting item in a bag
What is one thing that a stockroom worker does?
Putting heavy Give customers
item on shelf directions
What is one thing that a sales person does?
Give customers directions work a cash
register
59. To do
Please write the answer to the following questions
What is one thing a cashier does ?
What is one thing that a stockroom worker does?
What is one thing that a sales person does?
What is a job that you think would want to do?
60. Do you
Like interacting with people
Like working alone
Like working with machines
Like to sort things
Like to lift heavy boxes
Like to give directions
Like to put items into a bag
Yes No
To complete
Retail Jobs
Please check yes or no
Editor's Notes
True or False
Use this template to do a quick check of students’ perceptions during your lesson.
🍐 This is a Pear Deck Multiple Choice Slide. Your current options are: A: True, B: False,
🍐 To edit the type of question or choices, go back to the "Ask Students a Question" in the Pear Deck sidebar.
Hard or Easy
Use this template to do a quick temperature check and self-reflection about the homework. You can learn which students might have struggled with the assignment and therefore might need more attention today.
🍐 This is a Pear Deck Draggable™ Slide.
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Access Prior Knowledge
Use the template to prompt students to access prior knowledge on today’s topic. You can change the wording to fit your lesson.
🍐 This is a Pear Deck Drawing Slide
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Takeaway
Use this template to help students articulate and retain their biggest takeaways from the day.
🍐 This is a Pear Deck Text Slide
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