NCV 2 Business Practice Hands-On Support - Activities 5Future Managers
This slide show complements our existing learner guide - NCV 2 Business Practice Hands-On Training published by Future Managers Pty Ltd. For more information visit our website - www.futuremanagers.net
NCV 4 Management Practice Hands-On Support Slide Show - Module 6Future Managers
This slide show complements NCV 4 Management Practice Hands-On Training by Bert Eksteen & Anthony Hill, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
NCV 3 Project Management Hands-On Support Slide Show - Module 4Future Managers
This slide show complements the learner guide NCV 3 Project Management Hands-On Training by Bert Eksteen published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
NCV 2 Language Hands-On Support Slide Show - Module 2Future Managers
This slide show complements the learner guide NCV 2 Language Hands-On Training by Frieda Wade, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
NCV 2 Business Practice Hands-On Support - Activities 5Future Managers
This slide show complements our existing learner guide - NCV 2 Business Practice Hands-On Training published by Future Managers Pty Ltd. For more information visit our website - www.futuremanagers.net
NCV 4 Management Practice Hands-On Support Slide Show - Module 6Future Managers
This slide show complements NCV 4 Management Practice Hands-On Training by Bert Eksteen & Anthony Hill, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
NCV 3 Project Management Hands-On Support Slide Show - Module 4Future Managers
This slide show complements the learner guide NCV 3 Project Management Hands-On Training by Bert Eksteen published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
NCV 2 Language Hands-On Support Slide Show - Module 2Future Managers
This slide show complements the learner guide NCV 2 Language Hands-On Training by Frieda Wade, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
NCV 2 Mathematical Literacy Hands-On Training Solution to Summative Assessment 5Future Managers
Solution to Summative Assessment 5 from accompany text book NCV 2 Mathematical Literacy Hands-On Training published by Future Managers Pty Ltd (www.futuremanagers.net)
NAA Maximize 2015 - Presentation on In-depth Analytics of Pricing DiscoveryThe Rainmaker Group
This session was the first ever math-based session for advanced revenue management practitioners to discuss computational challenges in revenue management and customer data analytics. Pricing isn’t just about looking at data on spreadsheets. You actually have to do math. Complex math. Well, you have to do complex math if your revenue management software system doesn’t bring the science and analytics together.
NCV 2 Mathematical Literacy Hands-On Training Solution to Summative Assessment 5Future Managers
Solution to Summative Assessment 5 from accompany text book NCV 2 Mathematical Literacy Hands-On Training published by Future Managers Pty Ltd (www.futuremanagers.net)
NAA Maximize 2015 - Presentation on In-depth Analytics of Pricing DiscoveryThe Rainmaker Group
This session was the first ever math-based session for advanced revenue management practitioners to discuss computational challenges in revenue management and customer data analytics. Pricing isn’t just about looking at data on spreadsheets. You actually have to do math. Complex math. Well, you have to do complex math if your revenue management software system doesn’t bring the science and analytics together.
Do you know why numbers look like they do? Someone, at some point in time, had to create their shapes and meaning.
Watch this short presentation and then you will know how our Arabic numbers were originally created a very long time ago and what logic the people that created them used to determine their shapes. It is really very simple and quite creative.
You have to admire the intelligence of a person or people that created something so simple and perfect that it has lasted thousands and thousands of years and will probably never change.
When the presentation gets to the number "seven" you will notice that the7 has a line through the middle of it. That was the way the Arabic 7 was originally written, and in Europe and certain other areas they still write the 7 that way. Also, in the military, they commonly write it that way. The nine has a kind of curly tail on it that has been reduced, for the most part nowadays, to a simple curve, but the logic involved still applies.
N4 Communication & Management Communication - Module 1 case studyFuture Managers
This PowerPoint presentation accompanies N4 Communication & Management Communication published by Future Managers Pty Ltd. Its content relates to page 23 of the above named book.
NCV 4 Personal Assistance Hands-On Support - Module 4Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 4 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with liaising with a range of customers in a business.
NCV 4 Personal Assistance Hands-On Support - Module 3Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 3 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with customer complaints.
NCV 4 Personal Assistance Hands-On Support - Module 7Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 7 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with identifying expertise and resources.
NCV 4 Personal Assistance Hands-On Support - Module 1Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 1 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with planning and conducting meetings.
NCV 4 Personal Assistance Hands-On Support - Module 2Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 2 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with applying basic business principles.
NCV 4 Personal Assistance Hands-On Support - Module 6Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 6 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with improving single factor productivity.
Mechanical Technology Grade 10 Chapter 10 Systems And ControlFuture Managers
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Mechanical Technology Grade 12 Chapter 6 Terminology Of MachinesFuture Managers
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. Patterns and relationships
• Patterns for different relationships
• Using information to solve problems
• Translate between different representations of
relationships
Future Managers Mathematical Literacy 2 2
3. Patterns for different
relationships
• Investigate and understand numerical and
geometric patterns
• Describe patterns in words and/or through
formulae
• Use formulae with confidence
• Generate patterns from their descriptions
Future Managers Mathematical Literacy 2 3
4. Background to patterns
• Arithmetic patterns
– Show a constant difference
– e.g. 2; 4; 6; 8; 10
• Geometric patterns
– Show a constant ratio
– e.g. 2; 4; 8; 16; 32
Future Managers Mathematical Literacy 2 4
5. Interest rates
• Interest rates form patterns
• The original amount represents 100% or 1.00
• The rate of interest is expressed as a decimal (e.g.
10% = 0.1) and is added to the 1.00
• We then take the original amount and multiply it
by this number (e.g.. 500 x 1.1)
• For each year, we multiply it by 1.1 each time
An interest rate of 10% means you
double your money every 7 ¼ years
Future Managers Mathematical Literacy 2 5
6. Direct and indirect
relationships
• Direct relationship
– An increase in one variable leads to an increase in the
other e.g. petrol and range
• Indirect relationship
– An increase in one variable leads to a decrease in the
other e.g. price of petrol and litres that can be bought
with R100
Future Managers Mathematical Literacy 2 6
7. Putting patterns into words
• Input and output values
– The value that you put into the formula is called the
input value (x-value)
– The value that you get out of the formula is called the
output value (y-value)
• e.g. multiply the number by 4 and add 5
y= 4 + 5
x
• This information can be plotted on a graph
Future Managers Mathematical Literacy 2 7
9. Using information to solve
patterns
• At the end of this outcome, you will be able to:
– Identify and select information from different
representations of relationships to solve problems
Future Managers Mathematical Literacy 2 9
10. Translate between different
representations of
relationships
• At the end of this outcome, you will be able to:
– Convert representations of relationships from one
form to another to solve problems
– Select and developed representations of relationships
to solve problems and to communicate or illustrate a
result
Future Managers Mathematical Literacy 2 10
11. Translate between different
representations of
relationships
• Converting patterns
• Selection of presentations
Future Managers Mathematical Literacy 2 11