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Motor OilFor many people, the extent of car knowledge does not extend far. Some may be proficient in figuring out problems dealing with their car, while other people are left confused about their vehicle.
This document summarizes a study conducted by Professor Salima Y. Paul on trade credit (TC) and accounts receivable. The study found that TC can benefit profitability up to a point, where accounts receivable reaches 42% of total assets. Beyond this point, higher TC leads to reduced profitability. The study also found evidence that firms can strategically manage their accounts receivable to achieve an optimal level that provides a competitive advantage. Effective use of TC for advantage requires technical, organizational and business management skills in utilizing credit information.
Public interest environmental litigation in sri lanka and right to informationMangala Wijesinghe
This document discusses public interest environmental litigation and the right to information in Sri Lanka. It begins by explaining the concept of locus standi, or standing to sue, which originated in English courts. Sri Lankan courts later adopted the principles of public interest litigation (PIL) developed by Indian courts to protect public interests through judicial activism. PIL saw success in Sri Lanka particularly for environmental protection cases, exemplified by the famous Bulankulama v. Secretary case in 2000. However, in the last decade PIL has declined in Sri Lanka. The objectives of the study are to discuss the development of PIL over the past two decades in Sri Lanka and identify factors for its subsequent decline compared to other jurisdictions. Key factors identified that contributed to the
Dan Strub, Using Water Loss Audits as Tools, TWCA Fall 2015 ConferenceTWCA
Using various water loss tools, Austin Water was able to reduce its infrastructure leakage. In 2008, its infrastructure leakage index (ILI) was 3.26 and a water loss audit score from the Texas Water Development Board was 65. By prioritizing leak repairs, installing new leak detection contracts, and improving data collection, Austin Water lowered its ILI to 3.0 and increased its audit score to 70 by 2009. However, its ILI increased again to 3.17 in 2014 despite consistent performance in leak detection and repairs. Analysis of leak detection contracts and a water loss model indicated leaks were likely occurring in transmission mains where detection had not been performed.
TWCA Annual Convention: Texas State Guard, Mike Thuss and Bill CallegariTWCA
The document discusses the assistance that the Texas State Guard can provide to utilities, local authorities, and state agencies after hurricanes and other disasters in Texas. Specifically, it outlines the Texas State Guard's engineering group and the services it can provide, such as civil engineering support, public works assistance, damage assessments, and augmenting incident command teams. It emphasizes that the engineering group is composed of volunteer, credentialed professionals and engineers who can deploy rapidly to help with response and recovery efforts.
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Đối với quý khách ở Hà Nội, có thể qua Việt Tuấn dùng thử và trải nghiệm miễn phí sản phẩm và được giao hàng tận nơi
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Liên hệ tư vấn miễn phí: 0903.209.123
O documento resume brevemente as principais ideias políticas ao longo da história, começando pela Antiguidade onde a escravidão era fundamental, passando pela Idade Média onde a Igreja e nobreza dominavam, chegando ao Renascimento com uma valorização da natureza humana e questionamento dos dogmas, e finalizando na Era Moderna com o surgimento da burguesia e perda de poder da Igreja.
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This document discusses factors to consider when selecting a facility location for a manufacturing business. It lists key factors like availability of labor, supplies, transportation and infrastructure. Other important considerations include site size and costs, zoning restrictions, environmental impacts and proximity to services. The document also outlines different location analysis methods that can be used, such as factor rating, break-even analysis and transportation modeling. Finally, it notes some risks to account for like changes in the market, costs, politics, transportation and the economy.
This document summarizes a study on international student engagement with assessment in higher education institutions. It conducted interviews with students at two universities to understand how their backgrounds and the institutional contexts shaped their approaches. The study found that each institution had distinct assessment practices and cultures that most influenced how students engaged with assessment, more so than their own identities or past experiences. It argues a framework analyzing institutional profiles can help understand differences in student engagement between universities.
Sborník plných textů závěrečných zpráv projektů Studentské vědecko-umělecké činnosti FP TUL (SVUČ) z roku 2015. Konference se koná v prostorách Technické univerzity 17. února 2016.
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2. CÍLE VÝZKUMU
• identifikovat a popsat metody výuky
využívané v rámci výuky ICT
• navrhnout příklady k diagnostice ICT
kompetencí a jejich ověření
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
3. TEORETICKÁ VÝCHODISKA
• „konflikt“ paradigmat transmisivního
a konstruktivistického (Vaníček, 2009;
Kalaš, 2009)
• metody výuky (Mojžíšek, 1988; Maňák
a Švec, 2003)
• realizované kurikulum (Průcha, 1989;
Janík a Miková, 2006)
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
4. VÝZKUMNÉ METODY
• deskriptivní případová studie (Švaříček
a Šeďová, 2007; Hendl, 2008)
• extrospektivní, přímé, pedagogické
pozorování (Chráska, 2007)
• ruční záznam a kódování
• test
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
5. VÝZKUMNÝ VZOREK
• 2 liberecké ZŠ
(nadprůměrné a průměrné podmínky výuky)
vyučující 4. roč. 5. roč. 6. roč. 7. roč. 8. roč. celkem
plná kvalifikace 2 4 1 3 1 11
jiná aprobace - - 6 3 4 13
celkem 2 4 7 6 5 24
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
6. NEJVYUŽÍVANĚJŠÍ METODY VÝUKY
Instruktáž
• nejvyužívanější metoda expoziční fáze
• s dataprojektorem / vzdálenou plochou či
manuálem/návodem
• instruktáž i k zadání samostatné práce
• ve fixační fázi „obrácená“ instruktáž
Heuristický rozhovor
• variantní řešení instruktáže
• méně využívaný v praxi
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
7. NEJVYUŽÍVANĚJŠÍ METODY VÝUKY
Samostatná práce
• nejčastější metoda fixační fáze
• využívána i při diagnostické fázi (občasný souběh
fází)
• nástroj vždy určen
vyučující kreativní práce přesné zadaní
jiná aprobace 6 8
plná kvalifikace 2 8
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
8. ZŠ1 (NP, JA) ZŠ2 (PP, PK)
254;
139;
44 % 30 %
Samostatná Samostatná
práce práce
Ostatní
Ostatní metody
metody 325;
327; 70 %
56 %
v minutách z čistého času výuky
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
9. BOBŘÍK INFORMATIKY
• online informatická soutěž s mezinárodním
kontextem (ibobr.cz, bebras.org)
• 4 kategorie = 5. roč. ZŠ až 4. roč. SŠ
• porovnání s dalšími účastníky v rámci
kategorie
• popularizace informatiky ve škole a v životě
• součástí 2 námi navržené úlohy (instant
messaging / aplikace v OS, e-mail)
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
10. ÚSPĚŠNOST ÚLOHY
• kategorie: benjamin (5. až 7. roč. ZŠ a odp.)
• obtížnost: lehká
• zaměření: instant messaging, aplikace v OS
odpověď počet žáků podíl
správná 3247 53,41 %
špatná 2637 43,38 %
žádná 35
3,21 %
neuložená 160
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
11. ÚSPĚŠNOST ŽÁKŮ
BENJAMIN KADET
celkem vzorek celkem vzorek
účastníků 6587 76 5253 70
úspěšných 24 % 20 % 35 % 20 %
plný počet 1% 0% 1% 0%
průměr 120 b. 115 b. 133 b. 106 b.
modus 108 b. 88 b. 116 b. 88 b.
medián 116 b. 114 b. 133 b. 100 b.
minimum 5 b. 32 b. 0 b. 40 b.
maximum 240 b. 224 b. 240 b. 225 b.
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
12. SHRNUTÍ
• převaha transmisivního způsobu výuky
• převaha samostatné (individuální) práce
• absence motivační fáze
• souběh fixační a diagnostické fáze
• výsledky v soutěži pro kat. benjamin
srovnatelné, pro kat. kadet mírně horší
• nepřesnost ručního záznamu
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
14. ZDROJE
Hendl, J. Kvalitativní výzkum: základní teorie, metody a aplikace. 2. akt. vyd. Praha:
Portál, 2008. ISBN 978-80-7367-485-4.
Chráska, M. Metody pedagogického výzkumu – Základy kvantitativního výzkumu.
1. vyd. Praha: Grada, 2007. ISBN 978-80-247-1369-4.
Janík, T., Miková, M. Videostudie: výzkum výuky založený na analýze videozáznamu.
Brno: Paido, 2006. ISBN 80-7315-127-8.
Kalaš, I. a kol. Ďalšie vzdelávanie učiteľov základných škôl a stredných škôl v predmete
informatika – Východiská a inšpirácie. 1. vyd. Bratislava: ŠPÚ, 2009.
ISBN 978-80-89225-62-0.
Maňák, J., Švec, V. Výukové metody. Brno: Paido, 2003. ISBN 80-7315-039-5.
Mojžíšek, L. Vyučovací metody. 3. upr. vyd. Praha: SPN, 1988.
Průcha, J. Některé podmínky realizace obsahu vzdělávání ve výuce. In: Pedagogika,
1989, roč. 49, č. 2.
Švaříček, R., Šeďová, K. a kol. Kvalitativní výzkum v pedagogických vědách. 1. vyd.
Praha: Portál, 2007. ISBN 978-80-7367-313-0.
Vaníček, J. Počítačové kognitivní technologie ve výuce geometrie. Praha: UK v Praze,
PF, 2009. ISBN 978-80-7290-394-8.
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
15. Otázka ICQ
Kategorie: Kadet
Obtížnost: lehká
Zadání:
Po příchodu ze školy jsem se přihlásil do programu na
chatování a povídal si s dalšími kamarády. Pak jsem ale na
chvíli odběhl od počítače. V momentě, kdy jsem se vrátil, tak
jsem se nepodíval na obrazovku a začal hned psát.
Komu jsem psal?
A) kamarádce Evě
B) mamince
C) kamarádovi Vojtovi
D) kamarádovi Honzovi
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012
17. Otázka e-mail
Kategorie: Senior
Obtížnost: střední
Zadání:
Ředitel Bobří hráze, a. s. chce pozvat všechny dodavatele
stavby na firemní večírek osobním e-mailem. Pošle ho však
jako hromadný e-mail, protože čas jsou peníze.
Kam má správně adresy umístit?
A) Všechny napíše do kolonky komu.
B) Všechny napíše do kolonky skrytá kopie (bcc).
C) Je jedno, kterou kolonku vybere.
D) Největšího dodavatele umístí do kolonky komu, ostatní do
kolonky kopie (cc).
ROZVOJ ICT KOMPETENCÍ NA ZŠ | 9. ledna 2012