The document discusses accommodations and modifications for students with disabilities. It defines accommodations as changes to how students learn or are assessed, without altering expectations, while modifications change expectations. Accommodations include things like extra time, audiobooks, or adaptive keyboards. Modifications include exemptions or individualized tasks and expectations. The document provides examples of accommodations for presentation, response, setting, and timing. It emphasizes the IEP team determines needed accommodations based on individual student strengths and needs.
El documento presenta a Semíramis Consultoría, una empresa joven y de vanguardia formada por profesionales de prestigio y expertos. La empresa se dedica a la formación, selección de personal, seguridad, dietética, nutrición, análisis ambiental y auditorías de calidad, medio ambiente y recursos humanos. Su misión es ofrecer un servicio de calidad que satisfaga al cliente basado en valores como la comunicación, igualdad, compromiso y creatividad.
The document discusses analyzing demographic data to identify patterns and questions raised by the data. It focuses on assessment of the analysis and generating a report on demographic patterns identified and open questions that require further exploration. The analysis aims to provide high-level insights in a concise report format.
Section 504 and IDEA provide protections for students with disabilities. Section 504 prohibits discrimination against students with disabilities and requires accommodation plans, while IDEA provides special education services through IEPs. A child may be eligible for protections under Section 504 alone if their disability does not significantly impact their education, or they may qualify for both Section 504 and IDEA protections. The IEP team, which includes parents, teachers, and other specialists, works together to develop IEPs that provide educational benefits to students with disabilities in the least restrictive environment.
This document outlines the agenda for an 8-week teaching practices seminar. It provides logistical details such as the course number, title, meeting times, and instructor contact information. The document then lists several discussion topics and activities that will take place during seminar meetings, including sharing teaching metaphors, reviewing cohort personality descriptions, discussing challenges of the teaching profession, and planning for the upcoming school year by identifying strategies students want to adopt. Students are instructed to actively participate in discussions and activities without electronics. The document concludes with reminders about assignments and questions from students.
The document discusses several key points about reading development and instruction:
- Reading growth occurs as readers read more and can understand what they read, while struggling readers have more difficulty as texts become more complex.
- Most vocabulary growth happens indirectly through language exposure rather than direct teaching, and reading volume contributes more to vocabulary growth than oral language.
- Providing students with varied reading experiences is important for developing skills like fluency, automaticity, and general knowledge.
- A balanced approach to reading instruction should teach essential skills like phonemic awareness, phonics, fluency, vocabulary, and comprehension.
This document provides an overview of effective vocabulary instruction strategies. It discusses the number of words students need to know, what it means to know a word, and characteristics of effective instruction. Specific strategies are outlined, including teaching individual words, word learning strategies, fostering word consciousness, and selecting words to teach. Factors like word types, meanings, and interrelatedness are addressed. The document emphasizes multiple exposures, representations of word knowledge, discussion, and applying words in different contexts.
The document discusses accommodations and modifications for students with disabilities. It defines accommodations as changes to how students learn or are assessed, without altering expectations, while modifications change expectations. Accommodations include things like extra time, audiobooks, or adaptive keyboards. Modifications include exemptions or individualized tasks and expectations. The document provides examples of accommodations for presentation, response, setting, and timing. It emphasizes the IEP team determines needed accommodations based on individual student strengths and needs.
El documento presenta a Semíramis Consultoría, una empresa joven y de vanguardia formada por profesionales de prestigio y expertos. La empresa se dedica a la formación, selección de personal, seguridad, dietética, nutrición, análisis ambiental y auditorías de calidad, medio ambiente y recursos humanos. Su misión es ofrecer un servicio de calidad que satisfaga al cliente basado en valores como la comunicación, igualdad, compromiso y creatividad.
The document discusses analyzing demographic data to identify patterns and questions raised by the data. It focuses on assessment of the analysis and generating a report on demographic patterns identified and open questions that require further exploration. The analysis aims to provide high-level insights in a concise report format.
Section 504 and IDEA provide protections for students with disabilities. Section 504 prohibits discrimination against students with disabilities and requires accommodation plans, while IDEA provides special education services through IEPs. A child may be eligible for protections under Section 504 alone if their disability does not significantly impact their education, or they may qualify for both Section 504 and IDEA protections. The IEP team, which includes parents, teachers, and other specialists, works together to develop IEPs that provide educational benefits to students with disabilities in the least restrictive environment.
This document outlines the agenda for an 8-week teaching practices seminar. It provides logistical details such as the course number, title, meeting times, and instructor contact information. The document then lists several discussion topics and activities that will take place during seminar meetings, including sharing teaching metaphors, reviewing cohort personality descriptions, discussing challenges of the teaching profession, and planning for the upcoming school year by identifying strategies students want to adopt. Students are instructed to actively participate in discussions and activities without electronics. The document concludes with reminders about assignments and questions from students.
The document discusses several key points about reading development and instruction:
- Reading growth occurs as readers read more and can understand what they read, while struggling readers have more difficulty as texts become more complex.
- Most vocabulary growth happens indirectly through language exposure rather than direct teaching, and reading volume contributes more to vocabulary growth than oral language.
- Providing students with varied reading experiences is important for developing skills like fluency, automaticity, and general knowledge.
- A balanced approach to reading instruction should teach essential skills like phonemic awareness, phonics, fluency, vocabulary, and comprehension.
This document provides an overview of effective vocabulary instruction strategies. It discusses the number of words students need to know, what it means to know a word, and characteristics of effective instruction. Specific strategies are outlined, including teaching individual words, word learning strategies, fostering word consciousness, and selecting words to teach. Factors like word types, meanings, and interrelatedness are addressed. The document emphasizes multiple exposures, representations of word knowledge, discussion, and applying words in different contexts.
This document summarizes key points from a teaching seminar session:
- It advises teachers not to gossip or be arrogant, and to visit other classrooms to see different teaching styles.
- It discusses the "I do, we do, you do" model of gradually releasing responsibility to students. A modified version was presented that includes independent practice and reflection.
- It lists several assignments due for the course, including the Teaching Performance Assessment materials and the quarterly review due by September 15th. Teachers are instructed to prepare for discussing the Teaching Assessment and Practice Profile for the next session.
The document summarizes key points from the research article "What Reading Does for the Mind" by Cunningham and Stanovich. It discusses how reading volume is positively associated with growth in verbal skills and knowledge. Poor readers read less due to difficulties, leading to a "Matthew Effect" where the rich get richer. Most vocabulary growth occurs through indirect language exposure like reading rather than direct teaching. Reading provides greater opportunities to learn new words than speech or television. Higher reading volume is also correlated with greater general knowledge and fewer misconceptions.
The document outlines the key elements of a comprehensive classroom reading program to develop academic literacy:
1) Pre-assessments to understand students' background knowledge and reading levels.
2) Vocabulary development and grammar instruction integrated into reading.
3) Independent choice reading at students' individual levels.
4) Strategic reading instruction incorporating pre-reading, reading and post-reading activities using text sets.
5) A writing process incorporating prewriting, writing, revising, editing and publishing.
6) Post-assessments to demonstrate learning.
This document discusses reading assessments and what teachers should assess. It recommends assessing readers, texts, contexts, and content. Secondary texts are often more difficult than elementary texts due to higher vocabulary, concepts, and expository rather than narrative style. Expository texts describe objects and present arguments objectively. For Task 1, teachers should assess how students can interact with and perform in subject area materials to make instructional decisions. Teachers should assess what they intend to assess, state their purpose, and analyze their assessments to determine next steps. The most valuable assessments for teachers are ongoing, informal assessments that match learning activities.
The document discusses different types of surveys and assessments used to gather information about students, including their background knowledge, reading interests, and reading performance. It lists sample questions and responses from a content area survey, and describes the types of information obtained from assessments like the Group Reading Inventory and Cloze Inventory, such as comprehension questions, textbook parts, and performance levels. The goal is stated as learning from the data and displaying the most useful information.
This document discusses students with special needs and their education. It notes that approximately 10% of students require special education services to reach their full potential. These services are mandated by law and can include specialized instruction, materials, teaching techniques, or equipment. Students may receive services in general education classes, through consultation or from special education teachers. The continuum of placement options ranges from full inclusion to separate schools, depending on individual student needs. Teacher roles include both general and special educators collaborating to implement accommodations and ensure access to education for students with disabilities.
Reading involves reconstructing meaning from written symbols like letters and words. It is an active process that draws on the reader's prior knowledge and context to understand the language and ideas in a text. True reading happens when the words transport the reader to a new world and engage their emotions.
TSR Sheltered Instruction Observation ProtocolJill A. Aguilar
The Sheltered Instruction Observation Protocol (SIOP) is an approach for teaching content to English learners. It focuses on preparing lessons with clear language and content objectives and using strategies like building background knowledge, providing comprehensible input, and promoting interaction. Lessons follow the elements of preparation, instruction, practice/application, and review/assessment to help students learn while developing English proficiency.
Differentiated instruction is an approach to teaching that aims to maximize student growth and success by tailoring instruction to meet individual student needs. It recognizes that students have different backgrounds, readiness levels, interests and preferences for learning. Teachers differentiate content, process, product and the learning environment based on formative assessment of student needs. The goal is to challenge and support all students by matching instruction to where they are in order to help them learn effectively. Differentiation is not a single strategy but a philosophy of teaching through flexible use of multiple materials and strategies.
The document discusses the benefits of cooperative learning in the classroom. It notes that according to education researchers, classroom success is predicted by interactions between students and instructors and interactions between students. It outlines Vygotsky's theory that all learning first occurs through social interactions before being internalized individually. The document advocates for using cooperative learning strategies to support students assisting each other's learning.
This document discusses cognitive rigor and depth of knowledge (DOK) in academic tasks. It explains Bloom's Taxonomy and Webb's DOK framework for classifying the complexity of thinking required. Tasks at DOK 1 involve basic recall, while higher levels require deeper understanding (DOK 2), strategic thinking (DOK 3), and extended thinking such as investigating real-world problems (DOK 4). The document provides examples of tasks at each DOK level and notes that DOK measures complexity rather than difficulty. It emphasizes matching instruction and assessments to the intended cognitive demand.
The document discusses the importance of reflection for teachers. It states that reflection is a deliberate and purposeful process of linking theory to practice to learn, change, and develop. Reflection involves reprocessing existing knowledge and understanding to gain insight. The document presents models of reflective practice, including stages from unconscious incompetence to unconscious competence. Reflective teachers critically examine their work to improve their skills over time.
The document summarizes notes from a TED session on November 13th. It includes notes on providing feedback to students, an overview of student teaching requirements, and how grades will be determined. Students must enroll in student teaching by December 15th and complete seminar attendance, observation documentation, journals, debriefing notes, teaching analysis papers, and a Mini-PACT project to receive a grade. All materials are due by November 20th or 30th.
The document provides guidance for students completing the Mini-PACT assessment and reflection. It instructs students to plan an individual assessment to include in the assessment section using actual student scores and identifying a cut point on the rubric. For the reflection, students should cite what they learned from daily reflections and instruction/assessment analyses, properly cite research, and be specific about next steps. It also includes instructions for a self-assessment where students should work quietly and honestly assess themselves, noting any questions.
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
This document summarizes the key points from a seminar session on teaching practices. It provides advice from an experienced teacher, including to learn the fundamentals, understand and appreciate students and their families, have high expectations for all learners, and address biases and social injustices. It instructs pre-service teachers to rate themselves on program expectations and share with an accountability partner to discuss readiness to meet with a mentor. The next session will provide mini-PACT instruction.
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
This document provides feedback on a teaching assessment (TAP 1) and advice for future teaching assessments. The feedback recommends focusing objectives on what students can do and using observable verbs, including all necessary information while staying focused. It advises against using subjective phrases and to use specific examples from teaching. An old teacher encourages keeping a journal and debrief notes available. Students are asked to review the PACT handbook and prepare for the next teaching assessment (TAP 3 & 4) in two weeks.
The document provides feedback on a teaching seminar assignment and advice for student teachers. Key points include:
1) The feedback suggests focusing responses to assignment prompts, using indentation or spacing between paragraphs, judging lesson success against the stated objective, and providing evidence.
2) Advice includes that students read teacher energy, teach behavior expectations, provide scaffolds for projects, avoid taking feedback personally, and plan lessons thoroughly.
3) Examples are given of effective co-teaching and assessing students against learning objectives using a rubric.
This document provides feedback from a teaching seminar session. The key points discussed include making objectives observable and measurable rather than focusing on what the teacher will do; including all necessary information to respond to a prompt without extra details; focusing the response; and proofreading. Specific advice is given to avoid opinion phrases, use examples to support points, and keep a teaching journal available for future classroom observations. Students are assigned to complete TAP tasks 3 and 4 for the next seminar meeting in two weeks.
This document summarizes key points from a teaching seminar session:
- It advises teachers not to gossip or be arrogant, and to visit other classrooms to see different teaching styles.
- It discusses the "I do, we do, you do" model of gradually releasing responsibility to students. A modified version was presented that includes independent practice and reflection.
- It lists several assignments due for the course, including the Teaching Performance Assessment materials and the quarterly review due by September 15th. Teachers are instructed to prepare for discussing the Teaching Assessment and Practice Profile for the next session.
The document summarizes key points from the research article "What Reading Does for the Mind" by Cunningham and Stanovich. It discusses how reading volume is positively associated with growth in verbal skills and knowledge. Poor readers read less due to difficulties, leading to a "Matthew Effect" where the rich get richer. Most vocabulary growth occurs through indirect language exposure like reading rather than direct teaching. Reading provides greater opportunities to learn new words than speech or television. Higher reading volume is also correlated with greater general knowledge and fewer misconceptions.
The document outlines the key elements of a comprehensive classroom reading program to develop academic literacy:
1) Pre-assessments to understand students' background knowledge and reading levels.
2) Vocabulary development and grammar instruction integrated into reading.
3) Independent choice reading at students' individual levels.
4) Strategic reading instruction incorporating pre-reading, reading and post-reading activities using text sets.
5) A writing process incorporating prewriting, writing, revising, editing and publishing.
6) Post-assessments to demonstrate learning.
This document discusses reading assessments and what teachers should assess. It recommends assessing readers, texts, contexts, and content. Secondary texts are often more difficult than elementary texts due to higher vocabulary, concepts, and expository rather than narrative style. Expository texts describe objects and present arguments objectively. For Task 1, teachers should assess how students can interact with and perform in subject area materials to make instructional decisions. Teachers should assess what they intend to assess, state their purpose, and analyze their assessments to determine next steps. The most valuable assessments for teachers are ongoing, informal assessments that match learning activities.
The document discusses different types of surveys and assessments used to gather information about students, including their background knowledge, reading interests, and reading performance. It lists sample questions and responses from a content area survey, and describes the types of information obtained from assessments like the Group Reading Inventory and Cloze Inventory, such as comprehension questions, textbook parts, and performance levels. The goal is stated as learning from the data and displaying the most useful information.
This document discusses students with special needs and their education. It notes that approximately 10% of students require special education services to reach their full potential. These services are mandated by law and can include specialized instruction, materials, teaching techniques, or equipment. Students may receive services in general education classes, through consultation or from special education teachers. The continuum of placement options ranges from full inclusion to separate schools, depending on individual student needs. Teacher roles include both general and special educators collaborating to implement accommodations and ensure access to education for students with disabilities.
Reading involves reconstructing meaning from written symbols like letters and words. It is an active process that draws on the reader's prior knowledge and context to understand the language and ideas in a text. True reading happens when the words transport the reader to a new world and engage their emotions.
TSR Sheltered Instruction Observation ProtocolJill A. Aguilar
The Sheltered Instruction Observation Protocol (SIOP) is an approach for teaching content to English learners. It focuses on preparing lessons with clear language and content objectives and using strategies like building background knowledge, providing comprehensible input, and promoting interaction. Lessons follow the elements of preparation, instruction, practice/application, and review/assessment to help students learn while developing English proficiency.
Differentiated instruction is an approach to teaching that aims to maximize student growth and success by tailoring instruction to meet individual student needs. It recognizes that students have different backgrounds, readiness levels, interests and preferences for learning. Teachers differentiate content, process, product and the learning environment based on formative assessment of student needs. The goal is to challenge and support all students by matching instruction to where they are in order to help them learn effectively. Differentiation is not a single strategy but a philosophy of teaching through flexible use of multiple materials and strategies.
The document discusses the benefits of cooperative learning in the classroom. It notes that according to education researchers, classroom success is predicted by interactions between students and instructors and interactions between students. It outlines Vygotsky's theory that all learning first occurs through social interactions before being internalized individually. The document advocates for using cooperative learning strategies to support students assisting each other's learning.
This document discusses cognitive rigor and depth of knowledge (DOK) in academic tasks. It explains Bloom's Taxonomy and Webb's DOK framework for classifying the complexity of thinking required. Tasks at DOK 1 involve basic recall, while higher levels require deeper understanding (DOK 2), strategic thinking (DOK 3), and extended thinking such as investigating real-world problems (DOK 4). The document provides examples of tasks at each DOK level and notes that DOK measures complexity rather than difficulty. It emphasizes matching instruction and assessments to the intended cognitive demand.
The document discusses the importance of reflection for teachers. It states that reflection is a deliberate and purposeful process of linking theory to practice to learn, change, and develop. Reflection involves reprocessing existing knowledge and understanding to gain insight. The document presents models of reflective practice, including stages from unconscious incompetence to unconscious competence. Reflective teachers critically examine their work to improve their skills over time.
The document summarizes notes from a TED session on November 13th. It includes notes on providing feedback to students, an overview of student teaching requirements, and how grades will be determined. Students must enroll in student teaching by December 15th and complete seminar attendance, observation documentation, journals, debriefing notes, teaching analysis papers, and a Mini-PACT project to receive a grade. All materials are due by November 20th or 30th.
The document provides guidance for students completing the Mini-PACT assessment and reflection. It instructs students to plan an individual assessment to include in the assessment section using actual student scores and identifying a cut point on the rubric. For the reflection, students should cite what they learned from daily reflections and instruction/assessment analyses, properly cite research, and be specific about next steps. It also includes instructions for a self-assessment where students should work quietly and honestly assess themselves, noting any questions.
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
This document summarizes the key points from a seminar session on teaching practices. It provides advice from an experienced teacher, including to learn the fundamentals, understand and appreciate students and their families, have high expectations for all learners, and address biases and social injustices. It instructs pre-service teachers to rate themselves on program expectations and share with an accountability partner to discuss readiness to meet with a mentor. The next session will provide mini-PACT instruction.
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
This document provides feedback on a teaching assessment (TAP 1) and advice for future teaching assessments. The feedback recommends focusing objectives on what students can do and using observable verbs, including all necessary information while staying focused. It advises against using subjective phrases and to use specific examples from teaching. An old teacher encourages keeping a journal and debrief notes available. Students are asked to review the PACT handbook and prepare for the next teaching assessment (TAP 3 & 4) in two weeks.
The document provides feedback on a teaching seminar assignment and advice for student teachers. Key points include:
1) The feedback suggests focusing responses to assignment prompts, using indentation or spacing between paragraphs, judging lesson success against the stated objective, and providing evidence.
2) Advice includes that students read teacher energy, teach behavior expectations, provide scaffolds for projects, avoid taking feedback personally, and plan lessons thoroughly.
3) Examples are given of effective co-teaching and assessing students against learning objectives using a rubric.
This document provides feedback from a teaching seminar session. The key points discussed include making objectives observable and measurable rather than focusing on what the teacher will do; including all necessary information to respond to a prompt without extra details; focusing the response; and proofreading. Specific advice is given to avoid opinion phrases, use examples to support points, and keep a teaching journal available for future classroom observations. Students are assigned to complete TAP tasks 3 and 4 for the next seminar meeting in two weeks.
This document summarizes a reading assessment session that included several components: a read aloud assessment of oral reading accuracy and fluency, a silent reading assessment of reading comprehension through retelling and comprehension questions, and an assessment of word knowledge. It also discusses issues that can arise with standardized assessments, such as how student and school factors can influence scores, and questions the use of achievement tests as proxies for teacher effectiveness given measurement error. Finally, it previews excerpts from reports on National Assessment of Educational Progress (NAEP) reading data and a task analyzing literacy assessment data.
The document discusses analyzing demographic data from an assessment. It asks the reader to identify any patterns they see in the data as well as questions that the data raises.
This document appears to be an informal reading inventory, which is typically used by teachers to assess a student's reading level and comprehension abilities. An informal reading inventory involves having a student read passages aloud and answering questions to demonstrate their understanding. The results are then used by teachers to determine reading strengths and weaknesses to help guide instruction and reading progress.
The student reads aloud while being recorded. Their miscues or errors are marked on the text. After reading, the student is asked to retell the story to assess their comprehension despite any miscues.
The National Assessment of Educational Progress (NAEP) measures reading achievement levels of students in the United States. It found that between 1992 and 2008, there was an increase in 4th and 8th grade reading scores but no significant change in 12th grade reading scores. The 2011 NAEP results showed that about two-thirds of students at selected grade levels performed at or above the basic achievement level in reading.
The document discusses strategies for helping students with learning disabilities (SLD), including improving reading comprehension, vocabulary instruction, engagement, motivation, and cooperative learning. It notes that the most common areas affected by SLD are reading, writing, math, and reasoning. Cooperative learning has been shown to benefit students with SLD. Instructional strategies should include daily review, stating objectives, presenting new material, guided practice, independent practice, and evaluation.
The Steadfast and Reliable Bull: Taurus Zodiac Signmy Pandit
Explore the steadfast and reliable nature of the Taurus Zodiac Sign. Discover the personality traits, key dates, and horoscope insights that define the determined and practical Taurus, and learn how their grounded nature makes them the anchor of the zodiac.
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AI Transformation Playbook: Thinking AI-First for Your BusinessArijit Dutta
I dive into how businesses can stay competitive by integrating AI into their core processes. From identifying the right approach to building collaborative teams and recognizing common pitfalls, this guide has got you covered. AI transformation is a journey, and this playbook is here to help you navigate it successfully.
The report *State of D2C in India: A Logistics Update* talks about the evolving dynamics of the d2C landscape with a particular focus on how brands navigate the complexities of logistics. Third Party Logistics enablers emerge indispensable partners in facilitating the growth journey of D2C brands, offering cost-effective solutions tailored to their specific needs. As D2C brands continue to expand, they encounter heightened operational complexities with logistics standing out as a significant challenge. Logistics not only represents a substantial cost component for the brands but also directly influences the customer experience. Establishing efficient logistics operations while keeping costs low is therefore a crucial objective for brands. The report highlights how 3PLs are meeting the rising demands of D2C brands, supporting their expansion both online and offline, and paving the way for sustainable, scalable growth in this fast-paced market.
High-Quality IPTV Monthly Subscription for $15advik4387
Experience high-quality entertainment with our IPTV monthly subscription for just $15. Access a vast array of live TV channels, movies, and on-demand shows with crystal-clear streaming. Our reliable service ensures smooth, uninterrupted viewing at an unbeatable price. Perfect for those seeking premium content without breaking the bank. Start streaming today!
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During the budget session of 2024-25, the finance minister, Nirmala Sitharaman, introduced the “solar Rooftop scheme,” also known as “PM Surya Ghar Muft Bijli Yojana.” It is a subsidy offered to those who wish to put up solar panels in their homes using domestic power systems. Additionally, adopting photovoltaic technology at home allows you to lower your monthly electricity expenses. Today in this blog we will talk all about what is the PM Surya Ghar Muft Bijli Yojana. How does it work? Who is eligible for this yojana and all the other things related to this scheme?
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Explore the details in our newly released product manual, which showcases NEWNTIDE's advanced heat pump technologies. Delve into our energy-efficient and eco-friendly solutions tailored for diverse global markets.
Efficient PHP Development Solutions for Dynamic Web ApplicationsHarwinder Singh
Unlock the full potential of your web projects with our expert PHP development solutions. From robust backend systems to dynamic front-end interfaces, we deliver scalable, secure, and high-performance applications tailored to your needs. Trust our skilled team to transform your ideas into reality with custom PHP programming, ensuring seamless functionality and a superior user experience.
Discover the Beauty and Functionality of The Expert Remodeling Serviceobriengroupinc04
Unlock your kitchen's true potential with expert remodeling services from O'Brien Group Inc. Transform your space into a functional, modern, and luxurious haven with their experienced professionals. From layout reconfiguration to high-end upgrades, they deliver stunning results tailored to your style and needs. Visit obriengroupinc.com to elevate your kitchen's beauty and functionality today.
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Introduction to the Panel on: Pathways and Challenges: AI-Driven Technology in Agri-Food, AI4Food, University of Guelph
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The Most Inspiring Entrepreneurs to Follow in 2024.pdfthesiliconleaders
In a world where the potential of youth innovation remains vastly untouched, there emerges a guiding light in the form of Norm Goldstein, the Founder and CEO of EduNetwork Partners. His dedication to this cause has earned him recognition as a Congressional Leadership Award recipient.
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1. You Can't Learn Much from Books
You Can't Read
• 1. List three of the problems with textbooks that Allington
identifies. Do these problems ring true to you? Describe how
you have seen this issue play out in a classroom.
mismatch between the textbook and
students reading capacity
2. • 2. What solutions does Allington offer to these
problems? What do you think of his solutions?
Are they realistic and practical? Have you seen
any classrooms that use these solutions?
3.
4.
5. The English Settle at Jamestown
• In April of 1607, the
Virginia Company’s
three ships reached
the North American
shore.
• The ships settled near
Chesapeake Bay and
built a Fort James to
protect the settlement
of Jamestown, named
for their king.
6. A Disastrous Start
• Unlike Spanish Colonies, which were funded
by Spanish rulers, the English colonies were
originally funded by Joint-Stock Companies.
• Stock companies allowed investors to pool
their wealth in support of a colony that would
yield a profit.
• Investors in the Jamestown colony demanded
a quick return on their investment, and the
colonists hoped to find gold to satisfy them
7. A Disastrous Start
• The colonist
neglected farming,
and soon
contaminated river
water struck them;
followed by hunger.
8.
9. A Disastrous Start
• John Smith who craved
adventure; offered his
services as a colonist to
the Virginia Company (a
group of merchants).
• Smith held the colony
together by forcing the
colonist to farm and
securing food and
support from the native
Powhatan peoples.
10.
11.
12.
13. • Smith was
injured and
returned to
England.
• Without Smiths
leadership the
colony
deteriorated to
the point of
famine.
• The settlement
was saved, by the
arrival of new
colonist and by
the development
of a highly
profitable crop,
tobacco.
14. Tobacco Requires a Supply of Labor
• In order to grow tobacco, the Virginia
Company needed field laborers.
• Immigration jumped in 1618, when the
company introduced the “headright system”,
offering 50 acres of land to “adventurers” who
would transport people from England.
15. • Many of those who arrived
in Virginia, came as
indentured servants.
• In exchange for passage to
North America and food
and shelter; an indentured
servant agreed to a limited
term of servitude (usually
4 to 7 years)
• Indentured servants were
mainly from lower classes
of English societies.
19. Ch. 8 Business Organization
• A sole proprietorship is a business
owned and run by one person
• About 75% of all businesses in the
U.S. are sole proprietorships,
however, since most sole
proprietorships are small they
account for only 6% of all U.S. sales
• The biggest advantage of sole
proprietorship is that the owner
gets to keep all profits after paying
income taxes (are also easy to start)
20.
21. Partnerships • A partnership is a business
organization owned by 2 or more
persons
• Partners must agree on how
profits and responsibilities are
divided
• General Partnership: is when
partners share equally in both
responsibility and liability
(doctors, lawyers and
accountants)
• Limited Partnership: Only one
partner is required to be a
general partner. That partner has
control over the business but
unlimited personal liability for
the firm’s actions. Other
partners contribute only money
22. • A newer type of partnership is the
limited liability partnership in this
type of partnership all partners
are limited partners and are
shielded from personal liability in
certain situations
• Advantages: responsibility may be
shared: each partner brings,
different strengths and skills to
the business
• Each partners assets, or money
and other values, improve the
firm’s ability to borrow funds for
operations or expansion
26. 5-3: “Understanding Slope”
What distinguishes the graphs of different lines?
y
The Steepness!
This is also
x
called the
SLOPE!
27. How do we actually measure the slope of a line?
Slope is a fraction comparing the RISE
y
RUN
RUN
RISE
x
28. There are 4 cases of SLOPE to consider:
y y
Positive Negative
Slope Slope
x x
y Zero y No
Slope Slope
x x
29. Example: What is the slope of the line passing
through (-2, 3) and (2, 6)?
y
Step 1: Is the slope positive
positive or negative?
6
Step 2: How far apart are the
3
y-coordinates? 3 steps
-2 2 x
Step 3: How far apart are the
x-coordinates? 4 steps
RISE 3
RUN 4
You Try: What is the slope between (-5, 7) and (1, 2)?
30.
31. 5-2: “Graphing Using Intercepts”
y
y-intercept
x-intercept
x
x-intercept: (x, 0) where the line intersects the x-axis.
y-intercept: (0, y) where the line intersects the y-axis.
32. Examples: Find the x- and y-intercepts for each graph
y y y
4
3 2
x x x
5 4
x-int: (5, 0) x-int: (-4, 0) x-int: None
y-int: (0, 3) y-int: (0, 2) y-int: (0, 4)
