Companies Act - Companies Act, 1956 - Features - Types of Companies Act under the Act - Introduction of Companies act 2013 - Structural Comparison - Objectives of the Act - Meaning and Features of the Company - Monitoring and Regulatory Authorities - SFIO - NCLT - Challenges of Companies act 2013 - Provisions of Company Act 2013 -
THERE ARE SO MANY STANDARDS OF AUDITING, HERE IN THIS PDF, I HAVE EXPLAINED ANY 10 STANDARDS ON AUDITING WITH FLOWCHARTS, PICTURES FOR BETTER REFERENCE OF THE TOPIC
Companies Act - Companies Act, 1956 - Features - Types of Companies Act under the Act - Introduction of Companies act 2013 - Structural Comparison - Objectives of the Act - Meaning and Features of the Company - Monitoring and Regulatory Authorities - SFIO - NCLT - Challenges of Companies act 2013 - Provisions of Company Act 2013 -
THERE ARE SO MANY STANDARDS OF AUDITING, HERE IN THIS PDF, I HAVE EXPLAINED ANY 10 STANDARDS ON AUDITING WITH FLOWCHARTS, PICTURES FOR BETTER REFERENCE OF THE TOPIC
Criteria Ratings PointsQuality ofInformation31 to 2CruzIbarra161
Criteria Ratings Points
Quality of
Information
31 to >29.0 pts
Advanced
Interview transcription
template is used. General
Information Questions and
Demographic Questions
were completely filled in.
The three interview
questions from Module 4
are included and
answered.
29 to >25.0 pts
Proficient
Interview transcription
template is used. General
Information Questions and
Demographic Questions
were mostly filled in. Two
interview questions from
Module 4 are included
and mostly answered.
25 to >0.0 pts
Developing
Interview transcription
template is not used.
General Information
Questions and
Demographic Questions
were not completely filled in.
The three interview
questions from Module 4
are missing and not
answered.
0 pts
Not
Present
31 pts
Content 40 to >36.0 pts
Advanced
Three open-ended
interview question that are
related to the topic are
included and are
thoroughly answered.
Each transcription
provided is more than 100
words.
36 to >33.0 pts
Proficient
Two open-ended interview
questions that are related
to the topic are included
and are mostly answered.
Two transcriptions are
more than 100 words.
33 to >0.0 pts
Developing
Less than two open-ended
interview question that are
related to the topic are
included and are not
specifically answered. Less
than two transcriptions are
more than 100 words.
0 pts
Not
Present
40 pts
Mechanics
& Format
29 to >26.0 pts
Advanced
Minimal or no
grammatical, spelling,
and/or punctuation errors
are present, and the
document is written in
current APA format.
Contains a title page.
Template is accurately
completed.
26 to >24.0 pts
Proficient
A few grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in
current APA format are
found. Title page contains
an error(s). Template was
somewhat followed.
24 to >0.0 pts
Developing
Many grammatical, spelling,
and/or punctuation errors
are present, and/or errors in
current APA format are
found. Missing title page.
Template not used.
0 pts
Not
Present
29 pts
Total Points: 100
Interview Transcription Grading Rubric | EDUC816_D12_202220
6
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Focus Group Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Focus Group Question
1. Many have been involved in debates about effective teaching in American schools. When you think of effective teaching, what comes to your mind first and why?
The question will be directed toward the parent and community-focused group. For a long, researchers have conducted studies to determine the qualities of good teachers and effective teaching strategies. In most studies, teacher perspectives on teaching effectiveness have varied depending on their schools' location, race, ...
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
The Expertise Teacher of English as a Foreign LangaugeBrent Jones
This is the slide set that I used for my workshop at THT 2015 in Kyrgyzstan. It includes a discussion of what is an expert, what is professionalism, and professional development for teachers.
Before They Enter the Classroom: Positive Classroom Management StrategiesJulie Connor, Ed.D.
You need more than desire and education to teach a successful lesson; you need a plan. Use these tips to create clear procedures and classroom management strategies that work.
In order to support and improve employee performance, the SVVSD has adopted the FRISK Documentation Model as a communication framework to promote positive change. FRISK™ is an acronym representing the universal components which should be included in any communication with employees involving performance concerns.
School Cultures that Build and Sustain Student Achievement
Theory of action
1. What is a Theory of Action? It is a set of underlying assumptions about how we will move our organization from its current state to its desired future.
2.
3.
4.
5.
6.
7.
8.
9.
10. Theory of Action Proposed Strategy: If we do this, (Describe in detail) Then “X” will happen (Explain in research base or theory base why this will work.) And we will see this result in…
Editor's Notes
Altering of patterns of social inequities; Awareness about what does not work at school; Understanding of social issues; Institutional inequities. Maintaining patterns of social inequity; Structures, knowledge, beliefs, and values that shape schooling and create or maintain inequitable patterns of outcomes; Account for social political factors that affect students and families