EQ has now evolved to be important for progress and success in career as against IQ regarded so vital till date. Goleman deserves credit for it propagation and interest .Attempt is give an overview based on Goleman's book.
EQ has now evolved to be important for progress and success in career as against IQ regarded so vital till date. Goleman deserves credit for it propagation and interest .Attempt is give an overview based on Goleman's book.
Regular inspection and documentation are major parts of management planning for culverts.
Coverage range - all types of culverts from wood, concrete, metal, plastic and composite are discussed.
Inspectors Safety:
Written safety plan:
Notification to road users:
Checklists:
Frequency:
Scheduling:
Reporting:
Protective clothing and gear:
Rivets, fasteners, and couplings:
Slide presentation which discusses some of the causes of high prices in the construction industry, especially for the public market, with a suggested course of action to correct the problem.
100 Smart cities project of Sh Narendra Modi,Prime Minister,Govt of India which has been allocated Rs56,000 crores in 12 months in the Union Budget by Finance Minister.This project is set to revolutionize the development and growth of India's GDP and many Fortune 500 companies stand to benefit and create employment opportunities in the country!
The document summarizes the August meeting for the WBMS Junior Beta club. It provides information on membership dues, the mission and benefits of joining Beta club, expectations for members including required service hours, ways to stay informed through Edmodo and Remind, opportunities to earn leadership positions and for community service, and sponsors and leadership for the upcoming year.
The document provides a schedule for a Beta Club convention taking place from November 29th to December 1st. It details the times for registration, meetings, competitions, and sessions over the three day period. Activities include preliminaries and finals for talent, academic testing, service projects, viewing art projects, and award ceremonies. The schedule is subject to change due to space and number of participants.
This document provides information about the Georgia Junior Beta Club Convention that will take place from November 29th to December 1st, 2017 in Savannah, Georgia. It outlines the registration deadline, individual, team, and club competitions students can participate in, candidate rules and campaign guidelines, and academic competition guidelines. The convention aims to allow students to showcase their skills and increase leadership through various academic, artistic, and team-based competitions.
The document announces a professional learning event called the AHS/WBMS University to be held on March 31st. It provides details on the different session types teachers can participate in, including brainstorming, instructional, teaming, roundtable discussions, and poster sessions. Teachers are encouraged to submit proposals by March 3rd to present or facilitate a session. Presenting is an opportunity for teachers to demonstrate professional growth and development. Additional information is provided on what a poster session entails - a 10 minute presentation to share ideas or practices with others. Teachers are thanked for their willingness to share expertise with colleagues.
The document summarizes the agenda for a Junior Beta meeting. It includes reminders to clean up after themselves in the cafeteria, opportunities to earn service hours such as volunteering for Relay for Life and helping teachers, information about designing a t-shirt for a contest and registering for a summer leadership camp by May 3rd. It also provides details on submitting service hours by May 27th and receiving certificates to celebrate completing the year.
This document summarizes the agenda and notes from a WBMS Jr. Beta meeting on March 3rd. It includes details about upcoming fundraisers like a Butter Braids sale and t-shirt sales. Students can earn service hours by participating in the fundraisers or making comfort blankets for cancer patients. The next meeting will be after Milestones testing to deliver the Butter Braids orders. Information is also provided about the Jr. Beta Leadership Camp in July.
The Columbian Exchange led to widespread changes as plants, animals, diseases, and ideas were exchanged between Europe, Africa, and the Americas. Native American populations plummeted due to diseases brought from Europe, against which they had no immunity. Europeans introduced livestock, cash crops, and African slaves to the Americas to replace declining Native American labor. Foods native to the Americas like tomatoes, potatoes, and maize became staple crops in Europe and around the world, dramatically impacting global diets, economies, and populations.
The document discusses three main types of economic systems: traditional, command, and market economies. Most countries have mixed economies that incorporate elements of both market and command systems. Economic systems can be viewed along a continuum, with pure market economies having the most individual freedom and pure command economies having no individual freedom. The document argues that market systems have proven most effective at promoting economic goals like growth, freedom, and efficiency by allowing citizens to own property and use it efficiently. While command and traditional systems may offer more security, they are less efficient and do not foster growth or freedom as strongly as market systems.
The document describes three different economic systems - traditional, command, and market economies. It provides descriptions or scenarios that are characteristic of each type of economy. The traditional economy relies on customs and habits, promotes stable roles, but discourages new ideas. The command economy allows the government to rapidly change production but fails to meet individual needs and lacks property rights. The market economy encourages competition, new ideas, and satisfies more consumer demand through choice.
This document defines key economic terms and discusses factors that influence a country's GDP, including human capital, physical capital, natural resources, and entrepreneurship. It provides examples of GDP and GDP per capita for Germany, Russia, and the UK. Students are asked to analyze how the four factors influence GDP and what relationship may exist between literacy rate and standard of living.
The document provides information about the parliamentary systems and governments of the United Kingdom, Germany, and Russia.
The United Kingdom has a parliamentary democracy and constitutional monarchy. Power is shared between Parliament, comprised of the House of Lords and House of Commons, and the Prime Minister. Citizens elect members to the House of Commons. The Prime Minister is the head of government. Citizens have rights like freedom of speech.
Germany has a federal parliamentary democracy. Power is shared between the central government and 16 state governments. The Bundestag is elected by citizens and elects the Chancellor. The Bundesrat represents state governments. Citizens have basic freedoms.
Russia has a federal presidential democracy. Power is shared between the central
Gov't distribute power citizen participation parliamentary and presidentialmarypardee
This document provides information about different forms of government and how they distribute power. It discusses federal, unitary, and confederation systems. A federal system divides power between a central authority and regional authorities. In a unitary system, power is held by one central authority. A confederation involves independent states banding together but retaining considerable independence, with regional authorities holding most power. Examples of each type are provided.
The document provides information about the origins and impact of the Cold War. It discusses how after WWII, tensions grew between the Western allies (US, UK, France) and the Soviet Union over the political and economic systems in Eastern Europe. This led to the division of Europe and Germany into capitalist and communist spheres of influence separated by the Iron Curtain. Over time, the US and USSR built up opposing military alliances (NATO and Warsaw Pact) and stockpiles of nuclear weapons in a tense standoff known as the Cold War, which impacted global politics until the Soviet Union's collapse in 1991.
Propaganda uses techniques like bias, basic messages, visual images, catchy words, and slogans to influence people and convince them to feel or act a certain way about political issues. The document discusses how propaganda works by picking facts that support certain ideas and ignoring others. It also outlines some key characteristics of propaganda, including the basic message, visual images used to get attention, catchy words or phrases to catch people's attention, and slogans that convey the primary message in a memorable way. Students are then instructed to create their own propaganda poster using these techniques.
The WBMS Jr. Beta meeting announcement provided information about upcoming service opportunities, including volunteering at a Pink Out event at Alpharetta High School, participating in a coat drive for the North Fulton Community Food Bank by donating coats and volunteering to make a promotional video, and purchasing pumpkin grams with fall-themed messages to benefit a cause. It also announced details for the next meeting on November 12th at 8:15 am.
Treaty of versaille and great depressionmarypardee
The document summarizes key details about the Treaty of Versailles and the worldwide economic depression in the 1930s. The Treaty of Versailles was signed in 1919 after World War I to establish peace terms between the Allied powers (France, UK, US) and defeated Germany. It required major land and resource concessions from Germany and imposed heavy reparations. However, the harsh terms deepened Germany's postwar troubles and contributed to global economic instability, culminating in a worldwide depression in the 1930s.
Portugal colonized parts of India and Australia in red. Spain also colonized parts of India in red. England (British/UK) colonized Australia in a different color. France colonized parts of the world in a final color.
The document provides information about the motivations and goals of European exploration in the 15th-17th centuries. The key motivations were: spreading Christianity (God), trade and wealth (Goods), and glory for explorers. Portugal, Spain, England, and France were the main exploring countries. Portugal explored Africa's coast and established the first global trade routes. Spain claimed much of North and South America and built large empires through conquering civilizations. England established colonies worldwide and eventually built the largest empire in history. France also built global colonies focused on trade, especially in North America and parts of Asia, Africa.
The document provides instructions and details for an interactive role-playing simulation about exploration. It includes:
1) A table with scenario details and checks that must be made to progress through the story, adding time to the journey for failed checks.
2) Scenario 1 presents a choice to keep looking for gold and risk an underwater encounter, or try to convince the captain to sail home early.
3) Scenario 2 involves making successful supply and navigation checks over multiple turns to complete the journey home.
4) Students are tasked with writing a personal log and letter to the royal court describing their experiences and thoughts on exploration.
The document provides guidance and scenarios for an interactive role-playing simulation. It includes instructions on checks, character rolls, and scenarios involving interactions with native peoples. Scenario options include using weapons, talking, or ignoring the natives, and later options for trading, seeking information on gold, or inviting them aboard ship. Depending on negotiation or other rolls, the scenarios can result in positive or negative outcomes for crew morale, rewards, or native reactions.
11. HHooww aa CCoommmmaanndd EEccoonnoommyy
aannsswweerrss tthhee 33EE??’’ss
Who decides what to produce?
Government makes all economic decisions
Who decides how to produce goods
and services?
Government decides how to make
goods/services
Who are the goods and services
produced for?
Whoever the government decides to give them
to
16. HHooww aa MMaarrkkeett EEccoonnoommyy aannsswweerrss
tthhee 33EE??’’ss
Who decides what to produce?
Businesses base decisions on supply and demand
and free enterprise (PRICE)
Who decides how to produce goods
and services?
Businesses decide how to produce goods
Who are the goods and services
produced for?
consumers
24. CCoonnttiinnuuuumm ooff EEccoonnoommiieess
Most
Individual
freedom
No
Individual
freedom
Pure
Market
Pure
Command
Most economies fall in between a pure
market and a pure command economy
on the continuum