Curriculum Source References The following references were used in the CFA Institute-produced publications Quantitative Methods for Investment Analysis‚ Analysis of Equity Investments: Valuation‚ and Managing Investment Portfolios: A Dynamic Process. Ackerman‚ Carl‚ Richard McEnally‚ and David Ravenscraft. 1999. “The Performance of Hedge Funds: Risk‚ Return‚ and Incentives.” Journal of Finance. Vol. 54‚ No. 3: 833–874. ACLI Survey. 2003. The American Council of Life Insurers. Agarwal‚ Vikas and Narayan
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During week three I discussed the 8th grade math curriculum. All eight graders in the state of North Carolina are expected to follow the same standard course of study in the same order. My district adopted a new middle school math program. Some schools in the district continued to follow the curriculum as required by the state and embed practices and activities from this new math program within the lessons. Other schools‚ like my middle school‚ elected to followed the math program as it was written
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non-adult population and excluded them from adult work and adult work-places. With the advent of school a large portion of children ’s time came to be spent outside the home and important social links were lost by the removal of children from their full-time place in the family. From the 1890s‚ the influential educational philosopher and social activist‚ John Dewey claimed that modern society was at a serious disadvantage in communicating its purposes and skills to the next generation. In School
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A curriculum is a “plan or program of all experiences which the learner encounters under the direction of a school” (Tanner and Tanner‚ 1995: 158). According to Gatawa (1990: 8)‚ it is “the totality of the experiences of children for which schools are responsible”. All this is in agreement with Sergiovanni and Starrat (1983)‚ who argue that curriculum is “that which a student is supposed to encounter‚ study‚ practice and master what the student learns”. For others such as Beach and Reinhatz (1989:
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Republic of the Philippines DEPARTMENT OF EDUCATION K to 12 Basic Education Curriculum Technology and Livelihood Education Learning Module BREAD AND PASTRY PRODUCTION EXPLORATORY COURSE Grade 7 and Grade 8 TABLE OF CONTENTS What Is This Module About ? ................................................................................... 2 How Do You Use This Module ............................................................................... 3 LESSON 1 – Use Tools and Bakery Equipment
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Assignment: Explain the thesis‚ create an argument against it‚ then conclude with a counter argument to the counter argument. John Rawls‚ using Kantian rationality‚ discusses ways to determine principles of social justice. He begins by making a clear distinction as to what defines the social justice used in his argument – “the way in which the major social institutions distribute fundamental rights and duties and determine the division of advantages from social cooperation”. Rawls then continues
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skills such as‚ higher order skills‚ adaptability‚ and collaboration that are essential to success in our rapidly changing information age. I believe in Dewey’s words that if we teach today as we taught yesterday‚ we rob our children of tomorrow (Dewey‚ 1916). Technology allows us to better serve the diverse learning styles of our students and educate them for a wider range of intelligence. Everybody has different learning styles for meaningful learning but teachers cannot represent all the styles
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in determining if a curriculum leader (principal) will provide the organization the necessary skills‚ tools‚ services and knowledge to promote academic success. The role of the principal in American schools has been in a constant state of change since its emergence. The issue has been mostly around whether the principal is a manager of the building or a leader of the school. Additionally‚ there has been discrepancy in the expectations of the principal in regard to curriculum and instruction.
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Neutral Curriculum The Impossibility of a Neutral Curriculum The Impossibility of a Neutral Curriculum In an era of “keeping it real‚” there is an abundance of artificiality. A vast portion of the population prefers artificial intelligence‚ artificial sweeteners‚ artificial insemination‚ and artificial Christmas trees. However‚ I have yet to see a demand for artificial curriculum. Van Brummelen (2002) presents four common definitions of curriculum; however
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information about their environment. As educators‚ it is our responsibility to inform ourselves of all learning styles‚ in order to reach each of our students in the most effective way. Howard Gardner‚ a professor at Harvard University‚ introduced his theory of Multiple Intelligences in 1983. The general idea of traditional intelligence is the idea that we are born with a single‚ finite intelligence that cannot be changed‚ and is measurable by a calculated measure. Gardner believes that there are eight
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