Resources for Teaching A TEXT AND ANTHOLOGY Laurie G. Kirszner Stephen R. Mandell Prepared by Courtney Novosat Jeffrey Ousborne Cara Snider Bedford/St. Martin’s Boston o New York Copyright © 2011 by Bedford/St. Martin’s All rights reserved. Instructors who have adopted Practical Argument as a textbook for a course are authorized to duplicate portions of this manual for their students. Manufactured in the United States of America. 5 4 3 2 1 0 f e d c b a For information‚ write:
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York University Faculty of Liberal Arts & Professional Studies Department of Economics Winter 2014 Course # and Title: Introduction to Microeconomics: AP/ECON 1000 M Course Webpage: http://jacinth.eso.yorku.ca/LotusQuickr/2014w-apecon1000m-03/Main.nsf Course Instructor/Contact: Name: Sadia Mariam Malik Office: 1094 Vari Hall Phone: 416-736-2100 Ext. 20532 Office Hours: Tuesdays and Thursdays – 1:00-2:00 pm and by appointment Email: smmalik@yorku.ca LectureTime and Location: Lecture:
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Traditional Teaching vs Online Teaching Nowadays‚ education becomes one of the important things in human life. Most of the individual in the earth is aware to obtain the education. Besides that‚ every country always concern on developing the quality of the education to improve the human resources. If the quality of human resources of a country is good‚ indeed‚ the quality of that country will be good too. As the matter of fact‚ we cannot deny that the improvement of technology really influence
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PRINCIPLES OF TEACHING AND LEARNING IN TEACHING MATH Students learn mathematics through the experiences that teachers provide. Teachers must know and understand deeply the mathematics they are teaching and understand and be committed to their students as learners of mathematics and as human beings. There is no one "right way" to teach. Nevertheless‚ much is known about effective mathematics teaching. Selecting and using suitable curricular materials‚ using appropriate instructional tools and techniques
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PHILOSOPHY Art is made up of many different components and each plays a role in arts education. The first is the process that an artist takes to create a piece of art. I believe in utilizing this process in every unit in order to demonstrate to my students that the finished product is a result of their learning not the end goal. My students engage in brainstorming‚ sketching‚ and researching all before determining what their final product might look like. Similar to the writing process‚ students
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TEACHING VOCABULARY ON THE TOPIC ENVIRONMENT Contents Introduction p. 3-4 Part 1. General Principles in Teaching Vocabulary p. 5 1.1. What need to be taught p. 5 1.2. Criteria for selecting and vocabulary exercises p. 1.3. Receptive and productive p. 1.4. Grouping of items of vocabulary p. 1.5. The amount of items to teach p. Part 2. Presenting vocabulary p. 2.1. Traditional techniques for presenting vocabulary p. 2.1.1. Visual techniques p. 2.1.2. Verbal
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1. What is Philosophy? - Philosophy is the study of general and fundamental problems‚ such as those connected with reality‚ existence‚ knowledge‚ values‚ reason‚ mind‚ and language. The word "philosophy" comes from the Ancient Greek (philosophia)‚ which literally means "love of wisdom" 2. What is your philosophy? - To serve and not be served. Always aim for excellence in attaining your goal. 3. What is your philosophy in life as a health provider? - I want them to learn how they can cope
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Philosophy of Education Thomas Jefferson once said “genius is 1% inspiration and 99% perspiration.” I believe it is this 1% inspiration that we must find‚ as teachers‚ in the youth of today. That way‚ we can give them the motivation to unlock the 99% perspiration inside themselves. After all‚ without that 1% inspiration‚ you have no reason to perspire. Teaching requires a certain kind of patience‚ understanding‚ and willingness to perspire on its’ own. It is not an easy task to uncover that
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Philosophy Matrix I: Mythology‚ Religion‚ and Philosophy Nina Mountique PHL/464 January 4‚ 2012 Professor John Wadhams In this outline‚ it will inform the audience about the early Westerns philosophy that were written by many and great philosophers. This tradition is often called “Western‚” designating its origin within the western part of the Eurasian landmass (Stumpf & Fieser‚ 2008). Also it will describe the different views in quotes given by the philosophers. The writer will examine
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Gandhi’s Philosophy of Nonviolence With Gandhi‚ the notion of nonviolence attained a special status. He not only theorized on it‚ he adopted nonviolence as a philosophy and an ideal way of life. He made us understand that the philosophy of nonviolence is not a weapon of the weak; it is a weapon‚ which can be tried by all. Nonviolence was not Gandhi’s invention. He is however called the father of nonviolence because according to Mark Shepard‚ “He raised nonviolent action to a level never before
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