Many startup crises can be averted by seeking expert guidance in the planning stages, long before leases are signed or business cards are printed. Like a savvy career counselor or financial planner, the right advisor can help you build a solid foundation as well as steer you through choppy waters once you open your doors.
This article discusses ways to develop a customer-service mindset. It explains the importance of understanding customers and building relationships with them.
This article goes over some of the advantages and disadvantages of becoming an entrepreneur. Students can read this article to consider whether or not entrepreneurship is for them.
During this session, participants will learn about the overarching priorities of the Common Core State Standards for English language arts and literacy. Alberti will discuss the major instructional shifts required by the standards, including the evidence behind the shifts. These same shifts will be represented in both consortia assessments. Additionally, Alberti will present a few recommendations regarding how to introduce changes in a thoughtful, concrete way to prepare both teachers and students for full implementation of the standards.
This lesson focuses on the current business trend of adapting to change and how this trend impacts the workplace. First, use the report to teach your students about this concept and to find classroom implications of this trend. Then, lead the class in a discussion and an activity. A downloadable document of the action brief can be found in the Resource Library. For more action briefs such as this one, visit mbastatesconnection.mbaresearch.org and select "Action Briefs" under "Curriculum/Instruction."
This article discusses points that an entrepreneur should consider when deciding whether or not to hire employees.
This article discusses several different types of advertising media. It explains the advantages and disadvantages of each type. The high level of detail and up-to-date examples makes it a great resource for students.
The activities in this lesson provide a foundation for using nonfiction resources for developing and answering questions about gathered information. Using a wide variety of nonfiction literature, students learn to sort and categorize books to begin the information-gathering process. Then, working with partners and groups, using pictures and text, students are guided through the process of gathering information, asking clarifying questions, and then enhancing the information with additional details. Students complete the lesson by collaboratively making Ã¢â‚¬Å“Question and AnswerÃ¢â‚¬Â books for the classroom library. This is a high-interest foundation builder for using nonfiction literature in research as well as for pleasure reading
- English Language Arts
- Material Type:
- Lesson Plan
- Read, Write, Think / International Literacy Association / National Council of Teachers of English
- Date Added:
This semester students are asked to transform the Hereshoff Museum in Bristol, Rhode Island, through processes of erasure and addition. Hereshoff Manufacturing was recognized as one of the premier builders of America's Cup racing boats between 1890's and 1930's. The studio however, is about more then the program. It is about land, water, and wind and the search for expressing materially and tectonically the relationships between these principle conditions. That is, where the land is primarily about stasis (docking, anchoring and referencing our locus), water's fluidity holds the latent promise of movement and freedom. Movement is activated by wind, allowing for negotiating the relationship between water and land.
This is a PDF (filesize 150 MB) of a text that teaches students Arabic with reading the Qur'an as the eventual goal. The text is geared for students from a South Asian background who want to study Arabic in English. It compares Arabic sounds to sounds familiar to a South Asian audience. There are audio files that accompany the lessons embedded in the online text. There are 64 lessons in 111 pages, complete with exercises. Selected readings are mostly from the Qur'an.
Students are introduced to the circulatory system, the heart, and blood flow in the human body. Through guided pre-reading, during-reading and post-reading activities, students learn about the circulatory system's parts, functions and disorders, as well as engineering medical solutions. By cultivating literacy practices as presented in this lesson, students can improve their scientific and technological literacy.
The Book Interest Survey is a great resource to use in the beginning of the year to get to know your readers. This is also a way for students to self reflect about their own interests to be engaged in their reading.
This document is based on an analysis that determined the sub-skills students need to achieve in each of the Foundational Skills (K–5) in the Common Core State Standards (CCSS). It contains five sections, each targeting one grade level in: Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency. It also includes instructional examples aligned to the sub-skills, giving teachers samples of activity types that facilitate acquisition of the sub-skills. Each chart includes up to three grade levels to inform instruction for students who are either struggling and need extra support or intervention, or for students performing above grade-level expectations and require enrichment, to allow a teacher to see which skills should have been mastered in the previous year and what students are preparing for in the upcoming years.
These study notes introduce the concept of business ethics, including the difference between ethics and the law, examples of business ethical issues, and corporate social responsibility.
The third term in the streamlined sequence. Students who have completed Chinese II streamlined admitted; others should check with the Chinese coordinator. This course is the intermediate level of the streamlined curriculum, which is intended for students who, when they began streamlined I, had some background in the language, whether it be comprehension with limited speaking ability or quite fluent speaking ability. The focus of the course is on standard pronunciation and usage, on reading in both complex and simplified characters, and on writing. It is presupposed that students in Chinese III have already learned the pinyin system of representing pronunciation sufficiently well to be able to read texts in pinyin accurately. (If not, there are pinyin tutorials to assist you to learn the system..
This course, along with 21G.107 / 157 Chinese I (Streamlined) offered in the previous fall, form the elementary level of the streamlined sequence, which is intended for students who, when they began the sequence at beginning level, had basic conversational skills (gained, typically, from growing up in a Chinese speaking environment), but lacked a corresponding level of literacy. The focus of the course is on standard usage, on reading in both traditional and simplified characters, and on writing. The course is conducted entirely in Chinese.
This course, along with 21G.108 / 158 offered in the spring, form the elementary level of the streamlined sequence, which is for students who have some basic conversational skills gained, typically, from growing up in a Chinese speaking environment, but lack a corresponding level of literacy. The focus of the course is on learning standard everyday usage, on reading in both full and simplified characters, and on writing. This course, along with 21G.108 / 158 offered in the spring, are conducted entirely in Chinese.