NCEF Resource List: Tech Ed Facilities TECH ed FACILITIES NCEF's resource list of links following courses agriculturaleducation, business education, career media and handson activities to teach http://www.edfacilities.org/rl/tech_ed.cfm
Extractions: This interactive publication, the result of a planning study sponsored by the National Science Foundation, provides tools, guidelines, and data necessary to plan and design high school science, math, and technology education laboratories and support spaces. Includes information on forming a planning committee, assumptions, curriculum needs and guidelines, facility programs, architect selection, and design.
Teaching Activities- Resources 2852 NSPE promotes coalitions of engineering business groups and Sandler, Alan R.,ed. The Source Book II design concepts through handson activities (Grades 3-6 http://www.nsf.gov/od/lpa/nstw/teach/nstw1996/resource.htm
Extractions: Lesson Planning Center Archives: All Articles by Date The Arts ... Social Science Lesson Planning Article L E S S O N P L A N N I N G A R T I C L E According to the National Endowment for Financial Education , as few as ten hours of classroom instruction can be enough to persuade students to improve their spending and saving habits. This week, Education World offers four lessons to help get them started on the road to financial responsibility! Included: Lessons about budgets, credit cards, producers and consumers, opportunity costs, and business plans. According to Youth and Money , a 1999 study conducted by the American Savings Education Council , fewer than half of U.S. high school and college students have a regular savings plan. Only about one-fourth of those students stick to a budget, and more than one-third don't keep track of their spending at all. Financial illiteracy isn't limited to students. Half of U.S. adults received a failing grade for their knowledge of basic economic concepts, according to a
Using The Internet In Economics Lessons Using the Internet to teach Economics An Idea Page a text version of the activities below and customize it for of the financial or business community to their recent decisions? http://ecedweb.unomaha.edu/teachsug.htm
Extractions: An Idea Page Students at all levels get excited about using the web and can benefit from using the web for up-to-date information. Recommended grade levels are shown, but you should tailor the project to your students. At the end, we even have a couple of web projects for K-4 As students become more advanced at web use, they can begin to create their own pages. Any of the following ideas can be developed for advanced students by having them work in teams to create a Web Virtual Collection or Exhibition on the topic to share with others. Reminder: One of the most important things you can do for your students is help them learn to evaluate information! Have them ask: Who provided this information? What are his or her qualifications? Is this information consistent with what experts say? Does this information reflect a particular viewpoint? What are the other viewpoints? What can I learn from this web page? Here are some sources of information on this: Evaluating World Wide Web Information Criteria for evaluation of Internet Information Resources For these exercises, the search tools of the Web will be very useful. Any of the following projects can be enhanced by finding more supporting information. The students can do most of this! A web site that links all of the major search sites is found at
Extractions: Lesson Planning Center Archives: All Articles by Date The Arts ... Curriculum Lesson Planning Article L E S S O N P L A N N I N G A R T I C L E Have you been hesitating to introduce technology into your classroom because you think your tech-savvy students know so much more than you do? Todays the day to conquer that fear with some easy lessons that even a newbie can teach and learn from! Included: Five lessons for teaching and learning about using technology in the classroom. Often, teachers who didnt grow up with computers express reluctance to teach technology to their students. They already know more than I do! is a frequently heard lament. But is it true? Sure, many kids today know more about how to play online games and download the latest music than their teachers do, but do they really know all they need to know about the basics of computer use? Can they select the correct text styles for a business letter, change fonts to style different pages in a written report, conduct a directed Internet search, correctly evaluate Web site reliability, or use even a fraction of the computer tools at their disposal? Many cannot. And if you dont teach them, who will? Its time to take your students back to the basics of computer use. And, however new you are to technology, this weeks lessons will help you do just that.
ESL Business English Links Writing A business Plan From Biz/ed, this worksheet was written for Biz/ed and theBBC by Sue Back to top activities/Lessons/Resources for Teachers. http://www.geocities.com/kurtracy/
Extractions: Lessons/Resources for Students ProActive English - for Business Professionals - Customized language training for professionals working and living in the U.S. The Web site includes sample language learning activities for intermediate level speakers on up. Mock Job Interview From the Kaplan Educational Center. A fun and
Education World® - Parent Resources : Early Childhood Development Daisy Curriculum Books howto teach instructions with follow-up activities and projects Dr.Cindy Iannarelli's business Cents Visit www.drcindy.com and http://db.education-world.com/perl/browse?cat_id=433
Ystrad Mynach College Library Resources author SPYCHAL,PAUL title SCIENCE activities ENVIRONMENT AND YOURSELF SETTINGUP A business reference_no 408416 site class N624 biblio 2CND ed 1991 R96 http://www.ystradmynachcollege.co.uk/librarydata/f_00089.htm
Text Updates And Support Timeline and Focus Learning activities business Management Units c IT alive Little c Learning activities and Sample Assessment Tasks IT @ Work 2nd ed. http://mac-ed.macmillan.com.au/pls/mc_edu/updates_pg0
Extractions: elcome to Macmillan's Text Updates and Support Below is a menu of titles supporting tertiary and secondary textbooks, arranged alphabetically within subjects. Red, underlined titles (hot links) are published: click to access. Black titles are future updates, with estimated publication dates. Access is free in all cases. Titles marked need a password ; those marked include both password-protected and open-access material. Click here for How to obtain a password for titles marked or If you have problems opening or downloading the updates, please send an e-mail to help.secondary@macmillan.com.au with a brief description of the problem. If you do not have e-mail, use the Feedback facility of this website. MENU Tertiary, Business Entrepreneurship 2002 /Legge
Lesson Plans (page 3) Agriculture/Agribusiness All About Farm Animals (with worksheets Teachers.net eduplaceK-8 activities Lesson Teachers UNITS Units from the ed Dept, Univ of http://members.aol.com/MrDonnLessons/3LessonPlans.html
INFORMS Education Forum Strategic Plan but I can certainly understand his desire to devote more time to other activities. INFORMEDhas been dominated by people who teach in business schools. http://www2.hpu.edu/jkros/strategic_plan/strategic_plan.htm
Extractions: September 1999 This document is about where INFORM-ED has been, where we are, where we're going and how we're going to get there. This is as close as I hope we ever get to a formal strategic planning document. I would welcome comments, ideas, and concerns from anyone on these issues. ACHIEVEMENTS The Education Forum was founded in Fall 1995. In four years we have accomplished much and can be proud of what we've done. Here is what we have achieved (not including work-in-progress such as the proposed case competition): INFORMS Transactions on Education, a refereed electronic journal (first issue January 2000). INFORMS Case and Teaching Materials, providing cases (and soon exercises and software). INFORM-ED Website, Your Education Resource. Teaching Management Science Summer Workshop Series. Teaching Colloquium at Spring INFORMS Meetings.
INFORMS Report Of Business School Education Task Force here to go to the INFORMed (INFORMS Forum no business experience and often no interestin business. Which of these activities do you think INFORMS should give http://www2.hpu.edu/jkros/informed/magnanti.html
Extractions: (INFORMS Forum on Education) homepage Submitted to the Policy Subcommittee of the Task Force: Thomas Magnanti, Massachusetts Institute of Technology, Task Force chair William Pierskalla, University of California at Los Angeles Robert Sullivan, University of Texas Francis Tuggle, American University February, 1996 In July 1994, the Presidents of ORSA and TIMS, Dick Larson and Gary Lilien, chartered the INFORMS Business School Education Task Force. The Task Force was established in response to a sense that OR/MS was becoming less influential in the education of the next generation of business leaders: "OR/MS, as originally conceived and defined, should play a major role in the training we give the managers of the future. Yet programs all across the country are decreasing their OR/MS offerings and downsizing their faculty in the area." These negative developments followed radical changes made in April 1991 to the AACSB accreditation standards for business school curricula. Approximately 250 of the 800 MBA programs in the US are AACSB accredited. That subset of 250 is highly influential and sets benchmarks for the remaining programs. Previously, OR/MS had a protected position as part of a "common body of knowledge" that every MBA program had to provide. Afterwards, schools were free to define their own, individual missions and organize curricula solely around that mission; there was no specific requirement that OR/MS be included in any way.
Extractions: A r c h i v e d I n f o r m a t i o n Children who read at home with their parents perform better in school. Show your kids how much you value reading by keeping good books, magazine, and newspapers in the house. Let them see you read. Take them on trips to the library and encourage them to get library cards. Let children read to you, and talk about the books. What was the book about? Why did a character act that way? What will he or she do next? Look for other ways to teach children the magic of language, words, and stories. Tell stories to your children about their families and their culture. Point out words to children wherever you go to the grocery, to the pharmacy, to the gas station. Encourage your children to write notes to grandparents and other relatives. Academic achievement drops sharply for children who watch more than 10 hours of television a week, or an average of more than two hours a day. Parents can limit the amount of viewing and help children select educational programs. Parents can also watch and discuss shows with their kids. This will help children understand how stories are structured. Studies show that successful students have parents who create and maintain family routines. Make sure your child goes to school every day. Establish a regular time for homework each afternoon or evening, set aside a quiet, well lit place, and encourage children to study. Routines generally include time performing chores, eating meals together, and going to bed at an established time.
Extractions: Goal: to link every school, by building a multi stage network to link every parent to their child's school and, in turn, every school to every other school across the country. Get your FREE myschoolonline.com website! Children's Safety Zone - Product recalls, CPR, Baby-sitting, Swimming, Choking, and more. Classroom Connect's Connected Teachers - treasure trove of teacher resources:- all linked sites have been reviewed and approved by K-12 teachers! Homeschooling - a HUGE resource, including Newsgroups, Listservs, used books, internet and homeschooling, educational TV. Children Learn What They Live BLOCK SCHEDULING- The Center for Applied Research and Educational Improvement at the University of Minnesota has a site devoted to research on Block Scheduling. It has extensive links to other Web sites, research and publications dealing with block scheduling. A list of schools currently using block scheduling, an online discussion group and a list of frequently asked questions
IATEFL POLAND COMPUTER SIG JOURNAL - Internet And ESP The page also includes activities and links for the simulation The Hotel Feldman,M. (1995) Import/Export Email business Simulation In M. Warschauer (ed.) pp http://www.iatefl.org.pl/call/j_esp12.htm
Extractions: mjluzon@posta.unizar.es Simulations are goal-oriented activities in which students use language to perform authentic relevant tasks in a rich communicative environment. This is a useful activity for ESP students, since it requires students to produce language in similar contexts and conditions to the ones in which they will need to use English in real life. Simulations have been widely accepted as a suitable activity for ESP (see the volume edited by Crookall and Oxford (1990), where some of the papers deal with the use of simulations in ESP). They increase students' motivation and involvement by helping students perceive the activities in the language classroom as relevant and related to their real communication needs. When taking part in simulations students learn by doing and they can see the results of their actions. Learners can, therefore, practice language in a realistic safe environment, which reduces their anxiety. In addition, simulations help ESP students develop skills that will be of great importance in their future: critical thinking skills, problem solving and decision taking skills, team working skills, social skills.
WisBar: CLE Books - Business Law Raising; Regulatory Control of Lobbying and Political activities; Organizing a WisconsinBusiness Corporation Articles, Bylaws 420+ pp; 2d ed. 1998 $165 (new http://www.wisbar.org/cle/books/buslaw.html
Extractions: ISBN: 1-57862-046-5 This excellent treatise helps clarify and simplify the basics of contract law. Best of all, its perspective is Wisconsin law. Treating Wisconsin cases and statutes, the book pulls together Wisconsin answers to the fundamental questions of contract law: Is there an enforceable contract? What does the contract mean? Who has contract rights and obligations? Has the contract been performed? What are the remedies? To view the complete table of contents, go to Table of Contents 1. Introduction
CourseInfo - ContentMethods - ELP-CSU Methods for Secondary Schools 2 credits ed 477 is environment with a variety ofskills and activities. 431 - Methods and Materials of business education - 4 http://www.colostate.edu/Depts/EdLicense/models/course_descriptions/CourseInfo_C
Extractions: Offerings by semester vary by course. Course Number Course Title Credits Licensing Area(s) Served Early Childhood Education ED 460 Methods and Materials of Teaching Science Science ED 462 Methods and Materials of Teaching Languages Foreign Languages ED 463 Methods and Assessment in English Language Arts English, Speech
UWS Open Day 2002 EE, Room 3, Anteroom, Building EE, Room 36, Building ed, Room 75. 12.301.15, Law business, Secondary education, Communication, Media Design, IT activities. http://www.uws.edu.au/openday/
