Active Calculus is different from most existing calculus texts in at least the following ways: the text is free for download by students and instructors in .pdf format; in the electronic format, graphics are in full color and there are live html links to java applets; the text is open source, and interested instructors can gain access to the original source files upon request; the style of the text requires students to be active learners — there are very few worked examples in the text, with there instead being 3-4 activities per section that engage students in connecting ideas, solving problems, and developing understanding of key calculus concepts; each section begins with motivating questions, a brief introduction, and a preview activity, all of which are designed to be read and completed prior to class; the exercises are few in number and challenging in nature.

In this activity, students will practice Arabic numbers from 1 to 50. they will be able to accurately pronounce them, as well as perform basic arithmetic operations (addition, subtraction, multiplication, and division) using Arabic numbers.Can-Do Statements:I can recognize and identify Arabic numbers from 1 to 50.I can accurately pronounce Arabic numbers from 1 to 50.I can perform basic arithmetic operations (addition, subtraction, multiplication, and division) using Arabic numbers.

About 70% of our planet is covered by oceans and seas: large, full of life and mysterious.
They are a source of food, way of transportation, oxygen producer, and more.

But the sea is in danger: overfishing, plastic waste, acidification, species extinction.
We need to better understand the marine life and deal with it in a sustainable way, because our life is closely linked to the sea. If it is sick, we cannot stay healthy.

Production:
edeos - digital education
http://www.edeos.org/en

This course examines problems in the philosophy of film as well as literature studied in relation to their making of myths. The readings and films that are discussed in this course draw upon classic myths of the western world. Emphasis is placed on meaning and technique as the basis of creative value in both media.

This lecture video describes problems associated with HRP, guidelines for effective HRP and the trends impacting manpower planning.
Problems Associated with Manpower Planning
HR practitioners are perceived as experts in handling personnel matter but are not experts in managing business. The personnel plan conceived and formulated by the HR practitioners when enmeshed with organizational plan might make the overall strategic plan itself defective.
HR information often is incompatible with the information used in strategy formulation. Strategic planning efforts have long been oriented towards financial forecasting often to the exclusion of other types of information.
Conflict may exist between short-term and long-term HR needs. For example, there arises a conflict between the pressure to get work done on time and long-term needs, such as preparing people for assuming greater responsibilities. Many managers are of the belief that HR needs can be met immediately because skills are available on the market as long as wages and salaries are competitive. These managers fail to recognize that by resorting to hiring or promoting depending on short term needs alone, long-term issues are neglected.
There is conflict between quantitative and qualitative approach to HRP. Some people view HRP as a number game designed to track the flow of people across the departments. These people rely on a strictly quantitative approach to planning. Others take a qualitative approach and focus on individual employee concerns such as promotion and career development. Best results would accrue if there is a balance between the quantitative and qualitative approaches.
Non-involvement of operating managers renders HRP ineffective.
Recent Trends in HRP
Automation via Artificial Intelligence (AI) and Robotics Process Automation (RPA)
Virtual and Augmented Reality
Employee experience
HR Guidance
Gig Economy
Real Time Performance Feedback
Generational Shifts
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Four full-year digital course, built from the ground up and fully-aligned to the Common Core State Standards, for 7th grade Mathematics. Created using research-based approaches to teaching and learning, the Open Access Common Core Course for Mathematics is designed with student-centered learning in mind, including activities for students to develop valuable 21st century skills and academic mindset.

Zooming In On Figures

Unit Overview

Type of Unit: Concept; Project

Length of Unit: 18 days and 5 days for project

Prior Knowledge

Students should be able to:

Find the area of triangles and special quadrilaterals.
Use nets composed of triangles and rectangles in order to find the surface area of solids.
Find the volume of right rectangular prisms.
Solve proportions.

Lesson Flow

After an initial exploratory lesson that gets students thinking in general about geometry and its application in real-world contexts, the unit is divided into two concept development sections: the first focuses on two-dimensional (2-D) figures and measures, and the second looks at three-dimensional (3-D) figures and measures.
The first set of conceptual lessons looks at 2-D figures and area and length calculations. Students explore finding the area of polygons by deconstructing them into known figures. This exploration will lead to looking at regular polygons and deriving a general formula. The general formula for polygons leads to the formula for the area of a circle. Students will also investigate the ratio of circumference to diameter ( pi ). All of this will be applied toward looking at scale and the way that length and area are affected. All the lessons noted above will feature examples of real-world contexts.
The second set of conceptual development lessons focuses on 3-D figures and surface area and volume calculations. Students will revisit nets to arrive at a general formula for finding the surface area of any right prism. Students will extend their knowledge of area of polygons to surface area calculations as well as a general formula for the volume of any right prism. Students will explore the 3-D surface that results from a plane slicing through a rectangular prism or pyramid. Students will also explore 3-D figures composed of cubes, finding the surface area and volume by looking at 3-D views.
The unit ends with a unit examination and project presentations.

Gallery OverviewAllow students who have a clear understanding of the content thus far in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need review of the unit’s concepts or to assist students who may have fallen behind on work.Problem DescriptionsSprinklersExplore different sprinkler layouts, looking at circular areas (and partial circles) to decide which will be best to water a lawn.Leaning TowerChoose a scale and use a ruler and protractor to make a simple scale drawing.Pizza DoublerIf you could choose between doubling the fraction of the pizza that a slice is, or doubling the radius, which option would give you more pizza? In this problem you will investigate which choice gives a bigger slice.Area and ScaleWhen a figure is redrawn at a larger scale the side lengths increase by the factor of the scale (if the scale doubles the size, the side lengths double also). But, does the area increase the same way? Explore a dynamic sketch and see how area changes when the scale changes.Tree House 1Given plans for a tree house, redraw the plans at a different scale.

Every German consumes an average of nearly 90 kg of meat every year. This is way too much and problematic in many ways. Industrialized production of meat is unsustainable in many ways, it affects: Land consumption, food security, climate change, animal rights, pollution and health.

But what exactly are the problems of industrial meat production? What are the global implications? And what can be done about?

Realization: edeos- digital education
http://www.edeos.org/en

Challenging math problems worth solving.

The name “Open Middle” might sound like a strange name for a website about math problems. However, it references a very specific type of problem we try to encourage here. Most of the problems on this site have:
* a “closed beginning” meaning that they all start with the same initial problem.
* a “closed end” meaning that they all end with the same answer.
* an “open middle” meaning that there are multiple ways to approach and ultimately solve the problem.

Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding. They support the Common Core State Standards and provide students with opportunities for discussing their thinking.

This course is a seminar on the philosophical analysis of film art, with an emphasis on the ways in which it creates meaning through techniques that define a formal structure. There is a particular focus on aesthetic problems about appearance and reality, literary and visual effects, communication and alienation through film technology.

These instructional videos cover the Examples and Try It exercises in the OpenStax Precalculus text. Created by Brian Stonelake at Southern Oregon University.

Worksheet with significant figure rules, examples, and worked-out problems from Barbara Gilbert at CNM.

Students will talk about common health problems and healthy routines. Students will also give each other advice about how to solve health issues.

Worksheet with worked-out problems on unit conversation, from Barbara Gilbert at CNM.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Communication is key to business. If employees don’t communicate ideas or point out problems, organizations can struggle to improve efficiency and offer innovative products and services. That’s why leaders and organizations often encourage workers to voice their ideas and perspectives. If employees speak up and express their ideas and opinions, the thinking goes, then they’re not remaining silent about other problems or concerns. It turns out, that’s not the case. In an Academy of Management Journal paper, researchers analyzed multiple studies involving thousands of employees to understand the link between voice (how often employees volunteer constructive ideas or issues at work) and silence (the extent to which they intentionally withhold ideas or issues). The conclusion was that the two behaviors were virtually independent. The research found that voice and silence are driven by different psychological factors..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.