|
Education
Web
A.T. Kearney
the major challenges of our time—and how we can turn them to our advantage. More Ideas and Insights Select by Industry > Aerospace & Defense Automotive Chemicals Communications, Media & Technology Consumer Products & Retail Financial Institutions Health Met...
Maplesoft: Math & Engineering Software - Waterloo Maple Inc.
SPS/IPC/Drives 2012 Nov 28 - Nov 29, 2012 Defence Days Nov 29 - Dec 1, 2012 Mechatronic Connection Dec 3 - Dec 6, 2012 10th International CTi Symposium and Exhibition, Innovative Automotive Transmissions and Hybrid & Electric Drives Products Maple MapleSim Maple T.A. Professional Se...
Unemployment in My Hometown
Electronics Systems and Daimler Chrysler. Further, both corporations are part of the automotive industry, which experiences serious fluctuations in consumer demand during periods of recession. Because jobs are tied to the demand for cars, Kokomo is subject to strong influences of cycli...
Favorite Mathematical Constant
Industry Aerospace & Defense Airlines Automotive Consumer Products Electronics & High Tech Footwear & Apparel Industrial Equipment Medical Devices Retail By Business Need 3D Design Component & Supplier Management Global Product Development Global Quality...
Math Constants Essays
Industry Aerospace & Defense Airlines Automotive Consumer Products Electronics & High Tech Footwear & Apparel Industrial Equipment Medical Devices Retail By Business Need 3D Design Component & Supplier Management Global Product Development Global Quality...
 null
Document1 Page 3 of 6 Agriscience (HQ) Course Description : Agriscience is a laboratory science course that prepares students for biology, subsequent science courses and post secondary pursuits. The content area includes ecology, biological proceses, sexual and asexual reproduction and a s...
1
0
Document1 Page 3 of 6 Agriscience (HQ) Course Description : Agriscience is a laboratory science course that prepares students for biology, subsequent science courses and post secondary pursuits. The content area includes ecology, biological proceses, sexual and asexual reproduction and a study of the chemical and physical laws that govern life proceses. This course helps students understand the important role agricultural science serves as industry moves into the 21st century. Note : It was
1
0
http://www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=1
www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=1
Document1 Page 1 of 6 Agriscience (HQ) Description Agriscience is a laboratory science course that prepares students for biology, subsequent science courses and post ­secondary pursuits. The content area includes ecology, biological processes, sexual and asexual reproducti on and a study of the chemical and physical laws that govern life processes. This course helps students understand the important role agricultural science serves as <span class="highlight">industry</span> moves into the 21st century. Note : It was the
3
0
http://www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=3
www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=3
Document1 Page 3 of 6 Agriscience (HQ) Course Description : Agriscience is a laboratory science course that prepares students for biology, subsequent science courses and post­ secondary pursuits. The content area includes ecology, biological proceses, sexual and asexual reproduction and a study of the chemical and physical laws that govern life proceses. This course helps students understand the important role agricultural science serves as <span class="highlight">industry</span> moves into the 21st century. Note : It was
GRADE HS
Discrete Mathematics This strand requires students to use data collection, data analysis, statistics, probability, systematic listing and counting, and the study of graphs. This prepares students for the study of discrete functions as well as to make valid inferences, decisions, and arguments. Disc...
1
0
Discrete Mathematics This strand requires students to use data collection, data analysis, statistics, probability, systematic listing and counting, and the study of graphs. This prepares students for the study of discrete functions as well as to make valid inferences, decisions, and arguments. Discrete mathematics is a branch of mathematics that is widely used in business and industry. Combinatorics is the mathematics of systematic counting. Vertex-edge graphs are used to model and solve problems involving
6
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=6
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Discrete Mathematics This strand requires students to use data collection, data analysis, statistics, probability, systematic listing and counting, and the study of graphs. This prepares students for the study of discrete functions as well as to make valid inferences, decisions, and arguments. Discrete mathematics is a branch of mathematics that is widely used in business and <span class="highlight">industry</span>. Combinatorics is the mathematics of systematic counting. Vertex-edge graphs are used to model and solve problems involving
American History
12 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.11.AH.1 = Populism. Standard 11. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 11: Student...
1
0
12 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.11.AH.1 = Populism. Standard 11. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 11: Students shall examine the political ideas of the Gilded Age. PO.11.AH.1 Describe the rulings in the Supreme Court cases regulating industry: • Munn v. Illinois • Wabash v. Illinois • E.C
10
0
http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=10
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=10
9 American History (United States History): Industrialization Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: IN.8.AH.1 = Industrialization. Standard 8. American History (United States History). 1st Student Learning Expectation Strand: Industrialization Content Standard 8: Students shall analyze the rise of big business in the United States. IN.8.AH.1 Compare and contrast the terms “captains of <span class="highlight">industry</span>” and “robber barons” IN.8.AH.2
13
0
http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=13
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=13
12 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.11.AH.1 = Populism. Standard 11. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 11: Students shall examine the political ideas of the Gilded Age. PO.11.AH.1 Describe the rulings in the Supreme Court cases regulating <span class="highlight">industry</span>: • Munn v. Illinois • Wabash v. Illinois • E.C
21
0
http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=21
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=21
effects of World War II on population shifts, economic gains, and social adjustments during the post-war period (e.g., defense <span class="highlight">industry</span> towns, African American migration, farmer prosperity, employment of women, baby boom, juvenile delinquency, G.I. Bill of Rights) WC.18.AH.9 Examine racial conflicts in the World War II period
25
0
http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=25
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=25
culture Big Stick diplomacy The catch-phrase for describing U.S. President Theodore Roosevelt's corollary to the Monroe Doctrine, which stated that the United States should assume international police power in the Western Hemisphere Captains of <span class="highlight">Industry</span> A business leader whose means of amassing a personal fortune contributes positively to the country in some way Communism Authoritarian socialism; economic and political system in which governments own the means of production and control economic planning De
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
urbanization in the late 19th century (e.g., the movement from farm to city; the role of industry and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-e...
1
0
urbanization in the late 19th century (e.g., the movement from farm to city; the role of industry and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-ethnic neighborhoods, education, and social reform). 16.11.26 Understand events leading to secession prior to the Civil War (e.g., the election of Abraham Lincoln in 1860, Lincoln’s inaugural address and the Lincoln
33
0
http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=33
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=33
social, and cultural differences between the North and South in the antebellum period (e.g., the advantages and disadvantages of economic systems in the North and South in terms of labor force, <span class="highlight">industry</span>, agriculture, and geography; development of an agrarian economy in the South; locations of cotton- producing states of the South; differences between agrarians and industrialists). 16.5.27 Define “Reconstruction” and describe the consequences of Abraham Lincoln's assassination for the reconstruction of
34
0
http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=34
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=34
urbanization in the late 19th century (e.g., the movement from farm to city; the role of <span class="highlight">industry</span> and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-ethnic neighborhoods, education, and social reform). 16.11.26 Understand events leading to secession prior to the Civil War (e.g., the election of Abraham Lincoln in 1860, Lincoln’s inaugural address and the Lincoln
39
0
http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=39
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=39
Illinois Social Science Assessment Framework for Grades 5, 8, and 11 39 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 U.S. HISTORY (STANDARDS B–D) 40% 29% 24% 16.11.43 Understand the dimensions of the Holocaust and the Allies’ response to the Holocaust and war crimes. 16.11.44 Understand the impact of World War II on the home front (e.g., impact of mobilization for war, including the location of <span class="highlight">industry</span>, the use of resources, war bond drives, and women and minorities in the workforce
56
0
http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=56
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=56
inventions and discoveries of James Watt, Henry Bessemer, Louis Pasteur, Thomas Edison, and Eli Whitney; technological changes that promoted industrialization in the textile <span class="highlight">industry</span> of England). 16.11.95 Understand the ideas that influenced the nationalist movements of the late 19th century (e.g., the role of Garibaldi in the unification of Italy; the role of Bismarck in the unification of Germany; how nationalism spread across Europe with Napoleon and was repressed under the Congress of Vienna and the
63
0
http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=63
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=63
Fort Dearborn; Erie Canal immigration; the Blackhawk War of 1832; the introduction of railroads; Abraham Lincoln, Ulysses S. Grant, and the Civil War; the founding of University of Illinois in 1867; the Great Chicago Fire of 1871; Cyrus McCormick; John Deere; Jane Addams' Hull House; the 1893 World's Fair; Illinois citizens see the world in World War I; Prohibition and crime in the Roaring 20s; Depression; Illinois <span class="highlight">industry</span> and the atomic bomb in World War II; ; the Illinois experience with the civil
Microsoft Word - RI_Civics_GSEs_HS-_9-12__Final_Version
(e.g., public school funding in RI or U.S.) How does our understanding of the past inform/instruct our actions in the future? What’s the point of studying history? • Gaming in the state constitution • Separation of powers • Environmental impacts of/on the fishing industry...
1
0
(e.g., public school funding in RI or U.S.) How does our understanding of the past inform/instruct our actions in the future? What’s the point of studying history? • Gaming in the state constitution • Separation of powers • Environmental impacts of/on the fishing industry • Housing stock and affordable housing • Bridges and highways and their impacts on growing/declining communities b. formulating a position or course of action on a current issue from a choice of carefully evaluated options
9
0
http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Version.pdf#page=9
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Ve...
document-based questions, quantitative data, material artifacts of RI) How does the information gathered support an historical thesis? • <span class="highlight">Industry</span> – imports and exports, census records, state tax records, etc. • RI Veterans experiences • RI Banking Crisis HP 2 (9-12)– 3 Students show understanding of change over time by… HP 2 (Ext)– 3 Students show understanding of change over time by… Related GLEs/GSEs: R-15 Reading for Research W-6,7,8 Informational Writing a. tracing patterns
10
0
http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Version.pdf#page=10
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Ve...
(e.g., public school funding in RI or U.S.) How does our understanding of the past inform/instruct our actions in the future? What’s the point of studying history? • Gaming in the state constitution • Separation of powers • Environmental impacts of/on the fishing <span class="highlight">industry</span> • Housing stock and affordable housing • Bridges and highways and their impacts on growing/declining communities b. formulating a position or course of action on a current issue from a choice of carefully evaluated options
|
