The purpose of this course is to provide the student with a basic understanding of the principles of microeconomics. At its core, the study of economics deals with the choices and decisions that have to be made in order to manage scarce resources available to us. Microeconomics is the branch of economics that pertains to decisions made at the individual level, i.e. by individual consumers or individual firms, after evaluating resources, costs, and tradeoffs. "The economy" refers to the marketplace or system in which these choices interact with one another. In this course, the student will learn how and why these decisions are made and how they affect one another in the economy. Upon successful completion of this course, students will be able to: Think intuitively about economic problems; Identify how individual economic agents make rational choices given scarce resources and will know how to optimize the use of resources at hand; Understand some simplistic economic models related to Production, Trade, and the Circular Flow of Resources; Analyze and apply the mechanics of Demand and Supply for Individuals, Firms, and the Market; Apply the concept of Marginal Analysis in order to make optimal choices and identify whether the choices are 'efficient' or 'equitable'; Apply the concept of Elasticity as a measure of responsiveness to various variables; Identify the characteristic differences amongst various market structures, namely, Perfectly Competitive Markets, Non-Competitive Markets, and Imperfectly Competitive Markets and understand the differences in their operation; Analyze how the Demand and Supply technique works for the Resource Markets. (Economics 101; See also: Business Administration 200)

Principles of Microeconomics is an adaptation of the textbook, Microeconomics: Markets, Methods, and Models by D. Curtis and I. Irvine, which provides concise yet complete coverage of introductory microeconomic theory, application and policy in a Canadian and global environment.

This set of study guides and homework materials was created for Principles of Physics II under a Round Six ALG Textbook Transformation Grant.

The authors propose that a professional learning community is a novel and meaningful perspective from which to approach program review, particularly when the community is embedded within a reliable infrastructure such as a course.

The Program Review Course described in this Handbook follows an interdisciplinary cohort- and team-based model that is faculty-led. The course offers a reliable institutional framework for learning through formalized structures and nested support services. The course is housed in the office of quality assurance and coordinated and maintained by a quality assurance practitioner. All aspects of the course are available through a learning management system, such as Moodle. Program review teams are automatically enrolled in the course where they have access to timelines, templates, a discussion forum, and a program review handbook. During the 14-month course, faculty engage in a comprehensive review of their program and/or department. The course includes eight modules: 1) orientation, 2) curriculum mapping, 3) SOAR analysis activity, 4) surveys, 5) self-study report, 6) external review, 7) action planning, and 8) reporting results to the university community.

This team-based course is designed to evaluate program performance in relation to student success, curriculum content, program viability and impact, and the program’s contribution to the university’s mission and vision. Program performance is measured through a combination of self- and external peer- evaluation. Through evidence-based inquiry and analyses, findings are documented in a comprehensive report leading to an action plan and goals for program improvement over the next five to seven years.

This is an introduction Python dictionary, using Python 3.

Prior knowledge of input/output in Python, and Python list is recommended.

For CS0 students. Part of the CUNY CS04All project.

A brief introduction to Python list.

No loops, no decision structures.

For CS0 students. Part of the CUNY CS04All project.

An introduction to Python strings and string formatting.

Proposed lecture slides are supplied with in-class activity, homework assignment, and assessment.

No loops, no decision structures.

For CS0 students.

Part of the CUNY CS04All project.

"Quizizz is a free tool. It works on any device: web browser, iOS, Android and Chrome apps. You can access hundreds of ready-made learning quizzes or create your own. Join as a teacher, pick a quiz, and use the code for a virtual room to give to your students."

The way you make a quiz, you host it and then you see them playing it on their mobile phones/tablets or laptops with the Scoreboard Seen Live on the Screen/Projector in the Class makes it a real happy classroom. The extra-edge comes with the Music that is being played by the App or the Website during the quiz.

The additional features about creating a quiz are more beneficial and good with the Quizizz. You can download an excel sheet from Quizizz and enter the questions as guided in this format. While using the desktop version, you can upload this .csv and the quiz is generated. Another excellent feature is to TELEPORT the questions from Pre-made quizzes. Click on teleport after cresting name of the quiz. On the right side of the screen you see that there are many quizzes opened and you can add a question to your quiz, just by clicking ADD.

Rockin Russian is designed to give students exposure to the Russian language and culture through the medium of Russian music videos. Students are able to perfect their grammar while rocking out to music videos from Russia's pop stars. Based on Russian music videos from MTV Russia, Rockin' Russian is supplemented with exercise materials focusing on pronunciation, vocabulary development, grammar and cultural features. Parts of the videos are embedded into exercises in each category that students can revisit, strengthening their language skills.

A practical guide to the United Nations Sustainable Development Goals for post-secondary institutions.

The purpose of this inventory is to identify emerging practices in post-secondary settings across Canada that integrate the SDGs explicitly and to curate a selection of these into an Open Educational Resource (OER) toolkit and guide to the SDGs for Canadian colleges and institutes. Each of the practices submitted are grouped into categories by institutional department and a representative selection is included in the first version of the SDG Toolkit for Canadian Colleges and Institutes.

This e-resource is aimed at guiding and supporting human services students through their placements.

This e-resource is aimed at guiding your overall learning and supporting you during your placement. It is important to note that this book is not a textbook. Rather, it is an information resource that will scaffold your learning as you move from the initial stages of your placement to the final few days. Topics covered include those that are immediately relevant to your placement (such as identifying learning activities) as well as hands-on, self-paced activities that will help you reflect on your learnings and develop skills necessary for your career in the human services. It is however also important to note that entire books have been written about the topics that are covered in the resource. Therefore, you will find relevant references and readings are provided throughout. If you are interested in a particular topic you are encouraged to refer to the references and readings during your placement and your future study.

In terms of the e-resource structure, the resource is made up of three modules.  The aim is to cover content relevant to the beginning, middle and end of your placement journey. As we work through the modules, we will cover content in the area of learning styles, supervision, values and more.

Further, each module includes topics that you need to Understand, Examine and tasks to Complete. Click on the image below to explore the topics that will be covered in each module.

Write you essay correctly using a simplified APA referencing style for your essay for your Management course.

This course is designed to familiarize you with the major theory and research surrounding the study of small group communication and provide an opportunity to analyze and develop solutions to a community problem while working in a small group.

This book has five chapters with three stories per chapter for a total of 15 units to work with. Each chapter has a small cultural research assignment with extra credit opportunities. It also contains hyperlinks to websites about vacations, food, and more. It is meant to be a supplement to in-class instruction. If you are new to TPRS, check out the methodology before jumping in. Feel free to contact me with any questions that you may have at jared.reynolds@yc.edu. I have taken care to make this my own work. All images are sited and contain a license that allows them to be used freely in this book. All written material is original.

Students will learn vocabulary related to celebrations and the stages of life, personal relationships, health and medical conditions and parts of the body, the car and its accessories, computers and electronic products, the parts of the house and household chores and table settings. Students will learn grammatical structures that support sentence formation such as irregular preterits, verbs that change meaning in the preterit, relative pronouns, čqu_? and čcuˆl?, the imperfect tense, constructions with se, adverbs, distinguishing between the preterit and the imperfect tenses, por and para, stressed possessive adjectives and pronouns, formal commands, the present subjunctive tense and the subjunctive with verbs of will and influence.Creative Commons License

Students will learn vocabulary related to transportation and lodging, days of the week, months, seasons, weather expressions, clothing, colors, daily routine, personal hygiene, sequencing expressions, foods, meals and adjectives that describe food. Students will learn grammatical structures that support sentence formation such as estar with conditions and emotions, the present progressive tense, the uses of ser and estar, direct object nouns and pronouns, numbers 101 and higher, the preterit tense of regular verbs, stem changing verbs and ser and ir, indirect object pronouns, demonstrative adjectives and pronouns, reflexive verbs, indefinite and negative words, the preterit of ser and ir, gustar and verbs like gustar, double object pronouns, saber and conocer, and comparisons and superlatives.

Completion of the study of the first year sequence of basic skills. This course was formerly known as Spanish 101. Prerequisite: none. Students will learn vocabulary related to greetings and farewells, courtesy expressions, college courses, professions, family relationships, pastimes, city places, numbers, days of the week, months and how to tell time. Students learn grammatical structures that support sentence formation, such as nouns and articles; descriptive and possessive adjectives; the present tense of ser, estar, tener, venir, ir, ver and oÍr; the present tense of regular _ar, _er and _ir verbs; stem changing verbs (e-ie, e-i and o-ue); verbs with irregular yo forms (hacer, poner, salir, suponer and traer); and question formation.

The purpose of these materials is to help future public school teachers of Spanish in their assessment of learners' levels of proficiency. These materials not only present videos of learners interacting with an interlocutor, but also direct the viewer to notice features about the learners' language and proficiency levels. The website also presents information on proficiency levels to help the viewer develop a greater awareness of differences in learner language.

This Handbook describes an action research process for assessing student learning outcomes using faculty-led communities of practice.

Post-secondary institutions are often called to identify strengths and areas for improvement, to implement changes, and assess the impact of those changes — colloquially known as “closing the loop” or “closed-loop assessment”. While institutions aspire to close the loop, little evidence exists that their aspirations are fulfilled. Closing the loop requires a well-articulated, detailed, and reflexive process. If successfully implemented, this process can increase the likelihood of improved student outcomes. Post-secondary institutions collect a plethora of direct and indirect student learning data and are increasingly reporting out on assessment findings; however, they frequently stop short of acting on the results gathered and then evaluating interventions that are implemented.

SAIL responds to the call to “close the loop”.

The SAIL Practitioner Handbook is based on our experience at Thompson Rivers University—an open access, teaching and research university located in the interior of British Columbia. The methodology, process, and resources described in this Handbook are designed with the local context in mind. We encourage you to borrow and adapt our methodology to develop a process that best fits your institution’s needs. The primary audience for the SAIL Practitioner Handbook is quality assurance practitioners and educational developers.

Anthropologists attempt to answer the question of what it means to be human. In a sense, we all –do” anthropology because it is rooted in a universal human characteristic, curiosity. We are curious about ourselves and other people_ including the living and the dead. This course provides an introduction to the anthropological approach to the study of humans. It is a survey course that introduces anthropology as a four-field discipline, encompassing biological anthropology, archaeology, linguistics, and cultural anthropology. Aspiring to a holistic understanding of what it means to be human, anthropology is at the intersection of the humanities and the sciences, the most scientific of the humanities and the most humanistic of the sciences.The course begins with a basis in evolutionary theory and human variation. With this foundation, we will explore primate behavior and the fossil record to develop a better understanding of human evolution. We will discuss the archaeological record of early civilizations, the origins and use of language, and the concept of culture in the development of human societies, both extinct and extant. This class will also highlight the epistemological development of the field of anthropology and how religion, culture, and the scientific process pertains to the discipline of anthropology.