Term book

Term Book

Term book. The ebook version does not contain CD.

In this widely popular, exciting story for the advent season, readers follow ten-year-old Jotham across Israel as he searches for his family. Though he faces thieves, robbers, and kidnappers, Jotham also encounters the wise men, shepherds, and innkeepers until at last he finds his way to the Savior born in Bethlehem.

FINANCIAL ACCOUNTING:-INTRODUCTION TO SHRI KALYAN SUBRAMANI AIYAR: - 1. ACCOUNTING: AN INTRODUCTION 2. BASIC CONCEPT AND PRINCIPLES 3. ACCOUNTING STANDARDS 4. CONCEPT OF DOUBLE ENTRY SYSTEM 5. BOOKS OF ORIGINAL ENTRY: JOURNAL 6. LEDGER 7. SUB DIVISION OF JOURNAL 8. TRIAL BALANCE 9. FINAL ACCOUNTS WITH ADJUSTMENTS 10. INCOME: CONCEPT AND MEASUREMENT 11. ROYALTY ACCOUNTS 12. HIRE PURCHASE SYSTEM 13. INSTALMENT PURCHASE SYSTEM 14. DEPARTMENTAL ACCOUNTS 15. BRANCH ACCOUNTS 16. INSOLVENCY ACCOUNTS 17. VOYAGE ACCOUNT

For a period of eighty-five years, the M Street / Dunbar High School was an academically elite, all-black public high school in Washington DC. As far back as 1899, its students came in first in citywide tests given in both black and white schools. Over this eighty-five-year span, approximately 80 percent of M Street / Dunbar’s graduates went on to college even though most Americans, white or black, did not attend college at all. Faculty and students were mutually respectful to one another, and disruptions in the classroom were not tolerated. Yet in this era of best practices, this public high school has received virtually no attention in the literature or in policy considerations for inner-city education. The Dunbar High School today, with its new building and athletic facilities, is just another ghetto school with abysmal standards and low test score results despite the District of Columbia’s record of having some of the country’s highest levels of money spent per pupil. The purpose of this study is to explore the history of a high school that was successful in teaching black children from low-income families and to determine if the learning model employed there could be successful in a modern inner-city public education environment.

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Traces the history of the Bible from the earliest manuscripts to contemporary translations.

This book chronicles a 10-year introduction of blended learning into the delivery at a leading technological university, with a longstanding tradition of technology-enabled teaching and learning, and state-of-the-art infrastructure. Hence, both teachers and students were familiar with the idea of online courses. Despite this, the longitudinal experiment did not proceed as expected. Though few technical problems, it required behavioural changes from teachers and learners, thus unearthing a host of socio-technical issues, challenges, and conundrums. With the undercurrent of design ideals such as “tech for good”, any industrial sector must examine whether digital platforms are credible substitutes or at best complementary. In this era of Industry 4.0, higher education, like any other industry, should not be about the creative destruction of what we value in universities, but their digital transformation. The book concludes with an agenda for large, repeatable Randomised Controlled Trials (RCTs) to validate digital platforms that could fulfil the aspirations of the key stakeholder groups – students, faculty, and regulators as well as delving into the role of Massive Open Online Courses (MOOCs) as surrogates for “fees-free” higher education and whether the design of such a HiEd 4.0 platform is even a credible proposition. Specifically, the book examines the data-driven evidence within a design-based research methodology to present outcomes of two alternative instructional designs evaluated – traditional lecturing and blended learning. Based on the research findings and statistical analysis, it concludes that the inexorable shift to online delivery of education must be guided by informed educational management and innovation.