This document provides an overview of informal investment schemes in Jamaica. It finds that while the Jamaican financial system has improved since its 1990s crisis, informal investment schemes have proliferated in recent years. Through surveys of over 400 investors, the study finds that an estimated 14,000 Jamaicans have invested in these schemes. Most investors are middle-class and do not expect government bailouts if schemes collapse. While schemes pose risks, the study concludes any economic impact of collapses would be short-lived due to absorption by middle-class investors and quick recovery of macroeconomic indicators. It recommends regulators formalize rather than hasten collapses of schemes.
Education Jean Beaumont Creating A Culture Of AccountabilityCapri Caribbean
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The EEH aims to enhance student performance in 71 primary schools and 6 NGOs in numeracy and literacy through multiple approaches, including training teachers in instructional strategies, providing materials and software, using data management software, and strengthening local NGO networks. A key goal is creating a culture of accountability by developing criteria to evaluate student performance, instruction, and the school environment. Schools will use data analysis software to manage student performance data and undergo continuous professional development and monitoring. The experience demonstrates that accountability requires ownership over commitments to achieve goals and continuously improve through collaboration rather than blame.
Altera Real Estate was founded in 1980 in Silicon Valley and is locally owned and operated. The owners, Colleen and Dennis Badagliacco, have strong roots in the local community and understand the local real estate market. Altera provides full real estate services and has experienced agents working out of three office locations. They offer various marketing resources and technology tools to help agents conduct business and list and sell properties.
HURST is a leading firm of chartered accountants in the North West of England established in 1982. They provide audit, tax, and business advisory services to a range of businesses. Their team of 12 partners and 70 staff take a partner-led and client-focused approach. They are also members of an international group that ensures clients have support in any country. Clients praise HURST for their specialist expertise, proactive approach, and ability to contribute to business growth goals.
Fitxes per treballar el que els alumnes d'infantil han fet el cap de setmana. Per a qu竪 es vegi b辿 cal descarregar les fonts: Mestra4DoblePauta i Escolar4,
Power Systems are IBM's line of servers that use Power Architecture. They are used across many industries and can scale from small to large businesses. Power Systems run AIX, IBM i, and Linux operating systems simultaneously and provide virtualization capabilities. Learning about Power Systems offers good career opportunities due to the growing demand for skills and the high salaries and job placement rates in the field.
This document provides an overview of informal investment schemes in Jamaica. It finds that while the Jamaican financial system has improved since its 1990s crisis, informal investment schemes have proliferated in recent years. Through surveys of over 400 investors, the study finds that an estimated 14,000 Jamaicans have invested in these schemes. Most investors are middle-class and do not expect government bailouts if schemes collapse. While schemes pose risks, the study concludes any economic impact of collapses would be short-lived due to absorption by middle-class investors and quick recovery of macroeconomic indicators. It recommends regulators formalize rather than hasten collapses of schemes.
Education Jean Beaumont Creating A Culture Of AccountabilityCapri Caribbean
油
The EEH aims to enhance student performance in 71 primary schools and 6 NGOs in numeracy and literacy through multiple approaches, including training teachers in instructional strategies, providing materials and software, using data management software, and strengthening local NGO networks. A key goal is creating a culture of accountability by developing criteria to evaluate student performance, instruction, and the school environment. Schools will use data analysis software to manage student performance data and undergo continuous professional development and monitoring. The experience demonstrates that accountability requires ownership over commitments to achieve goals and continuously improve through collaboration rather than blame.
Altera Real Estate was founded in 1980 in Silicon Valley and is locally owned and operated. The owners, Colleen and Dennis Badagliacco, have strong roots in the local community and understand the local real estate market. Altera provides full real estate services and has experienced agents working out of three office locations. They offer various marketing resources and technology tools to help agents conduct business and list and sell properties.
HURST is a leading firm of chartered accountants in the North West of England established in 1982. They provide audit, tax, and business advisory services to a range of businesses. Their team of 12 partners and 70 staff take a partner-led and client-focused approach. They are also members of an international group that ensures clients have support in any country. Clients praise HURST for their specialist expertise, proactive approach, and ability to contribute to business growth goals.
Fitxes per treballar el que els alumnes d'infantil han fet el cap de setmana. Per a qu竪 es vegi b辿 cal descarregar les fonts: Mestra4DoblePauta i Escolar4,
Power Systems are IBM's line of servers that use Power Architecture. They are used across many industries and can scale from small to large businesses. Power Systems run AIX, IBM i, and Linux operating systems simultaneously and provide virtualization capabilities. Learning about Power Systems offers good career opportunities due to the growing demand for skills and the high salaries and job placement rates in the field.
Arpin Group has taken several initiatives to help preserve the environment including retrofitting existing buildings with green materials, relocating offices to sustainable buildings, using only recycled paper and promoting earth-friendly products. They have also invested in IT upgrades to become virtually paperless and offer employees a green loan program. All locations recycle and they are working on agreements to reuse all packaging materials. Arpin has formed a research group to reduce their carbon footprint through partnerships and are working on initiatives like retrofitting trailers with solar panels and joining EPA programs to reduce emissions from their fleets.
MULTIPLICACIO I DIVISIO presentaci坦.pdfgemmajoya24
油
Presentaci坦 de matemtiques per a la divisi坦 i la multiplicaci坦 dirigida a mestres: aquest tipus de presentaci坦 t辿 lobjectiu principal de proporcionar eines, coneixements i estrat竪gies als docents perqu竪 puguin ensenyar amb 竪xit aquestes operacions fonamentals. Les matemtiques s坦n una part essencial de leducaci坦 bsica, i la comprensi坦 de la multiplicaci坦 i la divisi坦 representa una fita important en el desenvolupament acad竪mic dels estudiants. s per aix嘆 que 辿s crucial que els mestres disposin duna presentaci坦 que no nom辿s expliqui les bases te嘆riques de la divisi坦 i la multiplicaci坦, sin坦 que tamb辿 inclogui metodologies prctiques que faciliten la comprensi坦 i laplicaci坦 daquests conceptes.
Aquesta presentaci坦 comen巽a amb una introducci坦 clara sobre qu竪 s坦n la multiplicaci坦 i la divisi坦, com estan relacionades i per qu竪 s坦n fonamentals dins del curr鱈culum escolar. La multiplicaci坦 es descriu com la suma repetida, i la divisi坦, com la distribuci坦 o el repartiment duna quantitat en parts iguals. Amb aquesta definici坦 bsica, el mestre pot construir una base s嘆lida que ajuda els estudiants a veure com aquestes operacions es relacionen amb situacions de la vida real i amb altres rees de les matemtiques.
La presentaci坦 inclou recursos visuals com diagrames, grfics i exemples concrets que mostren com funciona cada operaci坦. Els mestres utilitzen blocs o fitxes per demostrar la multiplicaci坦 i la divisi坦 amb objectes f鱈sics, afavorint un aprenentatge m辿s prctic i interactiu. Aix嘆 permet que els alumnes puguin visualitzar i entendre millor el significat dambdues operacions.
Daltra banda, la presentaci坦 t辿 en compte els errors comuns que els estudiants poden cometre i com els mestres poden abordar-los de manera efectiva. Algunes dificultats poden sorgir de la confusi坦 entre les taules de multiplicar o en la comprensi坦 del concepte de residu en una divisi坦. Discutir aquestes q端estions durant la presentaci坦 prepara els mestres per a resoldre dubtes i obstacles daprenentatge.
A m辿s, la presentaci坦 proporciona estrat竪gies variades per adaptar lensenyament a diferents tipus daprenents, ja que no tots els estudiants assimilen la informaci坦 de la mateixa manera. Aix嘆 inclou activitats de grup, jocs interactius, problemes contextualitzats i l炭s de tecnologia educativa que permet als alumnes practicar de manera aut嘆noma.
La presentaci坦 tamb辿 ofereix una secci坦 dedicada a exercicis prctics i avaluacions formatives, amb lobjectiu dajudar els mestres a mesurar el progr辿s dels alumnes. Els exercicis estan dissenyats per refor巽ar la comprensi坦 i desenvolupar la confian巽a dels estudiants en l炭s de la multiplicaci坦 i la divisi坦. Tamb辿 es proposen exercicis diferenciats per atendre les necessitats dels estudiants que necessiten m辿s suport o desafiaments addicionals.
Finalment, la presentaci坦 inclou consells sobre com fer el seguiment del progr辿s de lalumne, proporcionar retroalimentaci坦 constructiva i promoure un ambient daprenentatge amic
1. FRACCIONS
Nom: Data:
Resol seguint el proc辿s.
Recorda. Exemple:
de 12
1.Mirem la quantitat total que hi ha (ex: 12).
2.Observem la part que hem de trobar (ex: 2/3 de 12).
3.Mirem en quantes parts iguals hem de repartir la quantitat total (aix嘆 ens ho diu el
denominador. ex: 3).
4.Repartim el total en el nombre de grups que ens indica (Per repartir, dividim! Ex: 12:3 =4).
Ara ja sabem quina quantitat va a cada grup. (ex: 4)
5.Ara mirem el numerador, que ens diu quants grups hem d'agafar. (ex: Com en aquest cas
n'agafo dos: 4+4=8)
de 18 = de 20 =
de 32 = de 15 =
de 18 = de 24 =
de 24 = de 20 =
2. PROBLEMES AMB FRACCIONS
1. La Teresa t辿 18 caramels i li'n vol donar un ter巽 a la seva germana. Quants caramels li donar?
Resposta:
2. Si et menges dues setenes parts de 35 caramels, quants caramels et queden?
Resposta:
3. Hem comprat 100 caramels i n'hem repartit 他 entre els alumnes d'una classe. Quants caramels
hem repartit? Quants caramels ens queden?
Resposta:
4. El Gabriel deu 250 euros a un amic. Si li paga 2/5 del deute, Quants euros li queden per pagar?
Resposta:
Resol:
3. Nom: Data:
PROBLEMES AMB FRACCIONS
1. La Marina avui ha comprat 2 paquets de cromos. A cada paquet hi ha 15 cromos. En regala dos
cinquenes parts a la seva amiga Paula. Quants cromos li regala a la Paula?
Resposta:
2. D'una cinta blava de 36 m n'hem agafat 2/3 per decorar el passad鱈s de l'escola. Quants metres
de cinta han sobrat?
Resposta:
3. Avui he anat a comprar la Mona i m'ha costat 50 . Si pago 1/5 del que costa. Quan he pagat?
Quan em queda per pagar?
Resposta:
4. De les 125 pgines que t辿 un llibre m'he llegit 3/25. Quantes pgines del llibre em falten per
acabar-lo?
Resposta: