Wednesday, June 30, 2021
Friday, June 25, 2021
Saturday, June 19, 2021
Advanced Programming in the UNIX Environment 3rd Edition, ISBN-13: 978-0321637734 - EbooksCheaper.com
Advanced Programming in the UNIX Environment 3rd Edition, ISBN-13: 978-0321637734 - EbooksCheaper.com: Format: PDF Publisher: Addison-Wesley Professional; 3rd edition (May 14, 2013) Language: English 1032 pages ISBN-10: 0321637739 ISBN-13: 978-0321637734 For more than twenty years, serious C programmers have relied on one book for practical, in-depth knowledge of the programming interfaces that drive the UNIX and Linux kernels: W. Richard Stevens’…
Friday, June 18, 2021
eBooksChoice Is Now Accepting Bitcoin for All Products
Today, eBooksChoice.com announced that the company's online Store is now accepting Bitcoin and other CryptoCurrencies. After extensive testing, Alex Hudson, the Company's Vice President of Online Sales, reports: "The Company has been working on the integration of Bitcoin and other popular cryptocurrencies into its online Store as an alternative payment method for its popular digital products and now accepts Bitcoin and many other popular cryptocurrencies. The transactions, themselves, are operating smoothly to the satisfaction of those electing to pay by 'crypto.' That work is finally completed and tested and we are excited to begin accepting Bitcoin and other popular cryptocurrencies starting today. The Company believes that our ability to accept additional methods of payment will allow us to expand our reach across the U.S. and the world."
When it comes to accepting credit and debit card payments, a lot of small businesses often find themselves in a position where they have to set a card purchase minimum. This is because of the fees, which can range from two to five percent of the transaction total. On the other hand, one of Bitcoin's main advantage is the lack of any central intermediary, which dramatically reduces transaction fees.
Over the past several years, cryptocurrency has emerged as the next evolution of currency, thanks to its convenience, cost-effectiveness, and decentralization. Designed as a means of transaction as peer-to-peer electronic cash, it matches the functionality of traditional fiat currency and goes beyond in efficiency, accessibility, and security. Bitcoin, the first cryptocurrency, was launched in 2009, and hundreds of other digital currencies have since followed.
One of the main problems that any money transfer system, including standard bank cards, needs to solve is so-called 'double-spending.' Oftentimes, a transaction can be reversed with just a simple phone call. Bitcoin, thanks to its distributed public ledger called the Blockchain, offers protection from such fraudulent schemes. Once the transaction is confirmed, it is recorded in the Blockchain and after that it becomes irreversible and unchangeable. In this respect, accepting Bitcoin is pretty much like accepting cash.
Bitcoin holders are always looking for new ways to spend it. Accepting Bitcoin means giving your customers an extra way to pay, while also providing them with an extra layer of protection for their personal information.
As of today, eBooksChoice accepts the following cryptocurrencies:
– Bitcoin (BTC)
– Bitcoin Cash (BCH)
– Dai (DAI)
– Ethereum (ETH)
– LiteCoin (LTC)
– USD Coin (USDC)
About: eBooksChoice (https://ebookschoice.com/) is a customer driven website that is dedicated to supplying a wide variety of fiction and non-fiction electronic books. We have over 2,000 titles in over 100 different categories for instant download anytime and anywhere in the world. We provide a fast growing library with great knowledge from business and beyond, right at your fingertips. Stay current in your professional life with our hand-picked selection of business books or simply relax and savor a book beyond business that spurs your curiosity.
Source: https://www.digitaljournal.com/pr/ebookschoice-is-now-accepting-bitcoin-for-all-products-purchased-on-its-e-commerce-store
Wednesday, June 16, 2021
The Simple Process Of Closely Watching Someone Else Teach - EbooksCheaper.com
The cohort group exists so that its members can visit each other's classes and make observation of classroom instruction and interaction. For the purposes of the cohort groups, the content explored in the observed instruction is incidental to the process of the group. This does not mean, of course, that content is incidental, but it does allow instructors of different academic disciplines to joint together in one cohort group. A cohort group can be as small as two members, but it has been my experience that three or four is a better number. The reason for this larger number is largely incidental to actual practices; instead observing a larger number of ones colleagues allows one to pick up on and borrow more teaching techniques that one would observe were one only to visit one other instructor's classroom.
How does an actual observation work? One instructor (the observer) locates himself in a point in the classroom where he has a pretty good view of the students. That observer would complete the top portion of the Observation Form. Once classroom interaction begins, the observer counts the identified practices. In the case of latency, the observer simply counts the number of times the teaching instructor practiced type one and type two latency. For all the other practices, the observer counts these practices as they are directed to the four to six "target" students as identified on the top part of the form. These practices are coded to the target students at which they are directed. For example, each time the teaching instructor directed a question or comment to a target student, the observer would put a tally mark in that student's column, let us say student "A" in this case, in the row labeled "Equal Distribution of Response Opportunities." The observer would continue this practice throughout the lesson. It is not absolutely necessary that the observer stay for an entire lesson, but I would recommend that the observer stay in the classroom at least thirty minutes, and that he arrive early enough to complete the top part of the form before much classroom interaction begins.
After the observation, the teaching instructor and the observer meet. The observer shares her observations by showing the teaching instructor the completed form. They then dialogue about the findings, and the observer can, but does not necessarily have to, cite some observations as a partial basis for the findings. Typically, other conversations regarding the lesson come up, and a more general discussion of teaching ensues. It has been my experience that the teaching instructor is quite surprised by the degree to which he has been inequitable in these practices and limited in his ability to practice latency.
The key for these cohort groups to work effectively is twofold. First, the observations and conversations must occur with some frequency, especially in the beginning stages of this development. As mentioned earlier, the key to being effective in the use of such practices is for them to become almost automatic. We do not want our facilitation of content to be compromised by our attention to technique. Thus, the cohort groups need to meet often enough to reinforce these skills. Second, the members of the cohort must receive some instruction. This article would serve well as a springboard for that instruction.
It has been my experience that when beginning this process, the cohort members need to become comfortable with the observation form and its use in scoring. To this end they can, as a group, visit another instructor's classroom, identify the same students, observe and score the same lesson, then compare their results. In addition to clearing up any misunderstandings they might have about the practices, this gives them needed practice in working with the observation form. To this end, beginning observers might limit their counting to less than the ten practices. They might, for example, agree to score only the first five practices for one practice session, then the other five for another lesson. I also sometimes use videos of instruction for training purposes. This allows greater flexibility because one can stop the video and discuss what has been observed, and, if the video is of ones own teaching, it can be a humbling and amusing experience. The simple process of closely watching someone else teach can have a powerful effect on the observer. He finds himself attending to some of the nuances of instruction and thus, in theory at least, augmenting his use of same in his own instruction. While I hardly believe that is a comprehensive approach to observing instruction and improving ones own and ones colleague's, I do believe it is a methodical one and a great starting point for reflection and improvement. Furthermore, the practices identified have a strong track record in keeping students engaged, communicating instructor expectations, and thus helping students - all students - learn.
Megan Wilson is a teacher, life strategist, successful entrepreneur, inspirational keynote speaker and founder of https://Ebookscheaper.com. Megan champions a radical rethink of our school systems; she calls on educators to teach both intuition and logic to cultivate creativity and create bold thinkers.
Source: https://ebookscheaper.com/2021/06/16/the-simple-process-of-closely-watching-someone-else-teach/
Saturday, June 12, 2021
Subscribe to:
Posts (Atom)
