1 Votes +0 Votes -

156 vues10 pagesNov 29, 2017

© © All Rights Reserved

DOCX, PDF, TXT ou lisez en ligne sur Scribd

© All Rights Reserved

156 vues

© All Rights Reserved

- Right Brain Exercises to StimulRight Brain Exercises to Stimulate Creative Thoughtate Creative Thought
- National Creativity Olympiad 2013
- Innovation so important for firms to compete in many industries Strategic Management and Technology by Jorge Yeshayahu Gonzales-Lara
- Theory of Creativity
- out (8)
- Sample Resumes - Chronological and Functional
- bhe criteria for a high-quality lesson 2015
- matrix 2
- 1 Program Intro
- suny canton ec 2016 - hselof lesson activity plan template placement
- standards
- digitalstorylessonplan
- creative art lesson plan 2
- hannahsportfolio
- Chapter 4 - Process of Creativity and Innovation
- Chapter 4 - Process of Creativity and Innovation.pdf
- CH11
- TheRoleofTacitKnowledgeinGroupInnovation.pdf
- Kishori Vikas report by NRI students
- reference letter

Vous êtes sur la page 1sur 10

Teacher: Ms. DiFelice and Mrs. Valdes Grade/Subject: 12th grade English and Statistics

Problem: What are the probabilities of all levels of hurricanes hitting the East-Coast state of your choice?

What preventative measures would you take in the case of a hurricane of the most probable level of

hitting your state?

Project: In groups of 4, pick a state that's been hit by a hurricane before. Conduct research on the history

of hurricanes in that state. While conducting your research, maintain notes on your research to later

include in your research paper. Research the hurricane statistics of the state, the aftermath of the state,

and possible preventative measures to take for when hurricanes hit. In the statistics, you will want to

keep in mind that you will find the probability of each category of hurricanes hitting that state.

Math: Now that you've found the statistics for each category of hurricanes in your state, what's the

probability of a hurricane the size of Hurricane Harvey, Irma, Jose, Katia, Maria, and Lee all hitting that

state in a calendar year?

English: Using your research and statistics, in a 5-page paper, write about the history of the state you

chose in regard to hurricanes, the probability of the hurricane categories hitting, and what preventative

steps you would take depending on what level of hurricane is most probable to hit based on steps that

people have taken in the past.

3 weeks, 15 sessions at 55 minutes each

Content Standard(s):

11-12.W.7

Conduct short as well as more sustained research projects to answer a question (including a selfgenerated

question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources

on the subject, demonstrating understanding of the subject under investigation.

11-12.W.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches

1Buck Institute for Education (2011). Driving Question. Tubric 2.0. Retrieved from

http://www.bie.org/object/document/driving_question_tubric

effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;

integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and

overreliance on any one source and following a standard format for citation.

11-12.W.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

11-12.W.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

11-12.L.1

Demonstrate command of the conventions of Standard English grammar and usage when writing or

speaking.

11-12.L.2

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling

when writing.

11-12.RI.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text, including determining where the text leaves matters uncertain.

11-12.RI.7

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,

quantitatively) as well as in print in order to address a question or solve a problem.

11-12.W.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly

and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on

that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful

for comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the audiences knowledge of

the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion,

and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of

the topic.

e. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in

which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation

presented (e.g., articulating implications or the significance of the topic).

11-12.W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 13

above.)

11-12.W.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for

conventions should demonstrate command of Language standards 13 up to and including grades 1112.)

11-12.W.6

Use technology, including the internet, to produce, publish, and update individual or shared writing

products in response to ongoing feedback, including new arguments or information.

Math (Statistics)

S-ID (Interpreting Categorical and Quantitative Data)

a. Summarize, represent, and interpret data on two categorical and quantitative variables.

b. Interpret linear models

HS.S-ID.C.9. Distinguish between correlation and causation.

S-IC (Making Inferences and Justifying Conclusions)

a. Understand and evaluate random processes underlying statistical experiments.

b. Making inferences and justify conclusions from sample surveys, experiments, and observational

studies.

HS.S-IC.A.1. Understand statistics as a process for making inferences to be made about population

parameters based on a random sample from that population.

HS.S-IC.A.2. Decide if a specified model is consistent with results from a given data-generating process,

e.g., using simulation.

For example, a model says a spinning coin will fall heads up with probability 0.5. Would a result of 5

tails in a row cause you to question the model?

HS.S-IC.B.3. Recognize the purposes of and differences among sample surveys, experiments, and

observational studies; explain how randomization relates to each.

HS.S-IC.B.6. Evaluate reports based on data.

Examples of research papers

Examples of histograms and hurricane statistics

S-CP (Conditional Probability and the Rules of Probability)

a. Understand independence and conditional probability and use them to interpret data.

b. Use the rules of probability to compute probabilities of compound events in a uniform probability

model.

HS.S-CP.A.1. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or

categories) of the outcomes, or as unions, intersections, or complements of other events (or, and,

not).

HS.S-CP.A.2. Understand that two events A and B are independent if the probability of A and B occurring

together is the product of their probabilities, and use this characterization to determine if they are

independent.

HS.S-CP.A.3. Understand the conditional probability of A given B as P(A and B)/P(B), and interpret

independence of A and B as saying that the conditional probability of A given B is the same as the

probability of A, and the conditional probability of B given A is the same as the probability of B.

HS.S-CP.A.4. Construct and interpret two-way frequency tables of data when two categories are associated

with each object being classified. Use the two-way table as a sample space to decide if events are

independent and to approximate conditional probabilities.

For example, collect data from a random sample of students in your school on their favorite subject

among math, science, and English. Estimate the probability that a randomly selected student from

your school will favor science given that the student is in tenth grade. Do the same for other subjects

and compare the results.

HS.S-CP.A.5. Recognize and explain the concepts of conditional probability and independence in everyday

situations.

For example, compare the chance of having lung cancer if you are a smoker with the chance of being

a smoker if you have lung cancer.

HS.S-CP.B.7. Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in

terms of the model.

HS.S-CP.B.8. Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B |

A) = P(B)P(A | B), and interpret the answer in terms of the model.

S-MD (Using Probability to Make Decisions)

a. Calculate expected values and use them to solve problems.

b. Use probability to evaluate outcomes of decisions.

HS.S-MD.B.6. Use probabilities to make fair decisions (e.g., drawing by lots, using a random number

generator).

MP (Mathematical Practices)

HS.MP.1. Make sense of problems and persevere in solving them.

HS.MP.2. Reason abstractly and quantitatively.

HS.MP.3. Construct viable arguments and critique the reasoning of others.

HS.MP.4. Model with mathematics.

HS.MP.5. Use appropriate tools strategically.

HS.MP.6. Attend to precision.

HS.MP.7. Look for and make use of structure.

HS.MP.8. Look for and express regularity in repeated reasoning.

ISTE Standards

ISTE-S.1: Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes

using technology.

a. Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personal or group expression

c. Use models and simulations to explore complex systems and issues

d. Identify trends and forecast possibilities

ISTE-S.2: Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a

distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital

environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and

formats

c. Develop cultural understanding and global awareness by engaging with learners of other cultures

d. Contribute to project teams to produce original works or solve problems

ISTE-S.3: Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of

sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to specific

tasks

d. Process data and report results

ISTE-S.4: Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and

make informed decisions using appropriate digital tools and resources.

a. Identify and define authentic problems and significant questions for investigation

b. Plan and manage activities to develop a solution or complete a project

c. Collect and analyze data to identify solutions and/or make informed decisions

d. Use multiple processes and diverse perspectives to explore alternative solutions

ISTE-S.5: Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical

behavior.

a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and

productivity

c. Demonstrate personal responsibility for lifelong learning

d. Exhibit leadership for digital citizenship

ISTE-S.6: Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

c. Troubleshoot systems and applications

d. Transfer current knowledge to learning of new technologies

ISTE-T.1: Facilitation and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate

experiences that advance student learning, creativity, and innovation in both face-to-face and virtual

environments.

a. Promote, support, and model creative and innovative thinking and inventiveness

b. Engage students in exploring real-world issues and solving authentic problems using digital tools

and resources

c. Promote student reflection using collaborative tools to reveal and clarify students conceptual

understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and

others in face-to-face and virtual environments

ISTE-T.2: Design and Develop Digital Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating

contemporary tools and resources to maximize content learning in context and to develop the knowledge,

skills, and attitudes identified in the Standards.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to

promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their

individual curiosities and become active participants in setting their own educational goals,

managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students diverse learning styles, working

strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content

and technology standards, and use resulting data to inform learning and teaching

ISTE-T.3: Model Digital Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a

global and digital society.

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new

technologies and situations

b. Collaborate with students, peers, parents, and community members using digital tools and resources

to support student success and innovation ISTE Standards Teachers International Society for

Technology in Education Effective teachers model and apply the ISTE Standards for Students

(StandardsS) as they design, implement, and assess learning experiences to engage students and

improve learning; enrich professional practice; and provide positive models for students, colleagues,

and the community. All teachers should meet the following standards and performance indicators.

c. Communicate relevant information and ideas effectively to students, parents, and peers using a

variety of digital age media and formats

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate,

and use information resources to support research and learning

ISTE-T.4: Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and

exhibit legal and ethical behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology,

including respect for copyright, intellectual property, and the appropriate documentation of sources

b. Address the diverse needs of all learners by using learner-centered strategies providing equitable

access to appropriate digital tools and resources

c. Promote and model digital etiquette and responsible social interactions related to the use of

technology and information

d. Develop and model cultural understanding and global awareness by engaging with colleagues and

students of other cultures using digital age communication and collaboration tools

ELP Standard(s):

Listening and Speaking:

Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. Focus-

(B-9 and B-10)

Standard 2: The student will express orally his or her own thinking and ideas. Focus- (B-4 and B-8)

Reading:

Standard 1: The student will demonstrate understanding of print concepts of the English language. Focus-

(B-4 and B-8)

Standard 3: The student will read with fluency and accuracy. Focus- (E-1)

Writing:

Standard 2: The student will identify and apply conventions of standard English in his or her

communications. Focus- (B-2 and B-3)

Objectives:

(English)

Swbat...collaborate in groups and have group discussions using multimodal technologies as well as in

person

Swbat...apply APA research format using an APA example guide including all parts of APA format for at

least 5 academic sources via Google research and library research.

Swbat...watch historical videos that relate to the hurricanes that have happened in the past

Swbat...conduct independent and group research with the assisted technology of possible searches and

questions to google as well as assisted websites

Swbat...use different provided graphic organizers to organize their timeline, their delegation of roles, and

their paper structure

(Math)

Swbat Use their basic knowledge of statistics to determine the probability of multiple hurricanes hitting a

specific state of their choosing

Swbat Explain the difference between independent and dependent events

Swbat Explain whether multiple hurricanes hitting the same state would be considered an independent or

dependent event

Swbat Interpret and make use of graphs and two-way frequency tables as part of their research on

hurricane statistics in their state

Swbat Evaluate surveys, experiments, and observational studies and draw conclusions on hurricane

research

Swbat Explain the differences between correlation and causation

Swbat Explain that statistics is a process for making inferences to be made about population parameters

based on a random sample from that population.

Swbat Determine if a model is consistent with the results of that model when compared to its theoretical

probability

Sub-Objectives:

(English)

Swbat...conduct peer reviews where speaking, listening, and reading skills will be utilized in an interactive

setting

Swbat...use paragraph structures with a topic sentence, reasoning, evidence, and concluding sentences

Swbat...split into heterogeneous groups

Swbat...find primary and secondary sources using multimodal technologies

Swbat...research supplemental information to answer the questions posed in the problem

Swbat...cite primary and secondary sources using given APA format

(Math)

Swbat Determine if a model is consistent with the results of that model when compared to its theoretical

probability

Swbat Question a model if the theoretical probability and expected probability arent aligned within a

margin of error

Swbat Explain what subsets, unions, intersections, and complements are

Swbat Describe subsets, unions, intersections, and complements using both the words (or, and,

not, etc.) and the symbols ( (subset of), (not a subset of), (subset of or equal to), (neither a subset

of nor equal to), (union), (intersection), (complement))

Swbat Evaluate the independence of events A and B using the general Multiplication Rule

Swbat Explain the outcomes of determining the independence between and events and whether or not your

calculations support your answer

Swbat Show that the probability of A is also the conditional probability of A

Swbat Show that the probability of B is also the conditional probability of B

Swbat Construct a two-frequency table

Swbat Evaluate conditional probability using a two-way frequency table

Swbat Infer the independence of two events using a two-way frequency table

Swbat Determine if everyday events are related (dependent or independent)

Swbat Explain when a model is considered uniform

Swbat Explain when the general Addition Rule can be applied

Swbat Apply the general Addition Rule to find the probability of two uniform and independent events

Swbat Explain when the general Multiplication Rule can be applied

Swbat Apply the general Multiplication Rule to find the probability of two uniform and independent events

Swbat Use probability to make fair decisions

Materials:

English-

Computers with internet access

Google documents

A note taking form of students choice

Math

Graphing Calculator

Graphing Paper and Colored Pencils

Individual Whiteboards and Markers

Laptops with Internet Access

(Background):

English- English-

Research APA Format

Hurricanes Primary sources

Disaster Secondary sources

Format Hurricane levels

Citation Relief support

Sources Title page

Abstract

Reference page

Math Math

Independent Fair Permutations Combinations

Dependent Addition/Sum Multiplication Rule Addition Rule

Random Multiplication/Product Frequency Table Correlation

Event Surveys Causation Compound Events

Probability Experiments Independent Events Dependent Events

Uniform Inference Conditional Prob. Uniform Model

Linear Quantitative Sample Space Subsets

Model Observation Sets Random Event

Intersection Union Intersection of Sets

Complementary

Academic Conversation:

What language function will students have the opportunity to practice? How will this language be explicitly

taught? How will this language be applied and practiced?

Students practice reading, writing, and speaking in the unit by working within small groups to collaborate

on a research paper. When we have discussion with the students on their findings, students have the

opportunity to practice speaking to other people outside of their group. They practice reading by

researching articles and pinpointing the key elements they need to form their paper. When they peer edit

papers, they practice reading strategies to help them effectively give constructive feedback. They also

practice writing by working within their groups to write a coherent and flowing research paper on the

information that they collected on their project. The papers should all sound like one voice, so determining

the best writing style that works for their group and is easiest for all students is key. When they give feedback

on the other groups papers, they need to be able to give legible comments that make sense and isnt

destructive.

How will prior knowledge be accessed? How will the problem be introduced to students? How will students

inquire about the problem (optional planning tool attached) How are students using language (reading,

writing, listening, and/or speaking) and how are they being supported?

We will have prior checkpoints introducing the problem to students by asking, What do you know about

hurricanes, What do you know about how hurricanes are different from other natural disasters, and

Have you ever experienced directly or indirectly a hurricane or a natural disaster?* (this question will be

posed but not required to be answered by any students if they do not want to. Some students will want to talk

while others will not. Students will be given information for emotional support via our schools counselor).

and that Students will write in their journals answering these questions and the instructor will read the

journals to ensure they spend time on the gaps of knowledge and less time on what the students know well.

Students will inquire about the problem by looking up past hurricanes. They can do this on their phones, on

their laptops, or another medium of their choice. During class, we will watch videos of different levels of

hurricanes, the effects of hurricanes, and the cause of hurricanes. We will listen and participate verbally to

the class discussion on the videos we watch in class. Student will maintain a form of note taking throughout

the establishment of the problem. Their notes can be written, typed, drawn, bulleted, etc. Guided notes will

be provided for students who need additional support.

How will students work together to develop and present solutions? How are students using language

(reading, writing, listening, and/or speaking) and how are they being supported?

During class, students are given time to work within their groups on their researching, calculating, and

writing. Both teachers are tasked with patrolling the classroom and help model appropriate and high-level

conversation between groupmates. Prior to the unit, the teachers also help foster a sense of respectful

debate, where if a student might have a wrong answer, the other students will help encourage them to learn

from their mistakes, rather than make fun of them for being incorrect. Reading and writing are supported

and practiced within the drafting and researching phases of the unit, where they are writing out their papers

and reading articles and other students drafts of their paper. They will be expected to take peer edits into

consideration, and ask for clarification from said student if necessary. The teacher will also be able to help

monitor and model appropriate criticism and editing techniques, as well as model correct

sentence/mathematical structures. In the research papers, students demonstrate different ways of displaying

statistics and mathematical findings correctly in a paper, either through tables, graphs, or explicitly showing

the calculations through a program called MathType, which is taught by the mathematics teacher. Both

teachers will also have workshops set up so students can sit with the teacher and discuss their work with the

teacher, modeling professional (or more formal) interactions with adults.

Evaluate:

When and how will you use formative and summative assessments to measure student progress and

learning (content and language)?

Formative Assessments:

2-3 times a week based on class flow

Exit tickets

Kahoots

Bellwork based on previous days lesson

Summative Assessments:

The students final summative assessment will be their cumulative research paper that incorporates

their statistical analysis from math class as well as their research from English.

- Right Brain Exercises to StimulRight Brain Exercises to Stimulate Creative Thoughtate Creative ThoughtTransféré parbalasuk
- National Creativity Olympiad 2013Transféré parjonwal82
- Innovation so important for firms to compete in many industries Strategic Management and Technology by Jorge Yeshayahu Gonzales-LaraTransféré parJorge Yeshayahu Gonzales-Lara
- Theory of CreativityTransféré parJasbir S Ryait
- out (8)Transféré parChetan Bagri
- Sample Resumes - Chronological and FunctionalTransféré parPPLNews
- bhe criteria for a high-quality lesson 2015Transféré parapi-280066996
- matrix 2Transféré parapi-278489668
- 1 Program IntroTransféré pardirector
- suny canton ec 2016 - hselof lesson activity plan template placementTransféré parapi-400630548
- standardsTransféré parapi-317158622
- digitalstorylessonplanTransféré parapi-301349748
- creative art lesson plan 2Transféré parapi-349142252
- hannahsportfolioTransféré parapi-301986482
- Chapter 4 - Process of Creativity and InnovationTransféré parAtim Tim
- Chapter 4 - Process of Creativity and Innovation.pdfTransféré parAtim Tim
- CH11Transféré parGenoveva Zaharescu
- TheRoleofTacitKnowledgeinGroupInnovation.pdfTransféré parHai Nguyen
- Kishori Vikas report by NRI studentsTransféré parSewa Bharati Sewa Vibhag
- reference letterTransféré parapi-409207415
- weebly2Transféré parapi-272821465
- EB.9 CompetenciesTransféré parUlises Iri
- the computer as a tutorTransféré parapi-335781592
- CRITICAL SUMMARY Gemma M.pdfTransféré parthemetlab
- Creativity and Innovation in Nepalese Banks- Pushpa MaharjanTransféré parBarsha Maharjan
- The_effect_of_scaffolding_students'_context-genera.pdfTransféré parniwayannovita7564
- Design ThinkingTransféré parKiran Basu
- Ej 1081730Transféré parPutri Syahreni Harahap
- college essay ap langTransféré parapi-275606652

- text-on-the-wallTransféré parapi-279894036
- request strategy handoutTransféré parapi-279894036
- request strategyTransféré parapi-279894036
- secret compartment lessonTransféré parapi-279894036
- the cultural diamond-teaching pop cultureTransféré parapi-279894036
- technology integration template-student portfoliosTransféré parapi-279894036
- blooms pyramid lesson planningTransféré parapi-279894036
- management planTransféré parapi-279894036
- teaching speaking and listeningTransféré parapi-279894036
- literature circlesTransféré parapi-279894036
- visible teachingTransféré parapi-279894036
- place-based writingTransféré parapi-279894036
- literacy projects-how toTransféré parapi-279894036
- using short videos to teach languageTransféré parapi-279894036
- pbell lessonTransféré parapi-279894036
- bone gap lesson planTransféré parapi-279894036
- secret book compartmentTransféré parapi-279894036
- podcastsTransféré parapi-279894036
- visual literacyTransféré parapi-279894036
- exploring literary devices in graphic novelsTransféré parapi-279894036
- second half of reading logsTransféré parapi-279894036
- first half of reading listsTransféré parapi-279894036
- carillo-how students readTransféré parapi-279894036
- morgan difelice-technology integration templateTransféré parapi-279894036
- animoto tech form for lesson plan-morgan difeliceTransféré parapi-279894036
- morgan difelice-technology integration template-screencastingTransféré parapi-279894036
- morgan difelice resume and referencesTransféré parapi-279894036
- argument mapping thesoulsofblackfolkTransféré parapi-279894036
- blelessonplanTransféré parapi-279894036

- Rabindranath TagoreTransféré parAnish George
- CH.04Transféré parMuhammad Faisal Ul Islam
- ICHL OsloTransféré parjmfontana
- Working Effectively Across CulturesTransféré parfirstmanagement
- english 1510-fall 2018 1 1Transféré parapi-439623122
- IEEE Citation Style GuideTransféré parNalaka Hewapathirana
- Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement GapsTransféré parChris Stewart
- 5000214Transféré parShariful Islam Shaheen
- Pilar Aizpuru-las Fiestas NovohispanasTransféré parAlexis Gonzalez
- i Juan de Pareja Study GuideTransféré parLorna Deliz
- 1 Content Words and Function WordsTransféré parDavid
- Kennedy CV 2018Transféré parkakennedy
- GalileoTransféré parskb369
- testinggrammarTransféré parTheanEghenPutrhaBungzhu
- Ricoeur's Hermeneutic as AppropriationTransféré parGlenn Rey Anino
- Workshop 1 the FutureTransféré parcesartenorio
- Webb Chap04Transféré parKhloe Valenciano
- v1n1_s1Transféré parMadalinaStefaniaPreda
- The International Fashion Guide - Fashion SquareTransféré parRalucaFlorentina
- How the World Views Its CitiesTransféré parTbilisicds Georgia
- D K Basu GuidelinesTransféré parabhijyot
- Accountability for Conflict-Related Sexual Crimes committed in Eastern Ukraine. Q&ATransféré parAnonymous dgrGMYDAm
- guest editor, Chandana Jayawardena.-Tourism and hospitality management in the Caribbean.pdfTransféré parSiddhesh
- Brinkmann, 2005Transféré parM. Pilar Palacios Alamos
- Grammar Issues and HOW to APPLYTransféré parafir hamidi
- Bullying PreventionTransféré parHanifah
- The French RevolutionTransféré parthinkiit
- A Woman's Place is in the HomeTransféré parNelly Tsvetkova
- elizabeth bishop - the mountain worksheet akTransféré parapi-325234593

## Bien plus que des documents.

Découvrez tout ce que Scribd a à offrir, dont les livres et les livres audio des principaux éditeurs.

Annulez à tout moment.