You will learn about the following 10 topics: 1) Importance of People skills. 2) Art of listening. 3) Handshake. 4) Power posing challenge. 5) First impressions. 6) Surprise. 7)Franklin Effect. 8) Fear. 9) Attraction. 10) Love languages.

You can also check the following article presented at the 5th International Conference on Social Sciences and Economic Development (ICSSED 2020) from the Author of this course (Marcelo Gameiro) at:

https://www.atlantis-press.com/proceedings/icssed-20/125938272

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About Course

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How to teach Match

Ratio and Proportional Relationships. 

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Ratios and proportional relationships are essential to mathematics and to all of science, and they are useful in daily life. They are a foundation for understanding rate of change, slope, linear-relationships, and other relationships in mathematics and science. In this chapter, we will motivate and define the concepts of ratio and proportional relationship. We will then see ways of reasoning to solve proportion problems with the aid of tables, graphs, double number lines, and strip diagrams. We will see how unit rates arise from ratios, how they connect ratios to fractions, and how they are behind the common cross-multiplying method for solving proportions. We will see that graphs of proportional relationships are of a special type and we will develop equations for proportional relationships by reasoning quantitatively. We will distinguish proportional relationships from other kinds of relationships, including inversely proportional relationships. Finally, we will study percent increase and decrease.

We focus on the following topics and practices within the Common Core State Standards for Mathematics.

Standards for Mathematical Content in the CCSSM

In the domain of Ratio and Proportional Relationships (Grades 6 and 7),students learn ratio concepts, including the concept of unit rate associated with a ratio, and they use ratio language, such as “3 cups flour to 2 cups water” and “3 cups flour for every 2 cups water.” They reason about ratios and rates with the aid of tables, double number lines, and strip diagrams to solve problems. They analyze and graph proportional relationships and they distinguish them from other kinds of relationships. They also use proportional relationships to solve multistep percent problems, such as problems involving percent increase and decrease.

Standards for Mathematical Practice in the CCSSM

Opportunities to engage in all eight of the Standards for Mathematical Practice described in the Common Core State Standards occur throughout the study of ratio and proportional relationships, although the following standards may be especially appropriate for emphasis: 

• 2 Reason abstractly and quantitatively. Students engage in this practice when they use a ratio to describe a quality that mixtures or other related quantities have in common, and when they recognize that a single ratio can apply to both small and large amounts of the mixture or the related quantities. 

• 4 Model with mathematics. Students engage in this practice when they use ratios and proportional relationships to model situations and when they examine relationships critically to determine if they are proportional or not and why or why not. 

• 5 Use appropriate tools strategically. Students engage in this practice when they make and reason logically about ratio tables, double number lines, and strip diagrams as they solve problems involving ratios and proportional relationships. 

(From Common Core Standards for Mathematical Practice. Published by Common Core Standards Initiative.)

Algebra 

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A lgebra is the language of mathematics and science, a gateway to mathematical and scientific thinking. Algebra generalizes and builds on arithmetic and its properties. In algebra we consider not just individual calculations but whole collections of calculations all at once. We can reason about collections of calculations to determine which specific ones are especially interesting or useful. Using algebra, we can work with quantities that change and we can relate quantities that change together.

In this chapter, we focus on the following topics and practices within the Common Core State Standards for Mathematics (CCSSM). 

Standards for Mathematical Content in the CCSSM

In the domain of Operations and Algebraic Thinking (Kindergarten through Grade 5),students formulate and solve equations to solve problems. They write and interpret expressions that record calculations. They observe, describe, and analyze patterns.

In the domain of Expressions and Equations (Grades 6 through 8),students use variables in expressions and equations. They begin to treat expressions as entities in their own right and they consider how expressions are broken into component parts. They represent and analyze quantitative relationships, leading to the study of functions. Students learn to solve equations by viewing equation-solving as a process of determining which values make the equation true. They solve equations to solve real-world problems.

Standards for Mathematical Practice in the CCSSM

Opportunities to engage in all eight of the Standards for Mathematical Practice described in the CCSSM occur throughout the study of algebra, although the following standards may be especially appropriate for emphasis:

• 2 Reason abstractly and quantitatively. Students engage in this practice when they seek to understand variables, expressions, equations, and functions in terms of a context and when they use contexts to help make sense of how we work with variables, expressions, equations, and functions. 

• 4 Model with mathematics. Students engage in this practice when they define variables and formulate expressions and equations for quantities of interest and when they define, represent, and reason about functions. 

• 7 Look for and make use of structure. Students engage in this practice when they look for the structure of expressions to determine which values are possible or to guide strategic choices in solving equations. 

• 8 Look for an express regularity in repeated reasoning. Students engage in this practice when they recognize that repeated calculations could be described by a “recipe” and when they recognize and use expressions as “calculation recipes.” 

(From Common Core Standards for Mathematical Practice. Published by Common Core Standards Initiative.)

Statistics

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Statistics - Mathematics for elementary teachers, with activities: Formulating Statistical questions, gathering data and using samples.

The field of statistics provides tools for studying questions that can be answered with data. A seemingly endless variety of data is available for populations, health, financial and business activities, and the environment. It is virtually impossible to think of a social activity or a physical phenomenon for which we cannot collect data. Statistical concepts help to interpret these data and to recognize trends.

In this chapter, we focus on the following topics and practices within the Common Core State Standards for Mathematics (CCSSM).

Standards for Mathematical Content in the CCSSM.

 In the domain of Measurement and Data (Kindergarten–Grade 5),students organize categorical and numerical measurement data and they represent data in picture graphs, bar graphs, and dot plots (line plots). They use these representations as they ask and answer questions in order to interpret data.

In the domain of Statistics and Probability (Grades 6–8),students appreciate that statistical questions anticipate variability. They work with distributions displayed in dot plots or histograms, they use measures of center (median or mean) and variation (interquartile range or mean absolute deviation) to summarize distributions and to compare sets of data, and they interpret the comparison in terms of the context. Students learn that we can use random samples to draw inferences about a population. They use scatterplots and their understanding of relationships, especially linear relationships, to investigate patterns of association between two quantities.

Standards for Mathematical Practice in the CCSSM.

Opportunities to engage in all eight of the Standards for Mathematical Practice described in the CCSSM occur throughout the study of statistics, although the following standards may be especially appropriate for emphasis: 

• 2 Reason abstractly and quantitatively. Students engage in this practice when they reason about proportional relationships to make an informal inference about a population based on a random sample. 

• 4 Model with mathematics. Students engage in this practice when they investigate questions by gathering, displaying, and summarizing data and by applying statistical reasoning to draw conclusions. 

• 5 Use appropriate tools strategically. Students engage in this practice when they ask and answer questions about statistical displays such as bar graphs and dot plots as part of the process of analyzing data and interpreting data in a context. (From Common Core Standards for Mathematical Practice. Published by Common Core Standards Initiative.)

Probability 

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The study of probability arises naturally in a variety of situations. Games in which we flip coins, roll dice, spin spinners, or pick cards all have an element of chance. We don’t know what the spinner will land on, and we don’t know how the dice will roll. This element of chance adds excitement to the game and makes it easy to design class activities and problems that present probability in a way that can be fun for students to learn.

If probability were used only in analyzing games of chance, it would not be an important subject. But probability has far wider applications. In business and finance, probability can be used in determining how best to allocate assets. In medicine, probability can be used to determine how likely it is that a person actually has a certain disease, given the outcomes of test results.

In this chapter, we focus on the following topics and practices within the Common Core State Standards for Mathematics (CCSSM).

Standards for Mathematical Content in the CCSSM

In the domain of Statistics and Probability (Grades 6–8),students learn that the probability of a chance event expresses the likelihood that the event will occur. They collect data on chance processes and they recognize that the fraction of times an event is observed to occur approximates the event’s probability. They find probabilities, including those for compound events. They use organized lists, tables, and tree diagrams to display and analyze compound events and to determine their probabilities.

Standards for Mathematical Practice in the CCSSM

Opportunities to engage in all eight of the Standards for Mathematical Practice described in the CCSSM occur throughout the study of probability, although the following standards may be especially appropriate for emphasis: 

• 1 Make sense of problems and persevere in solving them. Students engage in this practice when they solve challenging probability problems, both practical and whimsical. 

• 2 Reason abstractly and quantitatively. Students engage in this practice when they use the definition of multiplication in reasoning about compound events and when they capitalize on the relationship between the long term relative frequency of an event and its theoretical probability, applying it in both directions. 

• 4 Model with mathematics. Students engage in this practice when they make a probability model for a chance process and use it to make predictions about likelihoods of events. 

(From Common Core Standards for Mathematical Practice. Published by Common Core Standards Initiative.)

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Human Resources Management

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Part 1 Human resource management in changing times (1) The nature of human resource management (2) The global context for human resource management (3) Strategic human resource management (4) Workforce planning and metrics 

Part 2 Resourcing: getting people in the right places to do the right things (5) Organisation design and flexibility (6) Recruitment (7) Selection methods and decisions (8) Engaging and retaining people (9) Ending the contract 

Part 3 Performance: success through individual and collective achievement (10) Employee performance management (11) Leadership (12) Managing attendance and absence 

Part 4 Development (13) Organizational change and development (16) Talent and career development 

Part 5 Employee relations (17) Employee voice (19) Equal opportunities and diversity (20) Grievance and discipline 

Part 6 Reward: the contract for payment (21) Setting pay 

Part 7 Contemporary issues (24) Ethics and corporate social responsibility (27) The international dimension 

Part 8 Selected human resource skills (28) Skills set 1: Face-to-face and other communication skills (29) Skills set 2: Skills for analysis and decision making.

NOTE: When I taught this course at the university I did not have enough class time to teach every chapter of the book, so the classes recorded here reflect my actual teaching classes, so not every chapter can be found in here. So you can notice the chap 14 and 15 are the first ones I did skip.

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