TAILIEUCHUNG - Taking Control of Your Credit Teacher’s Guide

We also Önd evidence of a political economy story. We were motivated to pursue this story by the failure of a legislative bill in the Greek Parliament in 2010. The idea of the bill was to mandate tax audits for reported income below a minimum amount, targeted at eleven select occupations. The occupations line up almost perfectly with our results: doctors, dentists, veterinarians, lawyers, architects, engineers, topographer engineers, economists, Örm consultants and accountants. Our political economy story is that parliamentarians lacking the willpower to pass tax reform may have personal incentive related to their industry associations, which are very strong in Greece. We Önd that indeed the. | Taking Control of Your Teacher s Guide I By Grant C. Black Center for Economic Education Indiana University-South Bend WFWA-DT FORT WAYNE Lesson Plan Organization The lessons in this Teacher s Guide provide teachers with all the information necessary to effectively teach the concepts presented in and related to the PBS39 Video Field Trip Taking Control of Your Credit. Each lesson clearly outlines every category of instructional elements to help teachers quickly assess the purpose and strategy of the lesson. Video Field Trip Connection This section identifies the chapter marker s on the Taking Control of Your Credit DVD corresponding to the concepts targeted for the lesson. Key Concepts This section lists the concepts introduced in the Taking Control of Your Credit Video Field Trip DVD chapters identified in the Video Field Trip Connection section. Key concepts are numbered based on the lesson number and order of concepts. For example Key Concept is the second concept in Lesson 1. Additional Concepts This section lists concepts not directly discussed in the Taking Control of Your Credit Video Field Trip DVD but related to its content. The additional concepts are included to enhance the coverage of the Taking Control of Your Credit Video Field Trip DVD. Additional concepts are numbered based on the lesson number and order of concepts including Key Concepts . For example Additional Concept is the tenth concept in Lesson 2. Content Standards and Performance Expectations This section identifies the Indiana content standards and performance expectations associated with the Key Concepts and Additional Concepts for each lesson. These standards and expectations outline the specific learning goals for students who complete the lesson. The standards are identified by the codes designated in the Indiana Academic Standards by the Indiana Department of Education. Vocabulary This section lists relevant vocabulary terms associated with the Key Concepts and Additional .

• Ngân hàng - Tín dụng
• carefully monitored
• branded generic
• disease programmes
• Plant Interaction
• Plant Soil
• Microorganism Interactions
• Neuropsychiatric Manifestations
• AIDS and Trauma
• Cutaneous Manifestation