Slices & Articles Get by the slice or add to your own ebook
|Robin J. Fogarty||Solution Tree Press||ePub|
PLC TAKE AWAY
Learning How Differentiation Addresses Student Needs
This chapter defines, describes, and delineates the complex concept of differentiation as applied to student learning. While chapter 1 explained PLCs—the first of the two core concepts of the text—differentiation now takes center stage.
First, we present the research rationale for differentiation, which shows that differentiation follows what brain science calls for—a different approach for each person. Second, we discuss the concept of school change (Fullan & Stiegelbauer, 1991) as a part of professional development (Guskey, 2000) and how it relates to the work of differentiation in a team atmosphere. Third, we define the theory of differentiation based on the work of a lead researcher and writer in the field, Carol Ann Tomlinson (2005), as well as based on classroom experiences that demonstrate the theory in practice. Fourth, we delineate the three principles of differentiation. In the final section, we explore the role of data in differentiation. In embracing the practice of differentiated instruction, it becomes clearer why and how PLCs play a key role in supporting that practice.See All Chapters
|Keith Hawk||Nova Vista Publishing||ePub|
A very wise mentor named George told me years ago that a Real sales professional has just three purposes. I have learned that if we hold true to these purposes we will gain intense clarity about what we do, how we do it, and how our customers view us.
Simply stated, as a consultative sales professional I am always seeking three things as I work to learn about the business of my customers. If I can discover these three things and structure my offerings based on one or more of them, my customer will be more successful as a result of my work. The principle that I hold as a sales professional is that my success can only follow the success of my customer. The acronym I use to remind myself of my selling purpose and methodology is S.E.L.
The S in S.E.L. stands for Service to customers. As a consultative sales professional I am continuously seeking ways to enhance my customers capability to give exceptional service to his customers. If I discover ways in which my customers business can serve his customer better, then I have tangible hooks on which to hang my product and service offerings. If I can help him make his company a better service provider, he will be more successful.See All Chapters
This chapter discusses how we can use narrative ideas and practices in our “indirect work” of supporting services and other professionals engaged with people seeking help. In this chapter, I have drawn heavily on many of the ideas which have influenced much of narrative therapy practice. I have worked for over ten years within a child and adolescent mental health service context, and more recently have specialised within the field of paediatrics. However, I feel many of the ideas related in this chapter will also be applicable across a range of settings, including working with people with acquired brain injury. Indeed, if we are to move away from narrow perceptions of skills, then seeing the transferable aspects of working in any discipline might be the first step towards enriching our own professional narratives. This, in turn, has the potential to enable new narratives to be co-developed with those who seek our input.
This chapter will particularly consider how we can integrate narrative ideas into our current practices, protocols, and service guidelines. I have covered a number of areas of work with services and professionals, varying from consultation to record keeping. All of the areas discussed focus on how we, as professionals and therapists, can “centre” our conversations with other professionals and our practice primarily upon the preferred accounts (descriptions and explanations) and stories of the people whom we seek to help. In the following pages, I outline why it can be helpful to move away from a purely naturalistic and structuralist approach to working with people.See All Chapters
|Lesa Snider||O'Reilly Media||ePub|
Nobodys perfect, and that includes Photoshop and the folks who created it. Programmers cant anticipate how every single person who uses a program will push, prod, and poke itand on what kinds of computers and under what circumstances. So dont be alarmed if at some point Photoshop acts strangely or just cant figure out how to make something work. If that happens, there are resources aplenty, both inside Photoshop and elsewhere that can help solve your dilemma.
Nestled snuggly within Photoshops Help menu is the programs own Help system, which gives you access to answers to common questions and links to tons of tutorials. You can take it for a test drive by choosing Help Photoshop Help. When you do, Photoshop launches your Web browser and takes you to the page shown in FigureB-1. At the top of the page is a handy search field that can help you hunt down the info you seek, and on the left side of the page is a list of help topics. You can enter a choice word or two into the search field (the fewer the words, the better) or scan through the topics. Since this help page pulls its answers from Adobes online database, you need an active Internet connection to use it.See All Chapters
|Tom White||O'Reilly Media||ePub|
MapReduce is a programming model for data processing. The model is simple, yet not too simple to express useful programs in. Hadoop can run MapReduce programs written in various languages; in this chapter, we shall look at the same program expressed in Java, Ruby, Python, and C++. Most importantly, MapReduce programs are inherently parallel, thus putting very large-scale data analysis into the hands of anyone with enough machines at their disposal. MapReduce comes into its own for large datasets, so lets start by looking at one.
For our example, we will write a program that mines weather data. Weather sensors collecting data every hour at many locations across the globe gather a large volume of log data, which is a good candidate for analysis with MapReduce, since it is semi-structured and record-oriented.
The data we will use is from the National Climatic Data Center (NCDC, http://www.ncdc.noaa.gov/). The data is stored using a line-oriented ASCII format, in which each line is a record. The format supports a rich set of meteorological elements, many of which are optional or with variable data lengths. For simplicity, we shall focus on the basic elements, such as temperature, which are always present and are of fixed width.See All Chapters
Business & Economics