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Medium 9781936764624

Appendix B: Surveys of Students and Staff

Robert D. Barr Solution Tree Press ePub

Following are links to reports summarizing the results of Adlai E. Stevenson High School’s student surveys for the years 2008–2011. Results are for each survey question given to all students at the school, graduates from the year before, and graduates from five years before to see how they are doing in the larger world. We provide these links to share the types of questions to ask to monitor school/staff effectiveness in preparing students for postsecondary success. Visit go.solution-tree.com/schoolimprovement to access these resources.


•  www.d125.org/assets/1/Documents/student_survey_2011.pdf

•  www.d125.org/assets/1/Documents/student_survey_2010.pdf

•  www.d125.org/assets/1/Documents/student_survey_2009.pdf

•  www.d125.org/assets/1/Documents/student_survey_2008.pdf

The following URL offers links to staff, parent, and student surveys on school climate, culture, and academics: www.uidaho.edu/cda/ibc/resources

This organization offers scoring and data analysis services for the surveys used by Idaho Building Capacity: www.effectiveness.org/default.aspx

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Medium 9780253333537

The Repertory of Textless Dances

Timothy J. McGee Indiana University Press ePub

We can begin our discussion of the dances by attempting to match the surviving repertory with the names and descriptions that have come down to us.

Estampie is the only dance for which we have both description and named repertory from the Middle Ages. Sixteen textless compositions from two different sources are identified as estampies: eight from the thirteenth-century French source Paris BN fonds français 844, labelled “estampies” (Nos.3–10 in this edition), and eight from the late fourteenth-century Italian manuscript London, BL Additional 29987, following the heading “Istanpitta” (Nos.14–21). The description of the form by Grocheio is ambiguous and has been the subject of a number of interpretations.21 He makes two statements relevant to the estampie:22

The parts of a ductia and stantipes are commonly called puncta. A punctum is a systematic joining together of concords making harmony in ascending and descending, having two sections alike in their beginning, differing in their end, which are usually called the close and open.23

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Medium 9781782202653


L. J. Trafford Karnac Books ePub

It is wholly unacceptable!” snarled Galba.

A sweaty and tired Titus Vinius rubbed his cheek.

“I know, sir,” he placated him. “But we really must move on from here.”

Here was the home of Aulus Gemmellus, a comfortable dwelling close to the Milvian Bridge. Gemmellus had offered hospitality to the new emperor after the incident on the bridge. No doubt the canny aristocrat hoped to be the first to win imperial approval. It had been a fortuitous refuge. Galba settling in Gemmellus’ lounge while Vinius had checked on the casualties, daring the angry crowd. Had it not been for the 3,000 legionaries present, Vinius would have seriously feared a lynching. Not an auspicious start to Galba's tenure in Rome.

Otho was still out there, offering sympathy and distributing alms; a role he fitted into surprisingly well. Vinius watched him sit beside a new widow, holding her hand, and speaking in a low voice, quite as if he were a firm friend to the family rather than the passing governor of Lusitania.

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Medium 9781936764761

Epilogue: What Do I Do With These Strategies?

Kit Norris Solution Tree Press ePub

In an excellent mathematics program, educators hold themselves and their colleagues accountable for the mathematical success of every student and for personal and collective professional growth toward effective teaching and learning of mathematics.


Throughout this book, you have explored strategies that promote student learning of both the content standards and the Standards for Mathematical Practice. With the emphasis on the Mathematical Practices, students learn to make sense of problems and persevere in solving them (using a variety of strategies purposefully), reason abstractly and quantitatively, and construct and critique viable arguments. Additionally, students learn to look for and use patterns, tools, and models to explain relevant situations, all while being precise with language and notation. With these critical reasoning habits of mind, students become true problem solvers and effective users of mathematics.

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Medium 9781855754744


Courtenay Young Karnac Books ePub

People may find ways of coping with, or simply get used to, difficulties and distress in their lives that are harmful to themselves and also to others. Some people take harmful substances for pleasure: they are not really self-harmers. They may drink too much, overwork, smoke, take drugs, eat unhealthily, use methods to cope that are immoral (like abusing or bullying other people) or criminal in some way and, while these might harm others initially, they are ultimately considerably harmful to themselves as well. These methods are not usually included in the definition of self-harm. However, they are harmful, and you are doing them to yourself, so—if these apply to you—read on and you might learn something. Many people (about 50% men, 25% women), who self-harm have also abused alcohol, or another drug; mixing drugs and alcohol is another form of self-harm, and a very dangerous one.

“Deliberate self-harm” is a term usually used to refer to drug overdoses or attempts at suicide. Other methods of self-harm include cutting and scratching, often the arms, scalding or burning themselves, biting or punching themselves, head or body banging, hair or eyelash pulling, swallowing sharp objects, or inserting objects into various orifices. Most people who self-harm in these lesser ways do not see themselves as suicidal: they are using the pain of the self-harm for a very different reason. Other terms used for this type of behaviour are “self-injury” or “self-abuse”.

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Medium 9789380298818


Parmananda Gupta Laxmi Publications PDF


Variational Problems with

Moving Boundaries


We know that a functional associates a unique number to each function belonging to a certain class of functions. In the preceding chapter, we studied the methods of finding stationary function of the functional of the form




F(x, y(x), y′(x)) dx, where the boundary points (x1, y1)

and (x2, y2) were fixed points. In the present chapter, we shall allow one or both boundary points to move. In this case the class of admissible functions is extended because, in addition to the comparison curves with fixed boundary points, we have to admit functions with variable boundary points.


Theorem. Let J[y(x)] =




F(x, y(x), y′(x)) dx be a functional defined on the set of functions

y = y(x) which admits of continuous first order derivative and the end points of which (x1, y1) and (x2, y2) lie on the given curves y = φ(x) and y = ψ(x) respectively so that y1 = φ(x1) and y2 = ψ(x2), where y = φ(x) and y = ψ(x) are functions from the class C1[x1, x2]. Also, F is differentiable three times with respect to all its arguments.

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Medium 9781601323170

Session - Web Based Instruction, Online Systems and Methods, Distance Learning, Mobile Systems

Hamid R. Arabnia Azita Bahrami, Leonidas Deligiannidis, George Jandieri, Ashu M. G. Solo, and Fernando G. Tinetti CSREA Press PDF
Medium 9780253352415

Thirteen: Pressler at the Met: Beethoven’s Sonata Op. 110

William Brown Indiana University Press ePub

A Lecture Recital Presented at the
Grace Rainey Rogers Auditorium
The Metropolitan Museum of Art
New York City, New York

On one specific occasion at the Metropolitan Museum of Art, Pressler, ever the teacher, offered a lecture recital to the public, a setting in which he provided his audience with background about the piece he was to perform and the composer who wrote it. Then he worked through the piece, emphasizing areas that he especially wanted his audience to grasp. Pressler noted specific places that were of special significance and demonstrated how particular measures were to sound, explaining why they should be played and heard a certain way. In working through the piece, Pressler told the story behind or within the work, noted the mood(s) the composer was trying to convey, and then provided a brief analysis of the various musical, technical, practical, emotional, and often literary elements that worked organically to create the beauty and wonder of the music.

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Medium 9781601323583

SESSION Algorithms and Applications: Control Systems + Security and Related Issues

Hamid Arabnia, Leonidas Deligiannidis, George Jandieri CSREA Press PDF

Int'l Conf. Embedded Systems, Cyber-physical Systems, & Applications | ESCS'16 |






ISBN: 1-60132-433-2, CSREA Press ©



Int'l Conf. Embedded Systems, Cyber-physical Systems, & Applications | ESCS'16 |

ISBN: 1-60132-433-2, CSREA Press ©

Int'l Conf. Embedded Systems, Cyber-physical Systems, & Applications | ESCS'16 |


An Assessment of the Environmental Noise Effects on the

Performance of Configurable based ROPUFs

Fathi Amsaad, Chayanika Roychaudhuri, Atul Prasad, and Mohammed Niamat

Electrical Engineering and Computer Science, University of Toledo, Toledo, OH

Email: {famsaad, croychaudhuri, aprasad }@rockets.utoledo.edu, mniamat@utoledo.edu

Abstract— Silicon Physical Unclonable Functions (SPUFs) are security primitives that are embodied in a chip and exploit the manufacturing process variations of the

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Medium 9780253006295

2 The Color-Blind Multiracial Dilemma: Racial Categories Reconsidered

john a. powell Indiana University Press ePub


The Color-Blind Multiracial Dilemma


We’re teaching our kids all of it, all their history. My 5-year-old asks, “People who looked like you, why did they treat them so bad?” It’s hard to explain to a biracial child in 2011. In a perfect world, race wouldn’t matter, but that day’s a while off.

Sonia Cherail Peeples, quoted in Susan Saulny, “Black and White and Married in the Deep South”

Racism is like an eclipse. But unlike a solar eclipse that may blind us, it is more like a lunar eclipse that may cause us to trip in the dark.

John O. Calmore, “Exploring Michael Omi’s ‘Messy’ Real World of Race”

What are you? What race are you? For some, the answer takes less than half a second; others may need a paragraph to respond; and some may have their own question: Why do you ask? For despite our obsession with race, which sometimes takes the form of an aversion to discussing it, our national discourse on the subject is disturbingly confused, highly charged, and often unproductive. The concept of race is hotly contested and deconstructed in literature, law, and politics, yet our language seems wooden and rehearsed, and the way that we talk about it in conflict with our stated ideals. All the while, we constantly make assumptions about one another based on literal or figurative racial check boxes, not only as a society, but also as individuals. The racial categories we use are therefore well worth examining, both because of their societal role and because of the intense interest they evoke among thoughtful people.

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Medium 9781782201205

1 - A Historical Approach

Meg Harris Williams Harris Meltzer Trust ePub

A historical approach

Kenneth Sanders

My first concentrated experience of teaching Meltzer, a personal supervisor for many years, came when I was invited to teach at Selina Marsoni's Scuola for training in child psychotherapy on the Tavistock model, in Biella, Italy.1 I taught a variety of seminars: on infant observation, supervision of case work, and lectures on psychoanalytic theory. Out of that experience came my book Post-Kleinian Psychoanalysis: The Biella Seminars (2001). In addition to opportunities to lecture and supervise over the years at various locations, including Italy and Israel, to psychoanalytical psychotherapists, counsellors and family doctors, for the past ten years I have been teaching and supervising a monthly seminar of psychoanalytic psychotherapists, oriented to the work of Meltzer.

Psychic reality in Freud

The historical approach to teaching psychoanalysis is without doubt the most congenial, and Meltzer taught that way, as indeed did Freud. In his Five Lectures on Psychoanalysis (1910), Freud gives an account of the previous fifteen years: the discovery by Breuer of the ‘talking cure’ for hysteria, the splitting of the personality into conscious and unconscious, repression and resistance, and finally the discovery of the transference: ‘I cannot however leave the topic of transference without stressing the fact that this phenomenon plays a decisive part in bringing conviction (on the pathogenesis of the neuroses) not only to the patient but also to the physician’ (pp. 51-2).

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Medium 9781475824254

Understanding How Schools of Education Have Redesigned the Doctorate of Education

Journal of School Public Relations Rowman & Littlefield Publishers ePub

Understanding How Schools of Education Have Redesigned the Doctorate of Education

Jill Alexa Perry

Debby Zambo

Susan Wunder

ABSTRACT: In this article, we reveal results of a multiple-case study supported by the Fund for the Improvement of Postsecondary Education that examined how schools of education reformed their EdD programs as a result of membership in the Carnegie Project on the Education Doctorate. The cross-case analysis was conducted on 21 cases written by 38 researchers who visited institutions across the United States. Results indicate that changes in EdD programs have taken place at institutional, programmatic, and individual levels as a result of incorporating the Carnegie project’s principles and design concepts into program reform.

The Carnegie Foundation for the Advancement of Teaching conceptualized the Carnegie Project on the Education Doctorate (CPED) to “reclaim” the education doctorate (EdD) and make it a stronger and more relevant degree for the advanced preparation of practitioners (Perry, 2010, 2012; Perry & Imig, 2008). Shulman, Golde, Bueschel, and Garabedian (2006) envisioned the CPED as a grassroots movement of individuals from various colleges of education who would work together to change the status and purpose of the EdD. Through these grassroots efforts, members draw on their experiences, values, and visions about what doctoral programs should entail and then use these to design distinct programs. This enables the accomplishment of a key goal of the redesign movement: communicating and being responsive to the leadership needs of schools and education communities.

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Medium 9781599964805

126—What horseplay?

TRC Interactive HRD Press, Inc. PDF


• Make copies of Handouts 1 and 2 for each participant.

• Provide pencils for participants.

• Have a whiteboard or flipchart and markers available during the discussion



• Distribute the handouts to participants, and allow them a few minutes to read

the directions.

• Explain that not everything on the list of what to avoid in counseling will be

used in the case study. The choices will depend on how participants read and interpret the manager’s remarks. In fact, there may be times when more than one answer will be given for a manager’s error. An example might be when the manager tells Donnelly in the first sentence to “cut out the horseplay.” This could be interpreted as being sarcastic (G) or as prejudging the situation (J).

The explanation or interpretation the participants give for their choice may be entirely justified. Allow for these individual differences.

• Allow participants 10 to 15 minutes to complete this part of the exercise.

• For the convenience of the facilitator, suggested answers are provided.

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Medium 9781780491653

Chapter Five - Learning from Experience: Developing Observation Skills and Reflective Thinking in Social Work Practice with Children and Families

Liz Bondi Karnac Books ePub

Debbie Hindle and Alexandra Scott

The Munro Report

A review of child protection in England was commissioned in June 2010 as part of a national drive to improve the quality of child protection services. Led by Professor Eileen Munro, a series of reports ensued that advocated a new approach (Munro, 2011a,b). Previous reforms, which shaped social work practice for several decades, had shifted from relationship-based practice to a more procedural and regulatory approach.

The managerialist approach has been called a “rationalist-technical approach”, where the emphasis has been on the conscious, cognitive elements of the task of working with children and families, on collecting information, and making plans. (Munro, 2011a, p. 36)

In Munro's opinion, this emphasis on gathering data and providing detailed assessments, placed too much emphasis on “the explicit, logical aspects of reasoning and…contributed to a skewed management framework that undervalues intuitive reasoning and emotions and thus fails to give appropriate support to those aspects” (Munro, 2011a, p. 36). Munro recommended a move away from an emphasis on bureaucratic aspects of social work practice to an emphasis on the importance of forming relationships with children and families. As she says, “Focusing on the centrality of relationship skills draws attention to the roles of intuitive understanding and emotional responses” (Monro, 2011a, p. 37).

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Medium 9781782200727

Chapter Twelve: Gerhard Schneider (Germany)

Kerry L Malawista Karnac Books ePub


Gerhard Schneider is a DPhil, Dipl-Psych, Dipl-Math. He works in a private psychoanalytical practice in Mannheim, Germany. He is a training and supervising analyst of the German Psychoanalytic Association (DPV). He was on the board of the DPV from 2006 to 2012, and president of the DPV from 2008 to 2010. Dr Schneider was chair of the IPA Psychoanalysis and Culture Committee from 2009 to 2013. His psychoanalytic interests comprise psychoanalytic technique and attitude, internalisation and identity, culture, as well as film and the visual arts. He has written numerous papers on these topics.


Present: Gerhard Schneider (GS), Kerry Malawista (KM), Bob Winer (BW)

Our final interview at the Prague Congress was with Gerhard Schneider. Dr Schneider came to psychoanalysis by way of mathematics—hardly the usual route for an analyst. We were taken with Dr Schneider's youthful spirit, and the openness and curiosity he brings to psychoanalysis, including the many ways he carries forward his thinking in the areas of culture, art, and society.

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