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Medium 9781576336489

Variation: GMAT Algebra

Ace Academics Ace Academics ePub
Medium 9781945349904

Chapter 12

Kelly, Frank; McCain, Ted Solution Tree Press PDF

The Open School

Chapter 12




Source: Satellite imagery © 2017 Google, DigitalGlobe.




In the 1950s, the Open School was in a suburban district on the far western edge of a growing metropolitan area. In 2018, it is an inner-city urban district experiencing redevelopment and increasing density in many areas because of its excellent location. It is also a school facing rapid change as its population diversifies. Some parts of the district comprise high-income, single-family housing, other areas have lower-income housing and apartments, and still others have substantial office, retail, and light-commercial industrial properties. In 2011–

2012, the district served 32,879 students and had four comprehensive high schools.

The immediate area around the Open School includes housing and light commercial and industrial businesses. A road substantially separates the school from its context, and most structures around the site face other streets. There are no major roadways or freeways close by.

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Medium 9780253342935

28 Diseases, Epidemics, and Suicide

Yitzhak Arad Indiana University Press ePub

In the camps there was no room for the sick. Those who fell ill and were not able to continue working and thus hide the fact from the Germans and Ukrainians were shot or sent to the gas chambers. The SS followed the prisoners around while they were working, checked them at roll call, searched them in the barracks; and those who seemed sick were taken directly to the Lazarett.

Among the prisoners in Treblinka were two doctors who were allowed to practice: Dr. Julian Chorazycki, who treated the German patients; and Dr. Irka, who treated the Ukrainians. It was forbidden for either of them to treat sick Jews. Despite this absolute prohibition, however, in the evenings, inside the barracks, these doctors did try to aid the sick prisoners and even administered whatever medicine they could filch from the infirmary. But this help was of small consequence, considering the large numbers of prisoners who fell sick.

In 1942, the “camp elder,” Galewski, was able to obtain permission from the camp administration for fifteen sick prisoners a day to remain in the lower camp and not go out to work. These prisoners were given numbers in the morning, which was authorization to remain in the barracks. In the autumn of 1942, even an infirmary was established in the living barracks. At first Dr. Chorazycki treated the sick in the evening, but, later, two prisoner doctors, Dr. Beck and Dr. Reisman, were assigned to this infirmary. But even this new arrangement did not solve the problem, because the number of sick per day greatly exceeded the number fifteen.1 In the other camps, Belzec and Sobibor, even this type of arrangement did not exist.

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Medium 9780874251920

Activity 16 How Good a Coach Are You?

Mike Woodcock HRD Press PDF

50 Activities for Team Building: Volume II

Handout 16.1

How Do You Rate as a Coach?

Directions: Circle one answer (a, b, c, or d) to each question.

1. During a typical month, do you devote at least two hours of your time to developing each of your staff? a. b. c. d.

Rarely, if ever.

Occasionally, when things work out that way.

I try hard to and usually succeed.

I always spend more than that amount of time on coaching.

2. Do you: a. b. c. d.

Plan in advance specific “coaching assignments” or learning opportunities for your staff?

Keep an eye open for situations that you can use for coaching purposes?

Let your staff learn by the experiences that occur during the normal course of business?

Consciously create coaching situations—even at the expense of some immediate operational efficiency?

3. Who does most of your work when you are away on leave, or otherwise absent from the office? a. b. c. d.

Someone always handles the urgent matters, the rest can wait.

Your boss.

Your staff.

No one. If the job is to be done properly, only you can do it—so you tackle it when you get back.

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Medium 9781782200703

CHAPTER TEN Psychopathology

Bernstein, W.M. Karnac Books PDF




ensations, thoughts, and feelings of anxiety can result from being physically ill, or living in stressful, dangerous environments. Our concern here is with people who don’t feel well despite being in materially safe situations. Such individuals use repetitively invalid concepts to interpret reality. This usually causes overestimations of threats to security, anxiety, reduced mental competence, and poor decision making. In a smaller proportion of people, the tendency to underestimate risk is the psychopathology.

The theorist working at multiple levels of analysis has the potential to develop strong construct validity (see Campbell & Fiske, 1959).

High construct validity involves integration and operationalisation of ideas at multiple levels of analysis. It is, in effect, equal to psychological or conceptual depth. For example, operationalisations of the concept depression are made by experts at three levels:

• biological measurement of pathognomonic brain activity and neurotransmitter system anomalies

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Medium 9781475836721

Sustaining Continuous Improvement Through and Professional Learning Communities in a Secondary School

Jean-Marie, Gaëtane Rowman & Littlefield Publishers ePub



Sustaining Continuous Improvement Through Professional Learning Communities in a Secondary School

ABSTRACT: This study sought to discover how one high school principal sustains a context for continued improvement through PLCs using case study methodology. Schools comprised of PLCs allow educators to grapple with the unique needs of their students in their specific contexts. The problem is that there is limited literature and research to indicate how leaders sustain PLCs over time. Therefore, the overarching research question of this study was: How do the principal, PLC leaders, and teachers in a school that has developed and implemented PLCs describe their experience of the change process to sustain the work of continuous improvement?

KEY WORDS: Continuous Improvement, Professional Learning Communities, Sustaining, Instructional Leadership


Research has begun to demonstrate the potential effectiveness of teacher collaboration in professional learning communities (PLCs) to facilitate improvement over time and to also change the core practice of education (Burnette, 2002; Cranston, 2009; DuFour, 2004; Giles & Hargreaves, 2006; Hipp & Huffman, 2003; Lujan & Day, 2010; McTighe, 2008; Scribner, Cockrell, Cockrell, & Valentine, 1999; Wells & Feun, 2007, 2013). The purpose of this study was to closely examine the change process a school undergoes as it develops, implements, and sustains continuous improvement efforts through a structure that relies on the collaboration of leaders and teachers to be effective—PLCs. We sought to understand how one secondary school principal sustained a context for continued improvement through PLCs using case study methodology. The research question developed to guide this study was: How do the principal, PLC leaders, and teachers in a school that has developed and implemented PLCs describe their experience of the change process to sustain the work of continuous improvement?

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Medium 9780253002303

Appendix 4. Calculations

Fariña, Richard A. Indiana University Press ePub

Appendix 4.1. Graphics showing the way in which forearm maximum (above) and mean (below) angular velocities (in rad s−1) vary according to several possible lengths of the olecranon in meters.

Modified from Fariña and Blanco (1996).


This section provides an example of the kinds of techniques at our disposal for using physics principles in helping us better understand the paleobiology of mammals. The mainly qualitative description of forearm speed and the energy of a forearm strike by Megatherium americanum is based on the following mathematical treatment of the subject.

Hill’s (1938) equation, which relates several variables to muscle shortening, has the form

where −dl/dt is the velocity at which the muscle shortens, F0 is the maximum isometric stress (i.e., the maximum force a muscle can exert per unit area of its section when it is not shortening), F is the actual force that the muscle exerts, and a and b are constants, obtained empirically, with dimensions of force and velocity, respectively.

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Medium 9780892728060

Ever been to this Maine castle?

Andrew Vietze Down East Books ePub

Quakers and guns, this place has seen it all. With its wide lawn, towers, and fortresslike façade, this central Maine institution has a medieval air about it. It looks as though it could withstand a catapult siege. That’s the first of many ironies about the building, which sits in a village between two of Maine’s largest cities. Though it appears rugged and defensible, the peculiar-looking edifice’s history is rooted in nonviolence. A group of Quakers migrated to this quiet farming community from New York state shortly after the American Revolution, and built a seminary on these grounds in 1848. They built their new school on 330 acres, amid a grove of oaks and overlooking one of the state’s largest rivers, and to this day have an active church in town. Those buildings are long since gone, and in the twenties or thirties, the Tudor-style castle shown here was put up in their place. For the better part of 150 years it was an educational center. It served as a girls academy for a long time, and later became a co-ed, college-prep boarding school. The campus was occupied until 1989, when the school went under and the facility was subsequently purchased by the state and then left vacant for a decade. In 2000, after extensive renovations, it reopened as an academy of a different sort. The property’s Quaker history has proved a bit problematic for this new educational institution, though, because the new school wanted to use guns on the grounds and the Quaker family who donated nearby land to the previous tenant did so under a provision that specifically forbade firearms. The situation has been tricky, but it looks to be sorted out. Check page 100 to see its location.

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Medium 9781475819526

Editorial: Teacher Autonomy—Redirecting Our Trajectory in Teacher Education

Teacher Education and Practice R&L Education ePub


The development of autonomy as an educational aim . . . is the development of a kind of person whose thought and action in important areas of his life are to be explained by reference to his own choices, decisions, reflections, deliberations—in short, his own activity of mind.

—Dearden (1972, p. 70)

If we accept critical thinking as a fundamental educational ideal, we explicitly acknowledge the desirability of the attainment by students of self-sufficiency and autonomy . . . The critical thinker must be autonomous—that is, free to act and judge independently of external constrain, on the basis of her own reasoned appraisal of the matter at hand.

—Siegel (1988, p. 54)

Decisions made about education are often treated as if they were politically neutral. Such decisions are never politically neutral, but rather tied to the social, political, and economic structures that frame and define our society.

—Nieto (2004, p. 2)

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Medium 9781475819243

Listening to Students: “New” Perspectives on Student Teaching

Teacher Education and Practice R&L Education ePub


ABSTRACT: The research presented in this article focuses on the learning and experiences of Wyoming public school students (elementary and secondary) in classrooms where University of Wyoming preservice teachers were engaged in student-teaching experiences. The teacher education literature fails to address the student-teaching experience from the perspectives of K–12 students. The article describes students’ views related to their learning and experiences during student-teaching residencies; it identifies ways that the presence of student teachers support and hinder students’ learning; and, last, it presents recommendations for teacher education programs based on the study’s findings.

The research presented in this article focuses on the learning and experiences of Wyoming public school elementary and secondary students in classrooms where University of Wyoming teacher education students were engaged in student-teaching experiences. As teacher educators, we are involved in multiple phases of the Wyoming Teacher Education Program, including student teaching. Much research has been conducted about student teaching; however, the overwhelming majority of this research focuses on the learning and experiences of the student teachers (e.g., Conway, 2001; Diaz-Greenberg, Baldwin, & Thousand, 1998; Graber, 1998; Graham, 1996; Han, 1995). Recently, some research has broadened to include mentor teachers’ and university supervisors’ roles in the process (e.g., Freidus, 2002; Koerner, Rust, & Baumgartner, 2002; Zeichner, 2002), but research that focuses on K–12 students in student teachers’ classrooms has been largely neglected. This study shifts the focus to the students in student teachers’ classrooms.

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Medium 9781567263664

Chapter 15: Simulating Possible Futures (Quantitative Analysis)

Hillson, David Berrett-Koehler Publishers ePub

One benefit of risk management in general is that it allows consideration of possible futures without the need for a time machine. The ATOM process, as typically applied on medium or small projects, does this in a purely qualitative manner without using statistical analysis. This approach is perfectly adequate for such projects, but there are circumstances where this is not enough. Some bigger projects—such as those that are inherently risky because they are of high cost or long duration, or are innovative or strategically important—pose a higher level of risk challenge. These projects demand a deeper understanding of risk and therefore more rigorous analysis.

By using well-established statistical analysis techniques and computer software, models can be built that predict future project outcomes that reflect the overall risk of the project. Risk information from the Identification and Assessment steps can be combined with the project’s schedule or budget and analyzed with statistical techniques to predict possible futures for the project. This approach to modeling overall project risk is called quantitative risk analysis (QRA).

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Medium 9781904658313

Princess of Disks

Zalewski, Chris; Zalewski, Pat Aeon Books ePub

The Princess of Earth wears a winged ram's head emblem above her crown, on her belt and knee guards. The rams head is the influence of the zodiac sign Aries. She carries a wand with the sigil of her scale. This is the same cube as that of the Queen of Disks only this time it is subdivided into another four levels, which relate to entering a new era in material matters. The disk she holds is like that of the Ace and shows the influence of matter through the twelve astrological houses—all phases of life. She is Persephone which is shown by the vegetation and growth on the right side of the card and barrenness on the other.

The Princess of the Gnomes expresses herself through minerals and rock formations of the earth, especially hilly areas, hence her title. It is her task to show humanity where and what to find in order for it to develop further. She will also hide certain minerals from us if she thinks humanity is not ready for them. She will often reveal her nature through mines and excavation work and occasionally she will work directly on the earth's surface.

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Medium 9781782200789

Chapter Four - Enid Balint

Spelman, Margaret Boyle Karnac Books ePub


Enid Flora Eicholtz Balint Edmonds was born on 12 December 1903 in London and died there aged ninety on 30 July 1994. She was a full member of the British Psychoanalytic Society from 1954, became a training analyst in 1963, thereafter holding many important offices. Analysed by Rickman (who also wrote about two-person psychology) and Winnicott, she was supervised by Melanie Klein and Marion Milner. Her identity was, first and last, an analyst, no matter what her work setting. She had a very full life and a career which included a global itinerary of professional speaking and training engagements and writing in many professional psychoanalytic and medical publications. In 1980 she was granted honorary fellowship of the Royal Society of General Practitioners.

Exploration of the Balint Archive14 shows that between 1943 and 1986, Enid Balint was author or co-author of six books and thirty journal articles published in several languages, followed by many more, including incomplete drafts of two books and a possible third which she was preparing for publishing at the time of her death: one unspecified, one entitled The Girl on the Roof/Listening to Strangers—which refers to an incident of rescuing a fellow pupil at school—and another, referred to as Balint's Wisdom Book.

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Medium 9780874256345

Section 4: Coaching Conversation Skills

Daniel A. Feldman HRD Press, Inc. PDF

Section 4: Coaching Conversation Skills

Focused Listening

One of the most important components of effective coaching is listening. In a study by Loyola University, employees from hundreds of businesses across the country were asked, “What is the most important attribute of an effective manager?” The most highly rated skill was listening.

Everyone recognizes the importance of good listening, but many people do not always act on this recognition. Some of the mindsets that stop us from effective listening are:

✥ I have too much to do.

✥ I’m tired.

✥ It takes too long.

✥ It’s hard work.

✥ There are too many distractions.

✥ I want to do the talking.

When under pressure, we have a tendency to stop listening. It becomes a vicious circle. We feel more pressure at work and don’t have as much time to listen. Not listening leads to greater problems in achieving results, so it creates greater pressure.

Focused listening means paying concentrated attention to what someone else is saying. We first need to pay attention to what is going on with the other person. To do this we must let go of our personal agenda and choose to focus on them.

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Medium 9781523092185

5 Goal-Based Investing

Yarnway, Dasarte Berrett-Koehler Publishers ePub

The last component of the Master Budget is the prioritization of your goals. Why? Because once you prioritize your goals, your actions, as outlined in the Cash Flow section of your Master Budget, should follow.

Where your money is directed should mirror the goals that you have listed in your Master Budget in order of priority. As a goal is met, you can update your budget to move up whatever is next in line so that goal gets top priority and your top dollars. Sounds easy, doesn’t it?

Different people will define investments in different ways. No matter how you cut it, an investment is a placement of your dollars that over time ends in a profit or material result. You should make money from your investments! Let no man or woman persuade you into thinking that that is not the case. The trajectory of how you make that money will be based on risk tolerance for that investment. Still, the purpose of an investment is always for you to win in the end.

The problem lies with the general public’s narrow perspective of what an investment is. Gains and profits, though great when actual greenbacks land in your hand, are not the only way someone can make money on an investment or get closer to their goals. By assessing the eight common goals of Master Wealth-Builders—retirement, home purchase, education savings, cash flow management, investment management, debt reduction, insurance, and estate planning—you can see that most of Master Wealth-Building is not magic, but is instead the product of math (and time). The only magic that is involved lies in your consistency, resilience, and ability to see yourself at the finish line while working like you’re at the starting line.

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