(CEDARS) Appendices 2020–2021 School Year
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2019-20 CEDARS Appendices V12.3
Comprehensive Education Data and Research System (CEDARS) Data Manual Appendices For the 2019-2020 School Year Chris Reykdal State Superintendent of April 2020 – Version 12.3 Public Instruction Office of Superintendent of Public Instruction Old Capitol Building P.O. Box 47200 Olympia, WA 98504-7200 For more information about the contents of this document, please contact: Customer Support, OSPI E-mail: [email protected] Phone: 1-800-725-4311 360-725-6371 This document is available online at: CEDARS Data Manuals This material is available in an alternative format upon request. Contact the Resource Center at (888) 595-3276, TTY (360) 664-3631. CEDARS Appendix for 2019-2020 April 2020 Version 12.3 Page 2 Comprehensive Education Data and Research System (CEDARS) Appendix Manual for the 2019-2020 School Year Chris Reykdal Superintendent of Public Instruction Katie Weaver-Randall Director Student Information CEDARS Appendix for 2019-2020 April 2020 Version 12.3 Page 3 Revisions Made in Current Appendices Version Date Overview Location 12.0 March 2019 New valid values • Appendix J - Student Growth Assessments New course codes • Appendix Q – Advanced Placement and International Baccalaureate Course Codes New Appendix • Appendix AA – Online Provider Codes New Appendix • Appendix AB – Online Program Codes 12.1 September New Display • Appendix M – School Withdrawal 2019 Categories Codes New valid values • Appendix K – Language Codes New course codes • Appendix Q – Advanced Placement and International Baccalaureate Course Codes 12.2 January -
Genetic Analysis of the Major Tribes of Buner and Swabi Areas Through Dental Morphology and Dna Analysis
GENETIC ANALYSIS OF THE MAJOR TRIBES OF BUNER AND SWABI AREAS THROUGH DENTAL MORPHOLOGY AND DNA ANALYSIS MUHAMMAD TARIQ DEPARTMENT OF GENETICS HAZARA UNIVERSITY MANSEHRA 2017 I HAZARA UNIVERSITY MANSEHRA Department of Genetics GENETIC ANALYSIS OF THE MAJOR TRIBES OF BUNER AND SWABI AREAS THROUGH DENTAL MORPHOLOGY AND DNA ANALYSIS By Muhammad Tariq This research study has been conducted and reported as partial fulfillment of the requirements of PhD degree in Genetics awarded by Hazara University Mansehra, Pakistan Mansehra The Friday 17, February 2017 I ABSTRACT This dissertation is part of the Higher Education Commission of Pakistan (HEC) funded project, “Enthnogenetic elaboration of KP through Dental Morphology and DNA analysis”. This study focused on five major ethnic groups (Gujars, Jadoons, Syeds, Tanolis, and Yousafzais) of Buner and Swabi Districts, Khyber Pakhtunkhwa Province, Pakistan, through investigations of variations in morphological traits of the permanent tooth crown, and by molecular anthropology based on mitochondrial and Y-chromosome DNA analyses. The frequencies of seven dental traits, of the Arizona State University Dental Anthropology System (ASUDAS) were scored as 17 tooth- trait combinations for each sample, encompassing a total sample size of 688 individuals. These data were compared to data collected in an identical fashion among samples of prehistoric inhabitants of the Indus Valley, southern Central Asia, and west-central peninsular India, as well as to samples of living members of ethnic groups from Abbottabad, Chitral, Haripur, and Mansehra Districts, Khyber Pakhtunkhwa and to samples of living members of ethnic groups residing in Gilgit-Baltistan. Similarities in dental trait frequencies were assessed with C.A.B. -
The Voice of Parents Who Have Used Rhythmic Movement Training with Their Child
The voice of parents who have used Rhythmic Movement Training with their child A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education University of Canterbury College of Education, Health and Human Development Tessa M Grigg 2016 Table of Contents TABLE OF CONTENTS ................................................................................................................ I ACKNOWLEDGEMENTS ........................................................................................................... V ABSTRACT ................................................................................................................................ VI CHAPTER 1. WHY RESEARCH RETAINED PRIMITIVE REFLEXES? ....................................... 1 1.1. AN INTRODUCTION ......................................................................................................................... 1 1.1.1. Aim of the project ................................................................................................................ 1 1.1.2. Research questions .............................................................................................................. 2 1.1.3. Researcher interest in the topic and pre-study understandings ....................................... 2 1.2. REFLEXES DEFINED ......................................................................................................................... 4 1.3. INTRODUCTION SUMMARY ............................................................................................................ -
Arrowsmith School Parent and Student Handbook Full Time Students
Arrowsmith School Parent and Student Handbook Full Time Students Arrowsmith School Toronto 245 St. Clair Ave W. Toronto, ON M4V 1R3 Tel: 416.963.4962 Fax: 416.963.5017 E-mail: [email protected] Dear Parents and Students, Welcome new and returning students and their families to Arrowsmith School. We invite parents and students to review the contents of this handbook, which contains an overview of the school including the procedures and policies that help our school operate safely and effectively. Arrowsmith School is a unique place which offers a transformative experience for students and their families. Parents can play an important role in this journey so are invited to learn about the cognitive program and how to best support their child during and after Arrowsmith participation. Our teaching staff is available for meetings and regular consultation, and can be most easily reached via their school emails. We welcome your comments and feedback as we are committed to fostering a successful school experience for every student. The Arrowsmith School mission is to foster student transformation. This is achieved when students: increase their cognitive ability develop the potential to become life-long, self-motivated learners respect themselves and others assume responsibility for their actions develop confidence built upon cognitive competence Sincerely, Barbara Arrowsmith Young Jason Kinsey Director Principal Arrowsmith School Toronto Parent and Student Handbook: Full Time Students Page 1 of 29 Part 1 - Schedules and Contact -
Towards Kurdish Text to Sign Translation
Proceedings of the 9th Workshop on the Representation and Processing of Sign Languages, pages 117–122 Language Resources and Evaluation Conference (LREC 2020), Marseille, 11–16 May 2020 c European Language Resources Association (ELRA), licensed under CC-BY-NC Towards Kurdish Text to Sign Translation Zina Kamal, Hossein Hassani University of Kurdistan Hewlêr, University of Kurdistan Hewlêr Kurdistan Region - Iraq, Kurdistan Region - Iraq {z.kamal3, hosseinh}@ukh.edu.krd Abstract The resources and technologies for sign language processing of resourceful languages are emerging, while the low-resource languages are falling behind. Kurdish is a multi-dialect language, and it is considered a low-resource language. It is spoken by approximately 30 million people in several countries, which denotes that it has a large community with hearing-impairments as well. This paper reports on a project which aims to develop the necessary data and tools to process the sign language for Sorani as one of the spoken Kurdish dialects. We present the results of developing a dataset in HamNoSys and its corresponding SiGML form for the Kurdish Sign lexicon. We use this dataset to implement a sign-supported Kurdish tool to check the accuracy of the sign lexicon. We tested the tool by presenting it to hearing-impaired individuals. The experiment showed that 100% of the translated letters were understandable by a hearing-impaired person. The percentages were 65% for isolated words, and approximately 30% for the words in sentences. The data is publicly available at https://github.com/KurdishBLARK/KurdishSignLanguage for non-commercial use under the CC BY-NC-SA 4.0 licence. -
Applying to Private Schools
APPLYING TO PRIVATE SCHOOLS Ivy Global IVY GLOBAL APPLYING TO PRIVATE SCHOOLS 2011 EDITION WHY PRIVATE SCHOOL? Over the past few decades, Canadian fami- MOST SELECTIVE PRIVATE INSIDE THIS GUIDE: lies have been increasingly exploring educa- SCHOOLS IN THE GREATER tion options outside of the public school TORONTO AREA PRIVATE SCHOOLS 4 system. In 1970, only 2.5% of Canadian students attended private school; in 1998, Appleby College HOW TO APPLY 8 that number had risen to 6%. Parents are Bishop Strachan School HOW TO PAY 10 increasingly interested in more individual- Branksome Hall ized, specialized curriculum options for their THE SSAT 12 children, and the options available to them Crescent School are becoming increasingly diverse. Havergal College AP AND IB 14 PROGRAMS Private schools come in a variety of shapes Upper Canada College and sizes— from traditional boarding and ARTS AND 15 University of Toronto Schools day schools to single-gender schools, Mon- ATHLETICS tessori programs, French Immersion are often required to write the Secondary OUR SERVICES 16 schools, schools with specific religious affili- School Admission Test (SSAT) and submit ations, and schools catering to Special Needs transcripts, reference letters, and personal GTA PRIVATE 18 students. These schools have the ability to questionnaires. Students are often asked to SCHOOL LISTINGS set their own independent curriculum and to come for an interview so the admissions limit enrolment. With smaller average class officers can evaluate personality as well as sizes than most public schools, private academic potential. Schools look for not schools often put a greater emphasis on indi- only strong grades and test scores, but also vidualized instruction and programming. -
Heritage Languages Among South Asian Americans Bryn Mawr College Spring 2014 Karuna Doraiswamy Abstract* This Thesis Explores Se
1 Heritage Languages Among South Asian Americans Bryn Mawr College Spring 2014 Karuna Doraiswamy Abstract* This thesis explores second generation South Asian Americans' relationships with their heritage languages; specifically, the ways in which these relationships might challenge current convention regarding the categorization of heritage and non-heritage learners along a linear spectrum. This thesis also examines the extent to which the decision to (re)leam one's heritage language might be considered a necessary step to earning cultural legitimacy in the diasporic community, a symbolic reclamation of one's history, or even a performative act intended to better match oneself to the dominant perception of what it means to be South Asian. 1 Introduction This section explains basic issues regarding heritage languages in general, including current definitional debates, research on childhood interaction with heritage languages, and the second generation's attitude toward their ancestral language and culture. 1.1 Defining heritage language learners English has long been the dominant language spoken in the United States, to the detriment of many indigenous and immigrant language communities. As such, there has been a *I would like to thank my advisor, Nathan Sanders, for his patience and assistance during this process. I also must acknowledge my parents, whose encouragement led me to pursue this topic for my thesis, as well as the Linguistics Hour at Bryn Mawr and the Panda Cams at the San Diego, National, and Atlanta zoos for keeping me grounded throughout the experience. 2 recent increase in concern about maintaining the diversity of languages spoken among American immigrant populations. While there are diplomatic and business advantages to such multilingualism, retaining knowledge of the home language is also thought to promote minority individuals' psychological well-being and overall ease the process of adjusting to life away from the home country (Brecht and Ingold 1998, Skutnabb-Kangas 1999). -
Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona. -
Indo-Caribbean African-Isms
Indo-Caribbean African-isms: Blackness in Guyana and South Africa By Andre Basheir A thesis submitted in conformity with the requirements for the degree of Master of Arts Graduate Department of Sociology and Equity Studies in Education University of Toronto © Copyright by Andre Basheir 2013 ii Indo-Caribbean African-ism: Blackness in Guyana and South Africa Master of Arts, 2013 Andre Basheir, Sociology and Equity Studies in Education, University of Toronto Abstract In an attempt to close the gaps between diaspora and regional studies an Afro-Asian comparative perspective on African and Indian identity will be explored in the countries of Guyana and South Africa. The overlying aim of the ethnographic research will be to see whether blackness can be used as a unifier to those belonging to enslaved and indentured diasporas. Comparisons will be made between the two race models of the Atlantic Ocean and Indian Ocean worlds. A substantial portion will be set aside for a critique of the concept of Coolitude including commentary on V.S. Naipaul. Further, mixing, creolization, spirituality and the cultural politics of Black Consciousness, multiculturalism, and dreadlocks will be exemplified as AfroAsian encounters. iii Acknowledgements Firstly, I like to thank all the people in the areas I conducted my fieldwork (South Africa especially). I befriend many people who had enormous amounts of hospitality. Specifically, Mark, Bridgette and family as well as Omar, Pinky and Dr. Naidoo and family for letting me stay with them and truly going out of their way to help my research efforts. Many thanks goes to a large list of others that I interviewed. -
Autochthonous Aryans? the Evidence from Old Indian and Iranian Texts
Michael Witzel Harvard University Autochthonous Aryans? The Evidence from Old Indian and Iranian Texts. INTRODUCTION §1. Terminology § 2. Texts § 3. Dates §4. Indo-Aryans in the RV §5. Irano-Aryans in the Avesta §6. The Indo-Iranians §7. An ''Aryan'' Race? §8. Immigration §9. Remembrance of immigration §10. Linguistic and cultural acculturation THE AUTOCHTHONOUS ARYAN THEORY § 11. The ''Aryan Invasion'' and the "Out of India" theories LANGUAGE §12. Vedic, Iranian and Indo-European §13. Absence of Indian influences in Indo-Iranian §14. Date of Indo-Aryan innovations §15. Absence of retroflexes in Iranian §16. Absence of 'Indian' words in Iranian §17. Indo-European words in Indo-Iranian; Indo-European archaisms vs. Indian innovations §18. Absence of Indian influence in Mitanni Indo-Aryan Summary: Linguistics CHRONOLOGY §19. Lack of agreement of the autochthonous theory with the historical evidence: dating of kings and teachers ARCHAEOLOGY __________________________________________ Electronic Journal of Vedic Studies 7-3 (EJVS) 2001(1-115) Autochthonous Aryans? 2 §20. Archaeology and texts §21. RV and the Indus civilization: horses and chariots §22. Absence of towns in the RV §23. Absence of wheat and rice in the RV §24. RV class society and the Indus civilization §25. The Sarasvatī and dating of the RV and the Bråhmaas §26. Harappan fire rituals? §27. Cultural continuity: pottery and the Indus script VEDIC TEXTS AND SCIENCE §28. The ''astronomical code of the RV'' §29. Astronomy: the equinoxes in ŚB §30. Astronomy: Jyotia Vedåga and the -
By Any Other Name: How, When, and Why the US Government Has Made
By Any Other Name How, When, and Why the US Government Has Made Genocide Determinations By Todd F. Buchwald Adam Keith CONTENTS List of Acronyms ................................................................................. ix Introduction ........................................................................................... 1 Section 1 - Overview of US Practice and Process in Determining Whether Genocide Has Occurred ....................................................... 3 When Have Such Decisions Been Made? .................................. 3 The Nature of the Process ........................................................... 3 Cold War and Historical Cases .................................................... 5 Bosnia, Rwanda, and the 1990s ................................................... 7 Darfur and Thereafter .................................................................... 8 Section 2 - What Does the Word “Genocide” Actually Mean? ....... 10 Public Perceptions of the Word “Genocide” ........................... 10 A Legal Definition of the Word “Genocide” ............................. 10 Complications Presented by the Definition ...............................11 How Clear Must the Evidence Be in Order to Conclude that Genocide has Occurred? ................................................... 14 Section 3 - The Power and Importance of the Word “Genocide” .. 15 Genocide’s Unique Status .......................................................... 15 A Different Perspective .............................................................. -
Historical Census Statistics on the Foreign-Born Population of the United States: 1850 to 2000
Population Division HISTORICAL CENSUS STATISTICS ON THE FOREIGN-BORN POPULATION OF THE UNITED STATES: 1850 TO 2000 By Campbell Gibson and Kay Jung Working Paper No. 81 HISTORICAL CENSUS STATISTICS ON THE FOREIGN-BORN POPULATION OF THE UNITED STATES: 1850 TO 2000 by Campbell Gibson and Kay Jung Population Division Working Paper No. 81 U.S. Census Bureau Washington, DC 20233 Date February, 2006 This report is released to inform interested parties of research and to encourage discussion. The views expressed on statistical, methodological, or technical issues are those of the authors and not necessarily those of the U.S. Census Bureau. Acknowledgments This working paper was prepared in Population Division. The authors thank Frank Hobbs, Cynthia Davis, Paul Mackun, and Phil Gbur for their review and comments. Abstract This working paper presents selected decennial census data on the foreign-born population of the United States from 1850 to 2000. Other reports on historical census statistics for the United States The following six reports present historical census statistics that are more detailed and/or more recent than historical census statistics published in reports from the decennial census of population or in Historical Statistics of the United States: Colonial Times to 1970 (U.S. Bureau of the Census, 1975a). Population of States and Counties of the United States: 1790 - 1990, by Richard L. Forstall. U.S. Bureau of the Census. Washington, DC: U.S. Government Printing Office, 1996. Data for the 1900 to 1990 period are available also on the Census Bureau’s Internet site at <www.census.gov/population/www/censusdata/hiscendata.html>.