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Technical Reference Manual for the Standardization of Geographical Names United Nations Group of Experts on Geographical Names
ST/ESA/STAT/SER.M/87 Department of Economic and Social Affairs Statistics Division Technical reference manual for the standardization of geographical names United Nations Group of Experts on Geographical Names United Nations New York, 2007 The Department of Economic and Social Affairs of the United Nations Secretariat is a vital interface between global policies in the economic, social and environmental spheres and national action. The Department works in three main interlinked areas: (i) it compiles, generates and analyses a wide range of economic, social and environmental data and information on which Member States of the United Nations draw to review common problems and to take stock of policy options; (ii) it facilitates the negotiations of Member States in many intergovernmental bodies on joint courses of action to address ongoing or emerging global challenges; and (iii) it advises interested Governments on the ways and means of translating policy frameworks developed in United Nations conferences and summits into programmes at the country level and, through technical assistance, helps build national capacities. NOTE The designations employed and the presentation of material in the present publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The term “country” as used in the text of this publication also refers, as appropriate, to territories or areas. Symbols of United Nations documents are composed of capital letters combined with figures. ST/ESA/STAT/SER.M/87 UNITED NATIONS PUBLICATION Sales No. -
Kindergarten Readiness Assessment South Carolina Technical Report For
KINDERGARTEN READINESS ASSESSMENT SOUTH CAROLINA Technical Report 2018–2019 Kindergarten Readiness Assessment — South Carolina Technical Report 2018–2019 This report was prepared by: WestEd Standards, Assessment, and Accountability Services 730 Harrison Street San Francisco, CA 94107 Kindergarten Readiness Assessment — South Carolina Technical Report 2018–2019 CONTENTS 1 Overview .............................................................................................................................................. 1 1.1 Purpose of the KRA ...................................................................................................................... 1 1.2 Purpose of This Report ................................................................................................................. 1 2 KRA Design ........................................................................................................................................... 1 2.1 Common Language Standards ..................................................................................................... 1 2.2 KRA Item Types............................................................................................................................. 1 2.3 KRA Blueprint ............................................................................................................................... 2 3 Item Analyses and IRT Scaling ............................................................................................................. 3 3.1 Classical Item -
5892 Cisco Category: Standards Track August 2010 ISSN: 2070-1721
Internet Engineering Task Force (IETF) P. Faltstrom, Ed. Request for Comments: 5892 Cisco Category: Standards Track August 2010 ISSN: 2070-1721 The Unicode Code Points and Internationalized Domain Names for Applications (IDNA) Abstract This document specifies rules for deciding whether a code point, considered in isolation or in context, is a candidate for inclusion in an Internationalized Domain Name (IDN). It is part of the specification of Internationalizing Domain Names in Applications 2008 (IDNA2008). Status of This Memo This is an Internet Standards Track document. This document is a product of the Internet Engineering Task Force (IETF). It represents the consensus of the IETF community. It has received public review and has been approved for publication by the Internet Engineering Steering Group (IESG). Further information on Internet Standards is available in Section 2 of RFC 5741. Information about the current status of this document, any errata, and how to provide feedback on it may be obtained at http://www.rfc-editor.org/info/rfc5892. Copyright Notice Copyright (c) 2010 IETF Trust and the persons identified as the document authors. All rights reserved. This document is subject to BCP 78 and the IETF Trust's Legal Provisions Relating to IETF Documents (http://trustee.ietf.org/license-info) in effect on the date of publication of this document. Please review these documents carefully, as they describe your rights and restrictions with respect to this document. Code Components extracted from this document must include Simplified BSD License text as described in Section 4.e of the Trust Legal Provisions and are provided without warranty as described in the Simplified BSD License. -
A Global Leader in Pre-K–12 Education Technology
A global leader in pre-K–12 education technology ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 1 Assessing for Kindergarten Readiness Isabel Turner July 14, 2021 ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 2 “To accelerate learning for all children Our mission and adults of all ability levels and ethnic and social backgrounds, worldwide.” ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 3 Agenda Defining Kindergarten Readiness 1 Purpose for screening K Readiness Assessment 2 Preparing your students, Supporting ELC’s, Student and Admin Experience 3 Support and Resources ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 4 Defining Kindergarten Readiness Who takes the test? When do they test? Metrics • All public school and • Pre-Test in Fall • Kindergarten charter school K • July 22 – September 24 (test within first 30 school days) • Fall –SS 530 • All public Pre-K • Post –Test in Spring • Spring –SS 681 • All Collaborative Pre-K • March 21,2022 –April 29,2022 • Pre-K -Spring – SS 498 • School 500 K students • Key Dates Document ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 5 Purpose for Universal Screening ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 6 Star items are on the Star scale 300 900 Star items ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 7 Learning progression skills are on the Star scale 675 Scaled Score (SS) 300 900 Star items Student performance Learning progression skills ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 8 Basics of Star Early Literacy • Computer Adaptive • Designed for Pre-K - 3 grade non-readers • Assess within 3 domains (including early numeracy) • 27 items • Scores most closely align with a student’s age • Preferences are available ©Copyright 2020 Renaissance Learning Inc. -
Important Papers KRA Days and the First Days
We are very happy to welcome you to Marysville Schools and our Kindergarten program at Raymond Elementary! This is a wonderful time for you and your kindergartner! Whether this is your first child entering kindergarten or last, you should find the following letter filled with information to make those first days and weeks a bit easier. Our goal is for you to feel comfortable and have many of your questions answered before the first day of school. We are pleased to introduce our new kindergarten teacher, Mrs. Jess Gompf. Mrs. Gompf was a substitute teacher for the district last year and she also has experience teaching kindergarten at a private school. Her passion for students, strong work ethic and knowledge of kindergarten learning standards made her a stand out during the interview process! Our kindergartners will attend school on “red” days again this year. Please remember that the Red Class attends school on Mondays/Thursdays and alternating Wednesdays. You will want to refer to your Kindergarten Calendar for specific days and more information regarding our school calendar. We are including a copy of this calendar and it can also be found on the Marysville Schools website at www.marysville.k12.oh.us . Our families who are choosing the All Day/Everyday option will be attending Edgewood Elementary this year. We would also like to wish Mrs. Weiser the best of luck as she continues her career at Navin Elementary this year. Mrs. Weiser made the tough decision to move to Navin when an All Day/Every Day class became available. -
Unicode Alphabets for L ATEX
Unicode Alphabets for LATEX Specimen Mikkel Eide Eriksen March 11, 2020 2 Contents MUFI 5 SIL 21 TITUS 29 UNZ 117 3 4 CONTENTS MUFI Using the font PalemonasMUFI(0) from http://mufi.info/. Code MUFI Point Glyph Entity Name Unicode Name E262 � OEligogon LATIN CAPITAL LIGATURE OE WITH OGONEK E268 � Pdblac LATIN CAPITAL LETTER P WITH DOUBLE ACUTE E34E � Vvertline LATIN CAPITAL LETTER V WITH VERTICAL LINE ABOVE E662 � oeligogon LATIN SMALL LIGATURE OE WITH OGONEK E668 � pdblac LATIN SMALL LETTER P WITH DOUBLE ACUTE E74F � vvertline LATIN SMALL LETTER V WITH VERTICAL LINE ABOVE E8A1 � idblstrok LATIN SMALL LETTER I WITH TWO STROKES E8A2 � jdblstrok LATIN SMALL LETTER J WITH TWO STROKES E8A3 � autem LATIN ABBREVIATION SIGN AUTEM E8BB � vslashura LATIN SMALL LETTER V WITH SHORT SLASH ABOVE RIGHT E8BC � vslashuradbl LATIN SMALL LETTER V WITH TWO SHORT SLASHES ABOVE RIGHT E8C1 � thornrarmlig LATIN SMALL LETTER THORN LIGATED WITH ARM OF LATIN SMALL LETTER R E8C2 � Hrarmlig LATIN CAPITAL LETTER H LIGATED WITH ARM OF LATIN SMALL LETTER R E8C3 � hrarmlig LATIN SMALL LETTER H LIGATED WITH ARM OF LATIN SMALL LETTER R E8C5 � krarmlig LATIN SMALL LETTER K LIGATED WITH ARM OF LATIN SMALL LETTER R E8C6 UU UUlig LATIN CAPITAL LIGATURE UU E8C7 uu uulig LATIN SMALL LIGATURE UU E8C8 UE UElig LATIN CAPITAL LIGATURE UE E8C9 ue uelig LATIN SMALL LIGATURE UE E8CE � xslashlradbl LATIN SMALL LETTER X WITH TWO SHORT SLASHES BELOW RIGHT E8D1 æ̊ aeligring LATIN SMALL LETTER AE WITH RING ABOVE E8D3 ǽ̨ aeligogonacute LATIN SMALL LETTER AE WITH OGONEK AND ACUTE 5 6 CONTENTS -
Cataloging Service Bulletin 004, Spring 1979
- LIBRARY OF CONGRESS/WASHINGTON CATALOGING SERVICE BULLETIN PROCESSING SERVICES Number 4, Spring 1979 Editor: Robert M. Hiatt CONTENTS GENERAL Correspond.ence Ad.dressed. to the Library of Congress Indexes DESCRIPTIVE CATALOGING Correspondence of Interest to Other Librarians Rule Interpretations Revised Corporate Name Headings Cataloging of Videorecordings IFLA Draft Recommend.ations 6 '. SUBJECT HEADINGS Changing Subject Headings and Closing the Catalogs Policy on Policy Statements Multiples in LCSH " ~0rnpend.s" Subscriptions to and additional copies of Cataloging Sewice Bullelin are dvl\il - able upon request and at no charge from the Cataloging Distribution Servic.~.. - Library of Congress, Building 159, Navy Yard Annex, Washington, D.C. 20541. Library of Congress Catalog Card Number 78-51400 lSSN 0160-8029 Key title: Cataloging service bulletin CONTENTS (Cont 'd) LC CLASSIFICATION Classifying Works on Library Resources Erratm DECIMAL CLASSTFICATION Dewey 19 n 2 Cataloging Service Bulletin, No. 4 / Spring 1979 GENERAL Correspond.ence Addressed to the Library of Congress The Library of Congress welcomes inquiries regarding catalog- ing matters. In ord.er to exped.ite replies, please write directly to the LC officer responsible for the area of the inquiry, as ind.icated.below. Replies will be returned. as soon as practicable. This is a revision of the list that appeared. in Cataloging Service, bulletin 119. At the Library of Congress most cataloging is divid.ed, admin- istratively into d.escriptive cataloging and. subject cataloging. The term d.escriptive cataloging refers to the choice and form of the main entry heading, bibliographic das cription, and added entries (secondary entries numbered, with roman numerals), and. subject cataloging refers to subject head.ings (second.ary entries numbered, with arabic numerals) and, the LC classification system (includ.ing cuttering ) . -
1 Symbols (2286)
1 Symbols (2286) USV Symbol Macro(s) Description 0009 \textHT <control> 000A \textLF <control> 000D \textCR <control> 0022 ” \textquotedbl QUOTATION MARK 0023 # \texthash NUMBER SIGN \textnumbersign 0024 $ \textdollar DOLLAR SIGN 0025 % \textpercent PERCENT SIGN 0026 & \textampersand AMPERSAND 0027 ’ \textquotesingle APOSTROPHE 0028 ( \textparenleft LEFT PARENTHESIS 0029 ) \textparenright RIGHT PARENTHESIS 002A * \textasteriskcentered ASTERISK 002B + \textMVPlus PLUS SIGN 002C , \textMVComma COMMA 002D - \textMVMinus HYPHEN-MINUS 002E . \textMVPeriod FULL STOP 002F / \textMVDivision SOLIDUS 0030 0 \textMVZero DIGIT ZERO 0031 1 \textMVOne DIGIT ONE 0032 2 \textMVTwo DIGIT TWO 0033 3 \textMVThree DIGIT THREE 0034 4 \textMVFour DIGIT FOUR 0035 5 \textMVFive DIGIT FIVE 0036 6 \textMVSix DIGIT SIX 0037 7 \textMVSeven DIGIT SEVEN 0038 8 \textMVEight DIGIT EIGHT 0039 9 \textMVNine DIGIT NINE 003C < \textless LESS-THAN SIGN 003D = \textequals EQUALS SIGN 003E > \textgreater GREATER-THAN SIGN 0040 @ \textMVAt COMMERCIAL AT 005C \ \textbackslash REVERSE SOLIDUS 005E ^ \textasciicircum CIRCUMFLEX ACCENT 005F _ \textunderscore LOW LINE 0060 ‘ \textasciigrave GRAVE ACCENT 0067 g \textg LATIN SMALL LETTER G 007B { \textbraceleft LEFT CURLY BRACKET 007C | \textbar VERTICAL LINE 007D } \textbraceright RIGHT CURLY BRACKET 007E ~ \textasciitilde TILDE 00A0 \nobreakspace NO-BREAK SPACE 00A1 ¡ \textexclamdown INVERTED EXCLAMATION MARK 00A2 ¢ \textcent CENT SIGN 00A3 £ \textsterling POUND SIGN 00A4 ¤ \textcurrency CURRENCY SIGN 00A5 ¥ \textyen YEN SIGN 00A6 -
The Brill Typeface User Guide & Complete List of Characters
The Brill Typeface User Guide & Complete List of Characters Version 2.06, October 31, 2014 Pim Rietbroek Preamble Few typefaces – if any – allow the user to access every Latin character, every IPA character, every diacritic, and to have these combine in a typographically satisfactory manner, in a range of styles (roman, italic, and more); even fewer add full support for Greek, both modern and ancient, with specialised characters that papyrologists and epigraphers need; not to mention coverage of the Slavic languages in the Cyrillic range. The Brill typeface aims to do just that, and to be a tool for all scholars in the humanities; for Brill’s authors and editors; for Brill’s staff and service providers; and finally, for anyone in need of this tool, as long as it is not used for any commercial gain.* There are several fonts in different styles, each of which has the same set of characters as all the others. The Unicode Standard is rigorously adhered to: there is no dependence on the Private Use Area (PUA), as it happens frequently in other fonts with regard to characters carrying rare diacritics or combinations of diacritics. Instead, all alphabetic characters can carry any diacritic or combination of diacritics, even stacked, with automatic correct positioning. This is made possible by the inclusion of all of Unicode’s combining characters and by the application of extensive OpenType Glyph Positioning programming. Credits The Brill fonts are an original design by John Hudson of Tiro Typeworks. Alice Savoie contributed to Brill bold and bold italic. The black-letter (‘Fraktur’) range of characters was made by Karsten Lücke. -
1 Symbols (2284)
1 Symbols (2284) USV Symbol Macro(s) Description 0009 \textHT <control> 000A \textLF <control> 000D \textCR <control> 0022 ” \textquotedbl QUOTATION MARK 0023 # \texthash NUMBER SIGN \textnumbersign 0024 $ \textdollar DOLLAR SIGN 0025 % \textpercent PERCENT SIGN 0026 & \textampersand AMPERSAND 0027 ’ \textquotesingle APOSTROPHE 0028 ( \textparenleft LEFT PARENTHESIS 0029 ) \textparenright RIGHT PARENTHESIS 002A * \textasteriskcentered ASTERISK 002B + \textMVPlus PLUS SIGN 002C , \textMVComma COMMA 002D - \textMVMinus HYPHEN-MINUS 002E . \textMVPeriod FULL STOP 002F / \textMVDivision SOLIDUS 0030 0 \textMVZero DIGIT ZERO 0031 1 \textMVOne DIGIT ONE 0032 2 \textMVTwo DIGIT TWO 0033 3 \textMVThree DIGIT THREE 0034 4 \textMVFour DIGIT FOUR 0035 5 \textMVFive DIGIT FIVE 0036 6 \textMVSix DIGIT SIX 0037 7 \textMVSeven DIGIT SEVEN 0038 8 \textMVEight DIGIT EIGHT 0039 9 \textMVNine DIGIT NINE 003C < \textless LESS-THAN SIGN 003D = \textequals EQUALS SIGN 003E > \textgreater GREATER-THAN SIGN 0040 @ \textMVAt COMMERCIAL AT 005C \ \textbackslash REVERSE SOLIDUS 005E ^ \textasciicircum CIRCUMFLEX ACCENT 005F _ \textunderscore LOW LINE 0060 ‘ \textasciigrave GRAVE ACCENT 0067 g \textg LATIN SMALL LETTER G 007B { \textbraceleft LEFT CURLY BRACKET 007C | \textbar VERTICAL LINE 007D } \textbraceright RIGHT CURLY BRACKET 007E ~ \textasciitilde TILDE 00A0 \nobreakspace NO-BREAK SPACE 00A1 ¡ \textexclamdown INVERTED EXCLAMATION MARK 00A2 ¢ \textcent CENT SIGN 00A3 £ \textsterling POUND SIGN 00A4 ¤ \textcurrency CURRENCY SIGN 00A5 ¥ \textyen YEN SIGN 00A6 -
A Generalization of the Farkas and Kra Partition Theorem for Modulus 7
A GENERALIZATION OF THE FARKAS AND KRA PARTITION THEOREM FOR MODULUS 7 S. OLE WARNAAR Dedicated to George Andrews on the occasion of his 65th birthday Abstract. We prove generalizations of some partition theorems of Farkas and Kra. 1. The Farkas and Kra partition theorem and its generalization In a recent talk given at the University of Melbourne, Hershel Farkas asked for a(nother) proof of the following elegant partition theorem. Theorem 1.1 (Farkas and Kra [2],[3, Chapter 7]). Consider the pos- itive integers such that multiples of 7 occur in two copies, say 7k and 7k. Let E(n) be the number of partitions of the even integer 2n into distinct even parts and let O(n) be the number of partitions of the odd integer 2n + 1 into distinct odd parts. Then E(n) = O(n). For example, E(9) = O(9) = 9, with the following admissible parti- tions of 18 and 19: (18), (16, 2), (14, 4), (14, 4), (12, 6), (12, 4, 2), (10, 8), (10, 6, 2), (8, 6, 4) and (19), (15, 3, 1), (13, 5, 1), (11, 7, 1), (11, 7, 1), (11, 5, 3), (9, 7, 3), (9, 7, 3), (7, 7, 5). Farkas and Kra proved their theorem as follows. It is not difficult to see that the generating function identity underlying Theorem 1.1 is 2 7 14 2 7 14 (1) (−q; q )∞(−q ; q )∞ − (q; q )∞(q ; q )∞ 2 2 14 14 = 2q(−q ; q )∞(−q ; q )∞, Q n where (a; q)∞ = n≥0(1 − aq ). -
On Circulant Matrices Irwin Kra and Santiago R
On Circulant Matrices Irwin Kra and Santiago R. Simanca ome mathematical topics—circulant ma- years, the authors’ interest was rekindled by the trices, in particular—are pure gems that casual discovery by S. Simanca that these matrices cry out to be admired and studied with are connected with algebraic geometry over the different techniques or perspectives in mythical field of one element. mind. Circulant matrices are prevalent in many parts SOur work on this subject was originally moti- of mathematics (see, for example, [8]). We point vated by the apparent need of the first author to the reader to the elegant treatment given in [4, derive a specific result, in the spirit of Proposition §5.2] and to the monograph [1] devoted to the 24, to be applied in his investigation of theta subject. These matrices appear naturally in areas constant identities [9]. Although progress on that of mathematics where the roots of unity play a front eliminated the need for such a theorem, role, and some of the reasons for this will unfurl the search for it continued and was stimulated in our presentation. However ubiquitous they are, by enlightening conversations with Yum-Tong Siu many facts about these matrices can be proven during a visit to Vietnam. Upon the first author’s using only basic linear algebra. This makes the return to the U.S., a visit by Paul Fuhrmann brought area quite accessible to undergraduates looking to his attention a vast literature on the subject, for research problems or mathematics teachers including the monograph [4]. Conversations in searching for topics of unique interest to present the Stony Brook mathematics common room at- to their students.