Wisconsin Model Early Learning Standards Fifth Edition
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
2007 Franchise Times
2007 FRANCHISE TIMES Growth despite challenges Top 200 yield higher sales hile October con- jures up thoughts of ghosts and Top 200 Sales Growth by Industry goblins for most Wfolks—and signals the begin- Total ning of Christmas shopping season for the more ambitious All Other among us—here at Franchise Real Estate Services Times headquarters it marks the unveiling of our annual Top 200 Take-Out Food ranking of the country’s largest franchise companies. Travel After months of soliciting sales and unit count data from Retail more than 1,000 companies, Lodging ranging from multinational household names to lesser- Restaurants known franchisors, we offer readers a look back on what the -5% 0% 5% 10% 15% 20% prior year held for some of the largest players in franchising. Without further adieu, then, we present our 2007 Top 200 just the largest 200 franchi- the rankings contain just 300 ranking of the country’s largest sors, we’ve compiled our ‘Up company names, the sales they franchisors based on worldwide & Comers’ ranking of the next depend on come from untold system sales for 2006. Once largest 100 systems, too. And again, not content with ranking we do mean systems. Though Top 200 continued on 25 The top franchise systems ranked by worldwide sales 2006 2005 2004 2003 2002 2001 2000 Worldwide system sales* 444.8 417.9 390.5 327.1 324.3 317.2 302.4 The number of locations-domestic and international-operated by the top 200 franchise systems Total operating locations 408,526 402,647 389,495 356,362 347,820 340,248 325,059 Domestic 285,388 286,011 -
General Product Catalogue
Solutions In Concrete Construction GENERAL PRODUCT CATALOGUE Other Available Catalogues • Concrete Forming Systems • Bridge Deck Forming and Hanging Systems • Precast Concrete Products • Concrete Anchoring Systems • Rock Anchoring and Bolt Systems www.nca.ca Call Us Toll Free: 1-888-777-9272 LOCATIONS Alberta Western Division Calgary Edmonton Red Deer 14760 - 116th Avenue NW 3834 54th Avenue S. E. 14760 - 116th Avenue NW #5, 7803 - 50 Avenue With over 45 years of experience, National Concrete Accessories (NCA), is Canada’s Edmonton, AB T5M3G1 Calgary, AB T2C2K9 Edmonton, AB T5M3G1 Red Deer, AB T4P1M8 leading manufacturer and distributor of concrete accessories. With 14 branches across Tel: (780) 451-1212 Tel: (403) 279-7089 Tel: (780) 451-1212 Tel: (403) 342-0210 Canada, including manufacturing plants in Toronto and Edmonton, we are your one-stop Fax: (780) 455-0827 Fax: (403) 279-4397 Fax: (780) 455-0827 Fax: (403) 341-3245 shop for concrete form hardware, accessories and construction products. Specializing in product variety, quality and superior service, we distribute a complete line of construction British Columbia and restoration products, including tools & equipment, decorative concrete, and building envelope products. NCA works in partnership with premium brands such as, Acrow- Burnaby Kamloops Kelowna Prince George Richmond, DOW, Sika, Makita, W.R. Meadows, Bosch, Mapei, Titebond, UCAN, 7885 Venture Street 855 Laval Crescent 1948 Dayton Street #101- 2050 Robertson Road Husqvarna, Xypex, Butterfield Color, Marshalltown and Chapin to provide you with the Burnaby, BC V5A1V1 Kamloops, BC V2C5P2 Kelowna, BC V1Y7W6 Prince George, BC V2N1X6 Tel: (604) 435-6700 Tel: (250) 374-6295 Tel: (250) 717-1616 Tel: (250) 614-1212 best cost-effective solutions to meet your concrete job requirements. -
A Narrative Metaphor to Facilitate Educational Game Authoring Eugenio J
A narrative metaphor to facilitate educational game authoring Eugenio J. Marchiori 1, Javier Torrente 1, Ángel del Blanco 1, Pablo Moreno-Ger 1, Pilar Sancho1, Baltasar Fernández-Manjón 1,2 1 Department of Software Engineering and Artificial Intelligence, Complutense University, Madrid 2 Laboratory of Computer Science, Massachusetts General Hospital, Harvard University, Boston (emarchiori, jtorrente, angel.dba, pablom)@fdi.ucm.es, [email protected], [email protected] Abstract In this paper we present WEEV (Writing Environment for Educational Video games), a methodology for educational point-and-click adventure game authoring. Our approach aims to allow educators to actively collaborate in the educational game development process, using a narrative-based representation. WEEV is based on a pragmatic reinterpretation of previous works on narrativity and video games, enhanced by the use of a novel visual language to represent the flow of the story or narrative. The WEEV methodology has been implemented into an actual tool based on the already established <e-Adventure> platform for educational games. This tool was improved with feedback gathered from formative evaluation, end-users testing (i.e. educators), and actual use in the development of an educational game. The system, still under development, presents some user-interaction problems along with a need for the educational effectiveness of the resulting games to be further analyzed. However, this paper highlights that, according to the qualitative results of evaluations, WEEV can indeed be successfully applied to simplify the game creation process and that by using representations of games that educators can understand, WEEV can help provide educational value to games. -
The Culture of Wikipedia
Good Faith Collaboration: The Culture of Wikipedia Good Faith Collaboration The Culture of Wikipedia Joseph Michael Reagle Jr. Foreword by Lawrence Lessig The MIT Press, Cambridge, MA. Web edition, Copyright © 2011 by Joseph Michael Reagle Jr. CC-NC-SA 3.0 Purchase at Amazon.com | Barnes and Noble | IndieBound | MIT Press Wikipedia's style of collaborative production has been lauded, lambasted, and satirized. Despite unease over its implications for the character (and quality) of knowledge, Wikipedia has brought us closer than ever to a realization of the centuries-old Author Bio & Research Blog pursuit of a universal encyclopedia. Good Faith Collaboration: The Culture of Wikipedia is a rich ethnographic portrayal of Wikipedia's historical roots, collaborative culture, and much debated legacy. Foreword Preface to the Web Edition Praise for Good Faith Collaboration Preface Extended Table of Contents "Reagle offers a compelling case that Wikipedia's most fascinating and unprecedented aspect isn't the encyclopedia itself — rather, it's the collaborative culture that underpins it: brawling, self-reflexive, funny, serious, and full-tilt committed to the 1. Nazis and Norms project, even if it means setting aside personal differences. Reagle's position as a scholar and a member of the community 2. The Pursuit of the Universal makes him uniquely situated to describe this culture." —Cory Doctorow , Boing Boing Encyclopedia "Reagle provides ample data regarding the everyday practices and cultural norms of the community which collaborates to 3. Good Faith Collaboration produce Wikipedia. His rich research and nuanced appreciation of the complexities of cultural digital media research are 4. The Puzzle of Openness well presented. -
LGBTQIAP+ ETIQUETTE GUIDE and GLOSSARY of TERMS Co-Authored by Luca Pax, Queer Asterisk and the Vibrant Staff (2016, 2017)
LGBTQIAP+ ETIQUETTE GUIDE and GLOSSARY OF TERMS Co-authored by Luca Pax, Queer Asterisk and The Vibrant Staff (2016, 2017). www.queerasterisk.com www.bevibrant.com Sex, gender, and sexuality can be complicated subjects, and are deeply personal. Sex is comprised of our primary and secondary sex characteristics, anatomy, and chromosomes, and is separate from gender identity or expression. Gender identity can be described as an innermost understanding of self, and gender expression is how we embody or communicate who we are to the world. Sexual orientation is who we choose to be close with, and how. Sex does not always inform gender, and gender does not always inform sexuality. None of these categories exists solely on a continuum of male to female, or masculine to feminine, and people have non-binary genders and sexualities, as well as intersex, agender, and asexual identities. People with sex, gender, or sexuality identities that dominant society regards as “normative,” i.e. male or female, cisgender, or heterosexual, may have not actively thought much about how they define or claim their identities, because they have not had to. Many people whose identities are marginalized by society experience erasure and invisibility because they are seen as non- normative. This glossary of terms related to sex, gender, and sexuality is neither exhaustive nor absolute. Language and concepts of identity are constantly evolving, and often differ amongst intersections of race, class, age, etc. Many of these terms, as well as the communities that use them are White-centered. Everyone has a right to self-define their identities and have access to validating terminology that others will use to respect who they are. -
Abstract Utilizing Play to Help Adopted Children
ABSTRACT UTILIZING PLAY TO HELP ADOPTED CHILDREN FORM HEALTHY ATTACHMENTS by Coleen Michelle Sallot Thousands of children are adopted both domestically and internationally every year. Many of these children come from institutional or foster care and suffer from complex trauma, abuse and neglect, which negatively affect their transition and attachment with their adoptive families (Van Der Kolk, 2005). If left untreated, these effects can last into adulthood, impairing a person’s ability to form secure relationships throughout their lives (White, 2014). The purpose of this research is to explore the use of virtual play—especially play therapy—to help adopted children in Pennsylvania work through these past traumas so they can form healthy attachments with their adoptive families. As a result, treating complex trauma in these children requires treatment that addresses the whole child: 1) safety, 2) relationships and 3) self- regulation and management (Purvis, 2013). Up until this point, most interventions are behavioral-based and revolve around the caregiver and family, such as attachment parenting and Trust-Based Relational Intervention (TBRI) training (Chobhthaigh, 2019). However, few studies focus on adopted children and their use of play, and no studies have been published that revolve around the use of virtual play to treat adopted children with trauma. UTILIZING PLAY TO HELP ADOPTED CHILDREN FORM HEALTHY ATTACHMENTS Thesis Submitted to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Master -
Creativity and Attention: a Multi-Method Investigation ______
Creativity and Attention: A Multi-Method Investigation _____________________________ Lindsey Carruthers Edinburgh Napier University A thesis submitted in partial fulfilment of the requirements of Edinburgh Napier University, for the award of Doctor of Philosophy September 2016 Dedication Dedication To Peter and Judy Carruthers, my wonderful parents. Your kind words, encouraging texts, supportive phone calls, reassuring hugs, endless handouts, and free meals, it has all meant the world to me. Thank you for your patience with me, and thank you for pretending to believe me when I said I wasn’t procrastinating. You’ve been with me on every step of this journey and I have appreciated everything you have done for me. Katrina, my adoring sister. You are my inspiration and my hero. My studies have helped me understand you a little better, and I hope this makes me a better, more patient person. Thank you for your relentless (?!) texts and phone calls, and for always being happy for me. To my grandparents, Hazel and Harold Reid, and Peter Carruthers, thank you for your encouragement, understanding, and support over the years. I love spending time with you all, and I always enjoy our conversations and the comfort you provide. You have all believed in me from the beginning, I very much appreciate it. Mum, Dad, and Katrina, Nana and Grandad, and Grandad, I love you all very much. I dedicate my work to you, even if you never read it all. Acknowledgements I am very grateful to the Edinburgh Napier University Research Group, who awarded me a fees only studentship for the first year of my postgraduate studies. -
“Let Me Tell You My Life in a Song” on Autobiography and Begging in Broadside Ballads of the Blind
THE EUROPEAN JOURNAL OF LIFE WRITING VOLUME VII(2018)34–52 “Let me tell you my life in a song” On Autobiography and Begging in Broadside Ballads of the Blind Karin Strand Svenskt visarkiv/Musikverket, Stockholm Let me tell you my life in a song, for when I remember time seems so long My days are dark, and heavy everything so I beg you: listen when I sing.1 1st stanza of “Lamentation of an invalid” by the former railway worker Karl Joelsson (1870–1953) who lost his sight, his hearing and both hands as he was dynamiting in America 1910. ABSTRACT IN ENGLISH What can street ballads tell us about the lives and realities of “common people”, of experiences “from below”? This article discusses the functional aesthetics and social context of one particular genre that has circulated in ephemeral song prints (skillingtryck) in Sweden: beggar verses of the blind. For centuries, such songs were sold in the streets and at market places as a means for the blind to earn a living, and a major part of them tell the life story, the sad fate, of their protagonists. Many prints declare the genre of autobiography on their very front page, quite literally selling the story of the protagonist’s life and ad- dressing the audience’s compassion. How, then, do these narratives relate to real life? How is individuality and authenticity expressed within a genre that to a large extent relies upon conventions and formulas? As is argued, songs of this kind are a suggestive source material of vernacular literacy, as well as of social and personal history from below. -
Code Gray.Pub
Written by Christine Mitchell, RN, FAAN and Ben Achtenberg with a historical commentary by Susan Reverby, PhD and assistance from Joan Sawyer and Karen Wolf, RN, MS Contents INTRODUCTION ....................................................................................... 3 Background ............................................................................................3 Synopsis of the Film ..............................................................................3 Suggested Uses .......................................................................................4 Scheduling ..............................................................................................4 FILM AS A TOOL FOR DISCUSSION .......................................................4 WHAT IS NURSING ETHICS? ...................................................................5 GLOSSARY ...................................................................................................5 SOME GENERAL DISCUSSION QUESTIONS ........................................6 CASE 1: BENEFICENCE ............................................................................7 Description of the Case .........................................................................7 The Principle: Beneficence ...................................................................7 Questions for Discussion ......................................................................8 CASE 2: AUTONOMY ................................................................................9 Description -
Arbitrator Resource Guide for Virtual Hearings Table of Contents Introduction
FINRA Dispute Resolution Services Arbitrator Resource Guide for Virtual Hearings Table of Contents Introduction ............................................................................................................................................ 2 Getting Started ........................................................................................................................................ 2 What You Need ................................................................................................................................... 2 Additional Considerations for Virtual Hearings ........................................................................................ 2 Fairness and Impartiality...................................................................................................................... 2 Confidentiality and Security ................................................................................................................. 2 Technology Challenges ........................................................................................................................ 3 Preparing for the Virtual Hearing ............................................................................................................. 3 Note to the Chairperson ...................................................................................................................... 3 Commencing the Virtual Hearing ............................................................................................................ -
Idioms-And-Expressions.Pdf
Idioms and Expressions by David Holmes A method for learning and remembering idioms and expressions I wrote this model as a teaching device during the time I was working in Bangkok, Thai- land, as a legal editor and language consultant, with one of the Big Four Legal and Tax companies, KPMG (during my afternoon job) after teaching at the university. When I had no legal documents to edit and no individual advising to do (which was quite frequently) I would sit at my desk, (like some old character out of a Charles Dickens’ novel) and prepare language materials to be used for helping professionals who had learned English as a second language—for even up to fifteen years in school—but who were still unable to follow a movie in English, understand the World News on TV, or converse in a colloquial style, because they’d never had a chance to hear and learn com- mon, everyday expressions such as, “It’s a done deal!” or “Drop whatever you’re doing.” Because misunderstandings of such idioms and expressions frequently caused miscom- munication between our management teams and foreign clients, I was asked to try to as- sist. I am happy to be able to share the materials that follow, such as they are, in the hope that they may be of some use and benefit to others. The simple teaching device I used was three-fold: 1. Make a note of an idiom/expression 2. Define and explain it in understandable words (including synonyms.) 3. Give at least three sample sentences to illustrate how the expression is used in context. -
The Bridge January and February 2021
The Bridge Connecting You with News for the Classroom Notes from the Director’s Desk: January / February 2021 We survived! 2020 was certainly a year of historic firsts - from the weather and the election to our national health crisis and virtual school. Now it is time Meet the Board for a fresh start. As we usher in 2021, we have an opportunity to not only re- flect, but to reset. Recently, I heard and instructor say, “Remember, what fires Katie Harris--Chair together wires together”. This was his way of telling the class that our brain, Gloria Helton -Vice Chair like all the other muscles in our bodies, can be conditioned and strengthened. We are in control……..most of the time. Dr. Loretta Breuning, the founder of the Vacant- Secretary Inner Mammal Institute has spent years studying the brain and mammal interac- Dana Hamrick-Treasurer tion. Her research revealed that we are conditioned from birth to see the neg- Mandi Abernethy ative and overlook the positive. Tracy Daggerhart According to Dr. Breuning, it is a combination of chemistry, everyday triggers Karen Lineberger and conditioning or learned behavior that is the cause of the conflict. We have Karla Terry “happy” chemicals (dopamine, serotonin, and oxytocin) which are released when Rachel Washburn we feel good. Then there is our “stress” chemical (cortisol) which is released when we are feeling pain, threatened, or stressed. Of course, when we are feel- Terry Whitworth ing pain, all we are thinking about is the pain. The same thing happens with our negative thoughts. Many of us just keep replaying the negativity or even worse, we share our negativity.