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Chartbook on Women's Progress
FUTURE OF WORK@50+ NOVEMBERMONTH 2015 Research Report Looking Back, Looking Ahead: Chartbook on Women’s Progress Ariane Hegewisch Jeff Hayes Jessica Milli Elyse Shaw Heidi Hartmann Institute for Women’s Policy Research Acknowledgments We would like to thank the following members of the AARP Public Policy Institute and AARP’s Office of Policy Integration for their contributions to this paper: Lori Trawinski, Sara Rix, Donald Redfoot, Christina Fitzpatrick, Gary Koenig, Mikki Waid, Alison Shelton, and Julia Alexis. Also, we would like to thank Allison Porter for her assistance as well as an external, anonymous peer reviewer for their time and valuable contributions. AARP’s Public Policy Institute informs and stimulates public debate on the issues we face as we age. Through research, analysis, and dialogue with the About the Future of Work@50+ nation’s leading experts, PPI promotes development of sound, creative policies This report is part of the Future of Work@50+ Initiative. to address our common need for This is a multiyear initiative that examines the challenges economic security, health care, and and opportunities facing older workers. For other reports and quality of life. information, visit: http://www.aarp.org/futureofwork. The views expressed herein are for information, debate, and discussion, and do not necessarily represent official policies of AARP. LOOKING BACK, LOOKING AHEAD: CHARTBOOK ON WOMEN’S PROGRESS i Table of Contents ACKNOWLEDGMENTS ..............................................................................................................................................i -
NAEP 2008 Trends in Academic Progress
Institute of Education Sciences U.S. Department of Education NCES 2009–479 NAEP 2008 Trends in Academic Progress READING 1971–2008 MATHEMATICS 1973–2008 CONTENTS Executive Summary 2 Executive Summary 6 Introduction This report presents the results of the NAEP long- 8 The Long-Term Trend Assessment term trend assessments in reading and mathemat- in Reading ics, which were most recently given in the 2007–08 28 The Long-Term Trend Assessment school year to students at ages 9, 13, and 17. Nationally representative samples of over 26,000 in Mathematics public and private school students were assessed 50 Technical Notes in each subject area. 53 Appendix Tables The long-term trend assessments make it possible to chart educational progress since the early 1970s. Results in reading are available for 12 assessments going back to the rst in 1971. The rst of 11 assess- ments in mathematics was administered in 1973. What is Throughout this report, the most recent results are compared to those from 2004 and from the rst year The Nation’s the assessment was conducted. ™ Report Card ? The original assessment format, content, and proce- dures were revised somewhat in 2004 to update content The Nation’s Report Card™ informs the public about and provide accommodations to students with disabili- the academacademicic achachievementievement ooff elementarelementaryy and ties and English language learners. The knowledge and secondary students in the United StatesStates. Report skills assessed, however, remain essentially the same cards communicate the findings of the National since the rst assessment year. Assessment of Educational Progress (NAEP), a continuing and nationally representative measure Improvements seen in reading and of achievement in various subjects over time. -
Developing Achievement Levels on the National Assessment of Educational Progress for Writing Grades 8 and 12 in 2011 and Grade 4 in 2013
National Assessment Governing Board Developing Achievement Levels on the National Assessment of Educational Progress for Writing Grades 8 and 12 in 2011 and Grade 4 in 2013 Submitted to: Dr. Susan Loomis National Assessment Governing Board 800 North Capitol Street, NW, Suite 825 Washington, DC 20002-4233 Email: [email protected] Phone: 202.357.6940 This study was funded by the National Assessment Governing Board under Contract ED-NAG-10-C-0003. Submitted by: Measured Progress 100 Education Way Dover, NH 03820 Phone: 603.749.9102 NAEP Writing ALS Design Document March 10, 2011 Table of Contents Introduction ............................................................................................................. 5 Purpose of This Document ................................................................................. 5 Organization of This Document ......................................................................... 6 Methodology ............................................................................................................ 7 Body of Work ...................................................................................................... 7 BoW Technological Integration and Enhancements (BoWTIE) ..................... 10 Research Studies ..................................................................................................... 13 Field Trial .......................................................................................................... 13 Hardware .................................................................................................... -
Part 2 Almaz, Salyut, And
Part 2 Almaz/Salyut/Mir largely concerned with assembly in 12, 1964, Chelomei called upon his Part 2 Earth orbit of a vehicle for circumlu- staff to develop a military station for Almaz, Salyut, nar flight, but also described a small two to three cosmonauts, with a station made up of independently design life of 1 to 2 years. They and Mir launched modules. Three cosmo- designed an integrated system: a nauts were to reach the station single-launch space station dubbed aboard a manned transport spacecraft Almaz (“diamond”) and a Transport called Siber (or Sever) (“north”), Logistics Spacecraft (Russian 2.1 Overview shown in figure 2-2. They would acronym TKS) for reaching it (see live in a habitation module and section 3.3). Chelomei’s three-stage Figure 2-1 is a space station family observe Earth from a “science- Proton booster would launch them tree depicting the evolutionary package” module. Korolev’s Vostok both. Almaz was to be equipped relationships described in this rocket (a converted ICBM) was with a crew capsule, radar remote- section. tapped to launch both Siber and the sensing apparatus for imaging the station modules. In 1965, Korolev Earth’s surface, cameras, two reentry 2.1.1 Early Concepts (1903, proposed a 90-ton space station to be capsules for returning data to Earth, 1962) launched by the N-1 rocket. It was and an antiaircraft cannon to defend to have had a docking module with against American attack.5 An ports for four Soyuz spacecraft.2, 3 interdepartmental commission The space station concept is very old approved the system in 1967. -
Mir Hardware Heritage Index
Mir Hardware Heritage Index A attitude control systems (continued) on Kvant 2 165 Aktiv docking unit. See docking systems: Aktiv on Mir 106, 119, 123, 131, 137 Almaz (see also military space stations) on Original Soyuz 157, 168-169, 187 hardware adaptation to Salyut 69, 71 on Salyut 1 67 history 63-65 on Salyut 6 75, 79, 81, 84-85 missions 177-178 on Salyut 7 91, 100, 185 in station evolution 1, 62, 154-156 on Soyuz 1 10 system tests 70 on Soyuz Ferry 24-25 Almaz 1 64, 65, 68, 177 on Soyuz-T 47, 50 Almaz 1V satellite 65 on space station modules 155 on TKS vehicles 159 Almaz 2 64, 65, 68, 73, 177, 178 on Zond 4 14 Almaz 3 64, 73, 178 Almaz 4 64 Altair/SR satellites B description 105 berthing ports 76, 103, 105, 165 illustration 106 BTSVK computer 47 missions 108, 109, 113, 115, 118, 121, 133, 139 Buran shuttle androgynous peripheral assembly system (APAS). See crews 51, 54, 98 docking systems: APAS-75; APAS-89 flights 115, 188, 193 Antares mission 136 hardware adapted to Polyus 168 APAS. See docking systems: APAS-75; APAS-89 illustration 189 Apollo program (U.S.) (see also Apollo Soyuz Test and Mir 107, 167 Project) and Salyut 7 161 command and service module (CSM) 5, 6, 16, 172, 173, 176, 177 illustration 176 C lunar module (LM) 19, 21, 172 circumlunar flight 3, 4, 5, 12, 63, 155, 173, 175 (see illustration 175 also lunar programs) missions 172, 173, 175-178 Cosmos 133 10, 171 Apollo Soyuz Test Project (ASTP) (see also ASTP Soyuz) Cosmos 140 10, 172 background 6, 65 Cosmos 146 14, 172 mission 28, 34-35, 177-178 Cosmos 154 14, 172 and Soyuz 18 72 Cosmos 186 10-11, 172 approach systems. -
No Data No Progress
No Data–No Progress Data Collection in Countries Participating in the Decade of Roma Inclusion 2005–2015 INFANT MORTALITY RATE Country Year Roma 2005 No Data Albania PRIMARY EDUCATION COMPLETION RATE Most Recent No Data Country Year Roma Bosnia and 2005 No Data 2005 14% Herzegovina Most Recent No Data Albania Most Recent Insuffi cient Data 2005 25 per 1000 Bulgaria Bosnia and 2005 No Data Most Recent 25 per 1000 Herzegovina Most Recent No Data 2005 25.1 per 1000 Croatia 2005 28.3% Most Recent 11.5 per 1000 Bulgaria Most Recent 31.6% 2005 No Data Czech Republic 2005 No Data Most Recent No Data Croatia Most Recent No Data 2005 No Data Hungary Czech 2005 No Data Most Recent No Data Republic Most Recent No Data 2005 Insuffi cient Data Macedonia 2005 76% Most Recent Insuffi cient Data Hungary Most Recent No Newer Data 2005 No Data Montenegro 2005 50.8% Most Recent No Data Macedonia Most Recent No Data 2005 Insuffi cient Data Romania 2005 9.2% Most Recent No Data Montenegro Most Recent 20% 2005 25 per 1000 Serbia 2005 31.7% Most Recent No Newer Data Romania Most Recent 19.7% 2005 No Data Slovakia 2005 22.7% Most Recent No Data Serbia Most Recent No Data 2005 Insuffi cient Data Spain 2005 No Data Most Recent No Data Slovakia Most Recent No Data 2005 No Data Spain Most Recent No Data OPEN SOCIETY FOUNDATIONS No Data—No Progress Data Collection in Countries Participating in the Decade of Roma Inclusion 2005–2015 No Data—No Progress Data Collection in Countries Participating in the Decade of Roma Inclusion 2005–2015 June 2010 Roma Initiatives OPEN SOCIETY FOUNDATIONS Copyright © 2010 by the Open Society Institute. -
Interim Progress Report
INTERIM PROGRESS REPORT Period covered by report: 1 August 2012 to 31 July 2013 Proposal Title: (MURI) Value-centered Information Theory for Adaptive Learning, Inference, Tracking, and Exploitation Contract/Grant #: W911NF-11-1-0391 Authors of report: Alfred O. Hero (PI), U of Michigan Douglas Cochran, Arizona State U Emre Ertin, Ohio State U John W. Fisher III, MIT Jonathon How, MIT Michael Jordan, UC Berkeley Randolph L. Moses, Ohio State U Raj Rao Nadakuditi, U of Michigan Stefano Soatto, UCLA Alan Willsky, MIT Angela Yu, UCSD ARO proposal number: W911NF-11-1-0391 Principal Investigator: Alfred O. Hero, Professor Department of Electrical Engineering and Computer Science The University of Michigan 1301 Beal Ave Ann Arbor, MI 48109-2122 Tel: 734 763 0564 Email: [email protected] Submitted to: Dr. Liyi Dai Program Manager Army Research Office Raleigh, NC MURI: Value-centered Information Theory Year 2 IPR Abstract This interdisciplinary project is developing a comprehensive set of principles for task-specific information extraction and information exploitation that can be used to design the next gen- eration of autonomous and adaptive sensing systems. The significance of this research is that it addresses the widespread and longstanding problem of defining, assessing, and exploiting the value of information in active sensing systems. This year we report progress in twenty areas organized around three main thrusts: (1) learning and representation of high dimensional data, (2) distributed information fusion, and (3) active information exploitation. In the learning and representation thrust, progress ranges from assessing value of Kronecker representations of high-dimensional covariance matrices to learning to rank user preference data, an impor- tant task for human-in-the-loop decision systems. -
How Do Pupils Progress During Key Stages 2 and 3?
Research Report DFE-RR096 How do pupils progress during Key Stages 2 and 3? Education Standards Analysis and Research Division Department for Education Executive Summary What’s in this Report? How do Pupils Progress During Key Stages 2 and 3? presents statistical analysis of pupils’ progress in reading, writing and maths during years 3-9, based on a sample of termly teacher assessments for over 70,000 pupils in 10 Local Authorities. The main issues addressed are when most progress is made, who makes most progress, how termly progress adds up to expected threshold levels of achievement, and what progress through National Curriculum Key Stages 2 and 3 looks like empirically – the patterns and pathways actually followed by pupils. What are the Key Findings from the Analysis? Learning Pathways (details in Chapter 5) • For many pupils, progress during Key Stages 2 and 3 is not linear and continuous; episodes of regression to an earlier level of attainment, or remaining at the same level for a period, are part of the norm. • Patterns of progress are highly individual; there is low concentration of pupils into one pathway or another, especially in reading and writing. • The more progress a pupil made in the previous term, the less likely they are to make progress the following term, and vice versa. Timing of Progress (details in Chapter 1) • More progress is made per year in Key Stage 2 than Key Stage 3 in all three subjects, but especially in reading and writing. • Pupils make most progress during the summer term and least progress during the autumn term. -
This Report Covers Updates to Cleveland
First Quarter 2019 Vision Report Current Reporting Date: Jul 15, 2019 Report Created On: May 07, 2019 Page 1 Report Legend No Update Overdue # Priority Page 2 Plan Summary Vision 1 Progress 50% Vision 2 Progress 53% Owner: Tanisha Briley Owner: Tanisha Briley % # % # On Track 83.33 20 Status Pending 4.76 1 Completed 16.67 4 On Track 47.62 10 Status Status Upcoming 9.52 2 Completed 38.1 8 Goal: 5 Action: 24 Goal: 6 Action: 21 Vibrant Neighborhoods Cleveland Heights will be a city of strong, safe, Complete Transportation Network Cleveland Heights will be a and vibrant neighborhoods composed of a variety of beautiful homes community where getting to work, meeting friends over dinner, or and buildings, well-maintained yards and greenspaces, historic shopping can be accomplished easily by foot, bike, transit, or car districts, active neighbo... along beautiful and well-maintained... Vision 3 Progress 37% Vision 4 Progress 57% Owner: Tanisha Briley Owner: Tanisha Briley % # % # Status Pending 7.14 1 On Track 66.67 10 On Track 71.43 10 Completed 33.33 5 Status Upcoming 7.14 1 Status Completed 14.29 2 Goal: 5 Action: 14 Goal: 5 Action: 15 Environmentally Sustainable Community Cleveland Heights will be an Business Friendly Cleveland Heights will be a business-friendly environmentally sustainable community that uses green community that leverages the city’s entrepreneurial spirit, well- infrastructure to capture and slow stormwater, encourages active educated population, solid services, strong infrastructure, and transportation, and promotes state -
A Path to Empowerment: the Role of Corporations in Supporting Women's
A Path to Empowerment: The role of corporations in supporting women’s economic progress Jane Nelson, Marli Porth, Kara Valikai, and Honor McGee Summary report of a roundtable series on women’s economic empowerment Written by Jane Nelson, Marli Porth, Kara Valikai, and Honor McGee Designed by Alison Beanland Photographs: All the photographs on the cover and throughout the report are representative of women employees, business partners, individual contributors or community partners of companies that participated in the Path to Empowerment roundtable series and are profiled in the report. Cover photos are as follows: Top Row (L to R): Qualcomm community partner (Indonesia); SABMiller retailer (Colombia); Amway Business Owner (Thailand); Coca-Cola retailer (The Philippines); Kate Spade & Company artisan (Rwanda); Amway Business Owner (United States); Walmart factory worker (China); Walmart smallholder farmer (Rwanda). Bottom Row (L to R): ExxonMobil engineer trainee (Papua New Guinea); Amway Business Owner (United States); Kate Spade & Company artisans (Rwanda); Walmart supplier (Guatemala); Walmart smallholder farmer (Nepal); Abbott supported health partners (Afghanistan); Walmart smallholder farmer (Peru); Abbott supported students (Bangladesh). Our thanks to these and other companies for providing photographs. © 2015 by the CSR Initiative at the Harvard Kennedy School and the U.S. Chamber of Commerce Foundation Corporate Citizenship Center. The material in this publication is copyrighted. Quoting, copying, and/or reproducing portions or all of this work is permitted providing the following citation is used: Nelson, Jane, Marli Porth, Kara Valikai, and Honor McGee (2015). “A Path to Empowerment: The role of corporations in supporting women’s economic progress.” Cambridge, MA: The CSR Initiative at the Harvard Kennedy School and the U.S. -
National Seed Strategy
NATIONAL SEED STRATEGY for Rehabilitation and Restoration Making Progress The Plant Conservation Alliance (PCA) is a public-private partnership of organizations that share the same goal: to protect native plants by ensuring that native plant populations and their communities are maintained, enhanced, and restored. The PCA Federal Committee, chaired by the Bureau of Land Management, developed the “National Seed Strategy for Rehabilitation and Restoration 2015-2020” in cooperation with federal and non-federal partners. For more information on the Plant Conservation Alliance and its members and activities, please visit http://www.blm.gov/pca. Copies of this publication may be obtained online at www.blm.gov/seedstrategy. NATIONAL SEED STRATEGY Making Progress 2 Table of Contents National Seed Strategy for Rehabilitation and Restoration: Making Progress ............................................ 5 Status by Goal ............................................................................................................................................... 6 Goal One ............................................................................................................................................... 6 Goal Two ............................................................................................................................................... 8 Goal Three ............................................................................................................................................. 9 Goal Four ............................................................................................................................................ -
Deliverable 8: Revised Literature Review and Gap Analysis for Phase 1
BIOREDD+ Program DELIVERABLE 8: REVISED LITERATURE REVIEW AND GAP ANALYSIS FOR PHASE 1 Subcontract number: EPP-I-00-06-00013-00-EcoPartners Name: Ecological Carbon Offset Partners, LLC April 2014 This document was produced for review by the United States Agency for International Development. It was prepared by Chemonics International Inc. for the BIOREDD+ Project, task order number AID-514-TO-11-00002. Table of Contents List of Acronyms ................................................................................................................................................. 4 1. Introduction & Context ................................................................................................................................ 5 I.1 Summary of Major Climate Risks .......................................................................................................... 5 I.2 Summary of Major Community Risks .................................................................................................. 5 1.3 Summary of Major Biodiversity Risks.................................................................................................. 6 1.4 Summary of CCB Version 3 Updates ................................................................................................. 6 2. Methods ............................................................................................................................................................ 8 3. PDD Section 1 Progress ...........................................................................................................................