activities it will be important to communicate with them about what they are expected to do and to provide them with concrete guidance and other resources that they will need to be effective. for example, you will want to provide some basic information ( perhaps in the form of a rubric ) that explains what the new strategies and practices that were the focus of the initial learning activities look like in practice. in addition, it may be helpful to provide information about the resources that teachers need to practice and implement the strategies as a way of helping to ensure that teachers have what they need to move forward. in the end, successful sharing of responsibilities means leaving nothing to chance and letting everyone know what is expected of them. planning tip 11 : evaluations that focus on participant satisfaction and ratings of quality have limited value in assessing the impact of professional development on participants ’ knowledge, skills, and performance or the impact on student learning. these evaluation strategies can, however, contribute to your assessment of whether the activity took place as planned. if your plan does include these kinds of evaluation strategies, it is better to administer surveys or conduct interviews about these topics at least four to six weeks after they have been completed. it is also advisable to seek these ratings by asking respondents to compare the activity that is being evaluated with other kinds of activities. planning tip 12 : consider seeking help from an evaluator. you may find it useful to consult with an evaluator on your plans for evaluation even if you do not expect to conduct an external evaluation. an evaluator can help you identify appropriate outcome indicators for both teachers and students. an evaluator can also suggest ways of collecting and analyzing data on the indicators. in addition, an evaluator can help you determine whether it may be appropriate to concentrate on a sample of participants in ways that will generate valid results and that may also reduce the overall cost of the evaluation. if you do decide to seek assistance from an evaluator, you may want to include this person in the initial planning activities, particularly the decisions about intended outcomes and the appropriate indicators. in the end, it is important for the planning team to keep in mind that it is not necessary for them to be skilled evaluators. rather, team members can think of themselves as clients and the audience for the evaluation. cost will certainly be a concern when considering seeking help from an evaluator. one role for an evaluator is to help organize the work of teachers and others in collecting and analyzing data on the indicators that will be the focus of the evaluation


. cost will certainly be a concern when considering seeking help from an evaluator. one role for an evaluator is to help organize the work of teachers and others in collecting and analyzing data on the indicators that will be the focus of the evaluation. this arrangement will reduce the costs of hiring an external evaluator. at the same time, teachers and other staff may simply be too busy to do a thorough job of data collection and analysis and their time has costs associated with it even those these costs will not show up as direct expenditures for the activity. nevertheless, in the long run, you may find it less expensive to hire an evaluator. if your district has a research office, you might begin your search for an evaluator there. staff in the research office may be able to help plan and conduct the evaluation as part of their regular work. they may also be able to suggest the names of evaluators with whom they have worked in the past. alternatively, you may want to contact the dean of college of education at a nearby college or university for recommendations of faculty or staff who could serve as a evaluator. you may also want to contact college or university departments with a special focus on research and evaluation. finally, msde program staff may be able to recommend evaluators with whom they have worked on program evaluation tasks. as you begin thinking about your evaluation, you may find it useful to review evaluating professional development ( 2000 ) by thomas r. guskey ( available from the corwin press, inc. ). the author provides detailed suggestions and numerous concrete examples of how to plan and conduct evaluations of professional development activities. planning tip 13 : consider using products and artifacts from learning activities and follow up as evaluation data. a number of learning activities and follow up opportunities can generate data that are extremely useful for evaluation purposes. for example, feedback to participants on their mastery of new knowledge and skills can be aggregated to provide an overall sense of how effective the activity was. similarly, if either the initial learning activities or follow up include observations of teachers applying new knowledge and skills, using rubrics for those observations and feedback to the teachers can easily generate quality data to gauge the impact of the activities. if you are planning a multi - session activity that includes “ homework ” assignments between the sessions, systematic ratings of these assignments are yet another source of data on program effectiveness. there are several advantages to using these kinds of data for an evaluation. first, collecting them does not add much to the cost of the activity or


” assignments between the sessions, systematic ratings of these assignments are yet another source of data on program effectiveness. there are several advantages to using these kinds of data for an evaluation. first, collecting them does not add much to the cost of the activity or the evaluation. second, they are readily available and can help generate evaluation results quickly — often in time for making mid - course corrections when early results suggest that the activity is not achieving the intended outcomes. planning tip 14 : elements of your evaluation plan that focus on outcomes for teachers and for students should explicitly reflect your assumptions about the pace and sequence of change. changes in teachers ’ instructional practices, their use of curricula, and their use of new assessments all take time. changes in student learning outcomes and outcomes in other areas that result from changes in what teachers do take even longer. your evaluation design, especially the plans for data collection, should reflect your assumptions about how long these will take. for example, if you assume that full implementation and use of a new instructional strategy requires 15 - 20 opportunities to practice it and to receive feedback, you will need to think about how long it will take for those opportunities to occur and think about assessing the extent and quality of implementation after that period. if the timing of your evaluation is not consistent with your assumptions about the pace and sequence of changes, the evaluation is very likely to underestimate or overestimate the impact of the activity — possibly by wide margins. a good evaluator can help you think through the alignment of the evaluation plan with your theory of change.


see also the dr. math faq : order of operations browse high school basic algebra stars indicate particularly interesting answers or good places to begin browsing. selected answers to common questions : solving simple linear equations. positive / negative integer rules. completing the square. direct and indirect variation. inequalities and negative numbers. - math virus formula [ 10 / 23 / 2001 ] the virus spreads to all the squares directly touching each other ( not including diagonally ) and i have found the formula for the number of newly infected cells ( although this does not include the first minute )... - matrix algebra [ 08 / 28 / 1997 ] i am not sure which formula of matrices to use in this situation. - max and min of functions without derivative [ 04 / 22 / 2003 ] is there a general way to find the maximum and minimum of cubic functions without using derivatives? - maximizing horizontal distance [ 04 / 10 / 1998 ] using algebra, prove that an object needs to be thrown at 45 degrees to travel the greatest possible horizontal distance. - maximizing oranges [ 06 / 29 / 2002 ] an orchard has 800 orange trees, each of which yields 120 oranges per season. for each new tree that is added to the orchard, the output per individual tree decreases by 2 oranges per season. determine the number of trees that would maximize the orchard ' s output. - maximizing revenue by analyzing a parabola [ 03 / 13 / 2007 ] when priced at $ 30 each, a toy has annual sales of 4000 units. the manufacturer estimated that each $ 1 increase in cost will decrease sales by 100 units. find the unit price that will maximize total revenue. - maximum number of intersections of n distinct lines [ 10 / 07 / 1998 ] find a pattern for the maximum number of intersections of n lines, where n is greater than or equal to 2. - meaning of term in algebra [ 09 / 16 / 2007 ] why is it that when you multiply or divide two numbers or variables they become one term ( such as 2 * x becoming 2x ), but when you add or subtract two numbers or variables they are still two terms ( such as 2 - the method of false position [ 02 / 06 / 2004 ] there is a quantity such that 2 / 3 of it, 1 / 2 of it, and 1 / 7 of it added together becomes 33. what is the quantity? solve the problem by the method of false position. - method of finite differences [ 10 / 12 / 2000 ] how can i find the


, 1 / 2 of it, and 1 / 7 of it added together becomes 33. what is the quantity? solve the problem by the method of false position. - method of finite differences [ 10 / 12 / 2000 ] how can i find the generating equation for the series - 3, 2, 13, 30, 53? - minimum and maximum problems using algebra [ 04 / 05 / 2000 ] can you show me how to solve these minimum and maximum problems using - mixing alcohol, cable tv pricing [ 8 / 2 / 1996 ] what amounts of 9 percent and 12 percent alcohol do you mix to get 300, 000 gallons of 10 percent alcohol? for each 5 - cent increase in the monthly subscription price, 4 people will decide not to subscribe to - mixture problem [ 11 / 11 / 1997 ] how much pure antifreeze should be added to 3 gallons of a 30 percent antifreeze solution to get 65 percent antifreeze? - modeling multiplying two negatives with number lines [ 11 / 13 / 2006 ] what is the logic behind the rule of a negative times a negative makes a positive, and how do i demonstrate it on a number line? - monetary conversions [ 01 / 27 / 2001 ] given these monetary exchanges : 2 coconuts = 1 banana ; 3 bananas = 2 mangos ; 4 papaya = 1 coconut, what is the exchange for banana to papaya and for papaya to mango? - money puzzle [ 01 / 05 / 1998 ] a man goes to the bank and asks for x dollars and y cents. - monomials, polynomials [ 03 / 02 / 2001 ] can you explain monomials and polynomials to me? - more on order of operations [ 02 / 13 / 2000 ] i have found contradictory information on the precedence of the multiplication and division operations. is there a universally accepted rule for the order of these operations? - more variables than equations in a system [ 01 / 21 / 2002 ] i have a problem that uses four variables but only two equations to relate them. i don ' t seem to have enough information to figure out the value of each variable or answer the question. can you help? - mother ' s age in terms of daughter ' s [ 06 / 27 / 2001 ] the sum of the ages of a father, a mother, and a daughter is 73. when the father is twice as old as the daughter, the sum of their two ages will be - motion under gravity [ 07 / 18 / 2003 ] use the equation s = - 16t ^ 2 + vt


mother, and a daughter is 73. when the father is twice as old as the daughter, the sum of their two ages will be - motion under gravity [ 07 / 18 / 2003 ] use the equation s = - 16t ^ 2 + vt to determine when the height of an object is 960 feet if the initial velocity is 272 feet per second. - mowing half a lawn [ 03 / 31 / 2002 ] chris and lee are each responsible for mowing half of their 50 - foot by 90 - foot rectangular back yard... - multiple absolute value inequalities / equalities [ 08 / 09 / 2001 ] i can solve inequalities containing absolute values, but not if there are two in the same equation.... - multiplicative inverse [ 6 / 2 / 1996 ] find the multiplicative inverse of 2 + 5i. - multiplying / adding fractions gives same answer [ 03 / 01 / 2002 ] find two fractions which, when multiplied and added, give the same - multiplying and dividing fractions [ 8 / 18 / 1996 ] three hard problems, illustrated. - multiplying binomials and other polynomials [ 04 / 16 / 2004 ] i have a hard time multiplying binomials properly, such as ( 2x + 5 ) ( x + 7 ). i do not know what order the problem should be solved in. - multiplying or dividing by a negative number [ 04 / 08 / 1999 ] when x ( x - 4 ) is less than 0... - multi - variable equations [ 02 / 07 / 1997 ] solve for s in d = ( log ( f / e ) + s * s * 0. 5 * t ) / ( s * s * sqrt ( t ) ) - names of polynomials [ 05 / 22 / 1999 ] why is an equation having only two roots, one of which is raised to the second power, called a quadratic equation? - natural domain of a function [ 03 / 12 / 1999 ] some inputs don ' t make sense for some functions. - natural numbers coprime to 6 [ 02 / 16 / 1998 ] let n ( x ) denote the number of natural numbers less than x which are coprime to 6. show that lim as x goes to infinity of [ n ( x ) / x ] = 1 / 3. - negative exponents [ 10 / 23 / 1996 ] i have to simplify this expression with non - negative exponents : x


show that lim as x goes to infinity of [ n ( x ) / x ] = 1 / 3. - negative exponents [ 10 / 23 / 1996 ] i have to simplify this expression with non - negative exponents : x ^ 5. - negative numbers combined with exponentials [ 03 / 09 / 2001 ] why in the order of operations is negation a multiplication done after exponentiation, rather than as a part of the base? what about - negatives and inequalities [ 09 / 10 / 1998 ] why when we multiply or divide an inequality by a negative number do we reverse the inequality sign? - negative vs. subtraction in order of operations [ 10 / 30 / 2002 ] i am trying to find some definitive source for treatment of leading negative numbers in simplifying with order of operations. - nested negative exponents [ 8 / 2 / 1996 ] how do i deal with nested negative exponents? - net result of consecutive percentage increases [ 12 / 11 / 2003 ] suppose a quantity is increased by some percentage, and then is later increased again by another percentage. how can i calculate the overall percentage increase? - nonlinear factors [ 10 / 12 / 1998 ] i have been told that factoring the sum of two squared numbers is not possible, but factoring x ^ 4 + 4 is possible. please explain. - non - linear simultaneous equations [ 12 / 07 / 2003 ] i have four simultaneous equations with four variables, but each one has a non - linear term in it ( e. g., ab + c + d = 3 ). so none of the usual techniques will work! how can i solve the system?


ask dr. math middle school archive dr. math home | | middle school | | high school | | dr. math faq see also the dr. math faq : 3d and higher browse middle school fractions & percentages stars indicate particularly interesting answers or good places to begin browsing. selected answers to common questions : finding a least common denominator ( lcd ). comparing / ordering fractions ; equivalent fractions. improper fractions and mixed numbers. converting fractions to / from decimals. fractions and repeating decimals. finding a percentage. - unit fractions summing to 1 [ 07 / 15 / 2001 ] find seven different unit fractions whose sum is 1. - use of hyphen when writing fractions with words [ 01 / 20 / 2004 ] i have seen 2 / 3 written as two - thirds or as two thirds. are both ways ( with a hyphen, without a hyphen ) acceptable, or is only one truly - using common denominators to compare fractions [ 03 / 17 / 1998 ] how do you decide which is bigger - - 3 / 8 or 4 / 9 - - using equivalent - ways of adding fractions [ 03 / 19 / 1999 ] can you help me calculate 1 / 3 + 1 / 6? - weird fraction [ 06 / 11 / 2003 ] factoring in order to cancel terms. - what are compound fractions? [ 11 / 23 / 2002 ] i often get confused by compound fractions. what are they, and how do - what does cancelling mean? [ 01 / 22 / 2003 ] my teacher says that 2k / 4n can be simplified to k / 2n. how can one k cancel out 2 n ' s? - what exactly is a fraction? [ 10 / 15 / 2001 ] what is a fraction? is 3 / 1 a fraction? is 5 / sqrt ( 2 ) a fraction? - what percent is 0. 7? [ 6 / 12 / 1996 ] is it 70 percent? - when percentage calculations are inappropriate [ 02 / 11 / 2003 ] how do i best calculate the percentage of goal when at least one of the numbers is a negative number? - when to add or multiply denominators? [ 04 / 02 / 2001 ] when you multiply fractions, you multiply the numerators and then the denominators. when you add fractions, you add the numerators but not the denominators. why the difference? - which fraction


] when you multiply fractions, you multiply the numerators and then the denominators. when you add fractions, you add the numerators but not the denominators. why the difference? - which fractions repeat? [ 07 / 21 / 1998 ] how do you know whether a fraction will be a repeating or terminating decimal? if repeating, how many decimal places? - why are all repeating decimals classified rational? [ 11 / 12 / 1997 ] please explain how. 6 repeating can be a rational number when expressing it over 10 ' s, 100 ' s, etc. - why cancel? [ 02 / 25 / 2003 ] why do we have to cancel numbers? - why decimal division works [ 04 / 24 / 2001 ] can you explain why ( not how ) the procedure of division with decimals - why does cross multiplication work? [ 05 / 09 / 2002 ] why does the rule a / b = c / d also mean ad = bc? why can we solve proportions by cross multiplying? - why does division convert a fraction to a decimal? [ 01 / 04 / 2009 ] why do you divide the denominator into the numerator to turn a fraction into a decimal? what is the math behind that process? - why does of mean multiply? [ 12 / 04 / 2001 ] i wanted to know why the word " of " means multiplication. - why do we rationalize fractions? [ 11 / 29 / 2005 ] why do we have to simplify fractions that have a radical in the denominator to remove that radical and rationalize the denominator? why is that important? - why find the lcm? [ 10 / 07 / 1998 ] where do you use lcms? how do they apply to real life? - why learn fractions? [ 8 / 13 / 1996 ] what is the point of learning fractions? - why the decimal point goes where it does [ 09 / 21 / 2003 ] my daughter is having trouble understanding why the first place before the decimal point is ' ones ', and the first one after is ' tenths '. - why were fractions invented? [ 11 / 26 / 2007 ] an overview of the history of fractions and the purpose they serve. - writing a percent as a fraction and reducing the result [ 05 / 03 / 2004 ] i just can ' t seem to figure out how to convert a percent into a fraction, such as 20 % = 20 / 100 = 1 / 5


serve. - writing a percent as a fraction and reducing the result [ 05 / 03 / 2004 ] i just can ' t seem to figure out how to convert a percent into a fraction, such as 20 % = 20 / 100 = 1 / 5. all i know is that you put it into a fraction like 20 / 100 but after that i get stuck and i just don ' t know how to get the answer. - writing ratios [ 06 / 03 / 1999 ] how can i write a ratio in three different ways? - writing repeating decimals as fractions [ 11 / 8 / 1995 ] when you are expressing a repeating decimal as a fraction, why do you use 9, 99, 999, or 9999 etc. in the denominator? for example, 0. 5555... ( 5 repeating ) equals 5 / 9. - x is what part of y? [ 11 / 01 / 2001 ] 2 / 5 is what part of 4 / 5? what part of 2 / 3 is 4 / 5? what part is 4 / 5 of 3? 2 / 3 is what part of 2? - zero before the decimal point? [ 10 / 06 / 2000 ] what is the merit of writing the zero before the decimal point in numbers less than one, for example 0. 25? - zero in the denominator [ 8 / 14 / 1996 ] what is the value of 4 / 0 * 0 / 4? search the dr. math library : © 1994 - 2013 drexel university. all rights reserved. home | | the math library | | quick reference | | search | | help the math forum is a research and educational enterprise of the drexel university school of education.


human intelligence cannot be explained by the size of the brain ' s frontal lobes, say researchers. neuroscience may 13, 2013 | 4. 9 / 5 ( 9 ) | 4 | using mri, neuroscientists at georgetown university medical center found significant differences in brain anatomy when comparing men and women with dyslexia to their non - dyslexic control groups, suggesting that the disorder... neuroscience may 08, 2013 | 2 / 5 ( 1 ) | 0 up to 10 per cent of the population are affected by specific learning disabilities ( slds ), such as dyslexia, dyscalculia and autism, translating to 2 or 3 pupils in every classroom according to a new study. psychology & psychiatry apr 18, 2013 | 5 / 5 ( 1 ) | 0 | scientists at the stanford university school of medicine have determined the precise anatomical coordinates of a brain " hot spot, " measuring only about one - fifth of an inch across, that is preferentially activated... neuroscience apr 16, 2013 | 5 / 5 ( 9 ) | 3 | researchers in the uk have taken an important step towards understanding how the human brain ' decodes ' letters on a page to read a word. the work will help psychologists unravel the subtle thinking mechanisms involved in... psychology & psychiatry mar 14, 2013 | not rated yet | 1 recent research into how we learn is set to help people in their efforts to read a second or foreign language ( sfl ) more effectively. this will be good news for those struggling to develop linguistic skills in preparation... psychology & psychiatry mar 06, 2013 | not rated yet | 0 much to the chagrin of parents who think their kids should spend less time playing video games and more time studying, time spent playing action video games can actually make dyslexic children read better.... psychology & psychiatry feb 28, 2013 | 3. 5 / 5 ( 2 ) | 0 | what goes on inside our heads is similar to an orchestra. for peter hagoort, director at the max planck institute for psycholinguistics, this image is a very apt one for explaining how speech arises in the... neuroscience feb 26, 2013 | not rated yet | 1 ( healthday ) — using real - time images of brain connections developing in late - stage fetuses, scientists say they ' ve been able for the first time to compare the order and strength of these connections. neuroscience feb 20, 2013 | not rated yet | 0


— using real - time images of brain connections developing in late - stage fetuses, scientists say they ' ve been able for the first time to compare the order and strength of these connections. neuroscience feb 20, 2013 | not rated yet | 0 | ( medical xpress ) — though learning to read proceeds smoothly for most children, as many as one in 10 is estimated to suffer from dyslexia, a constellation of impairments unrelated to intelligence, hearing or vision that make... neuroscience feb 19, 2013 | not rated yet | 0 | laura schulz, an associate professor of brain and cognitive sciences at mit, has always been interested in learning and education. at the age of 6, she tried teaching her 3 - year - old sister to read, an effort... psychology & psychiatry feb 14, 2013 | not rated yet | 0 | for the first time, scientists at carnegie mellon university ' s center for cognitive brain imaging ( ccbi ) have used a new combination of neural imaging methods to discover exactly how the human brain adapts... neuroscience jan 16, 2013 | 5 / 5 ( 3 ) | 0 | ( medical xpress ) — schoolchildren on the autistic spectrum experience worrying levels of mental health difficulties, according to a new study by research psychologists from the university of manchester. autism spectrum disorders dec 18, 2012 | 4 / 5 ( 2 ) | 0 ( healthday ) — the long - awaited revision of the diagnostic and statistical manual of mental disorders ( dsm ) has been approved, bringing with it a series of revisions, additions and subtractions to the tome t... psychology & psychiatry dec 03, 2012 | not rated yet | 0 the now familiar term " asperger ' s disorder " is being dropped. and abnormally bad and frequent temper tantrums will be given a scientific - sounding diagnosis called dmdd. but " dyslexia " and other learning disorders remain. psychology & psychiatry dec 02, 2012 | 3. 3 / 5 ( 3 ) | 1 dyslexia is a very broad term defining a learning disability that impairs a person ' s fluency or comprehension accuracy in being able to read, and which can manifest itself as a difficulty with phonological awareness, phonological decoding, orthographic coding, auditory short - term memory, or rapid naming. dyslexia is separate and distinct from reading difficulties resulting from other causes, such as a non - neurological deficiency with vision or hearing, or from


the largest sequencing study of human disease to date, investigating the genetic basis of six autoimmune diseases. 18 hours ago | 4. 7 / 5 ( 3 ) | 0 | until now, little was scientifically known about the human potential to cultivate compassion — the emotional state of caring for people who are suffering in a way that motivates altruistic behavior. 15 hours ago | 5 / 5 ( 2 ) | 3 | ( healthday ) — migraines and depression can each cause a great deal of suffering, but new research indicates the combination of the two may be linked to something else entirely — a smaller brain. 15 hours ago | 4. 3 / 5 ( 3 ) | 0 | a new approach for immunizing against influenza elicited a more potent immune response and broader protection than the currently licensed seasonal influenza vaccines when tested in mice and ferrets. the vaccine... 16 hours ago | not rated yet | 0 | in a series of lab experiments designed to unravel the workings of a key enzyme widely considered a possible trigger of rheumatoid arthritis, researchers at johns hopkins have found that in the most severe... 17 hours ago | 5 / 5 ( 1 ) | 0 | researchers have developed a new drug delivery system that allows inhalation of chemotherapeutic drugs to help treat lung cancer, and in laboratory and animal tests it appears to reduce the systemic damage... 17 hours ago | not rated yet | 0 |


tv time : why children watch multi - screensaugust 3rd, 2011 in health new research published in biomed central ' s open access journal, international journal of behavioral nutrition and physical activity, examines the relationship children have with electronic viewing devices and their habits of interacting with more than one at a time. a sedentary lifestyle, linked to spending lots of time watching tv and playing computer games, is thought to lead to obesity, lower mental well - being, and cause health problems in later life, including diabetes. it is now possible to watch tv ' on demand ' via the internet, play computer games on laptops, on hand - held devices or mobile phones, to keep in contact with friends using text, facebook, skype, and msn, and to do all this concurrently. however previous studies have not examined if children take part in multi - screen viewing or children ' s reasons for doing so. questioning 10 - 11 year olds, researchers at the university of bristol and loughborough university found that the children enjoyed looking at more than one screen at a time. they used a second device to fill in breaks during their entertainment, often talking or texting their friends during adverts or while they were waiting for computer games to load. tv was also used to provide background entertainment while they were doing something else especially if the program chosen by their family was ' boring '. dr jago from the university of bristol explained, " health campaigns recommend reducing the amount of time children spend watching tv. however the children in this study often had access to at least five different devices at any one time, and many of these devices were portable. this meant that children were able to move the equipment between their bedrooms and family rooms, depending on whether they wanted privacy or company. so simply removing the tv from a child ' s room may not be enough to address the health concerns and we need to work with families to develop strategies to limit the overall time spent multi - screen viewing wherever it occurs within the home. " provided by biomed central " tv time : why children watch multi - screens. " august 3rd, 2011. http : / / medicalxpress. com / news / 2011 - 08 - tv - children - multi - screens. html


in considering the question of our national parks the american society of landscape architects has principally before it these two problems : first the conservation of the primeval landscape beauty of the national park areas unimpaired for generations to come, and second, the increasing of the public facilities for the enjoyment of this beauty. ( 1. pray, p. 119 ) landscape architects did not only concern themselves with the design and creation of parks and public spaces. an additional responsibility of their profession was the preservation of natural landscapes. in 1916, when congress was voting on legislation to create the national park service, the american society of landscape architects held a conference to discuss the state of the national parks and to define their role in the preservation of america ’ s natural scenery. according to the chairman of the school of landscape architecture at harvard, james sturgis pray, the function of the landscape architect was to advise the park service on how to achieve enjoyment " for the maximum number of people with the minimum number of injury to the landscape beauty. " he called for the park service landscape architect to accomplish four goals : first, a careful determination of proper boundaries of the national park, not arbitrary, as those at present ; but in consonance with the topography and with landscape unity ; second, the development of comprehensive general plans for every national park and monument, showing roads, bridge, trails, buildings, etc., so far as these may be needed, and at the same time can be built without injury to the landscape, and the adoption of a definite policy of development ; third the approval of designs for buildings or other special structures ; fourth, prescribing a system of intelligent and scrupulous maintenance having particular regard for the protection of the beauty of the landscape. ( 2. pray, p. 119 - 120 ) in 1925 m. s. sager photographed his trip to montana ’ s glacier national park. he documented the natural landscape as well as the activities of the visitors and the structures around the nature reserve. when he returned he donated his photographs to the school of landscape design. the photographs are relevant for the teaching collection as they display the beauty of the environment, as well as showing concern for the way tourists used the park and its facilities. bibliography for glacier park holtz, mathilde edith and katherine isabel beinis. glacier national park : its trails and treasures. new york : george h. doran company, 1917. glacier national park : season june 15th - september 15th, 1925. minneapolis : great northern railways, 1925. glacier national park : season june


is there a glut of saving? following ben bernanke, the chairman of the council of economic advisers, in his testimony to the congress on july 20, 2005, fed chairman alan greenspan said that it is quite likely that we are currently experiencing a global savings glut. agreeing with bernanke, the fed chairman views this glut as one of the factors behind the so - called interest rate conundrum, i. e., long - term rates have been falling despite the tight interest rate stance of the fed. this savings glut, according to many commentators, has been instrumental in the very low mortgage interest rates, which have pushed the housing market to new highs. the housing boom in turn has lifted consumers ’ wealth and in turn boosted their expenditure and thereby kept the us economy going. indeed the international monetary fund ( imf ) seems to support the fed chairman ’ s view. according to the imf the world is flooded with savings. the imf has estimated that world savings as a percentage of world gdp stood at 25. 4 % in 2005, which translates into us $ 11. 8 trillion — nearly the size of the us economy. most economists are in agreement that in order to grow an economy saving is a must. it is saving that funds investment in capital goods like computers tools and machinery, which in turn makes the economy more productive. however, it is argued that whilst saving plays an important role in growing an economy sometimes too much saving can actually be a bad thing. for instance, it is held that if consumer demand is weak then more savings will only undermine consumer expenditure and in turn weaken economic growth. after all, it is held the motor of the economy is consumer expenditure and saving is the opposite of consumption. according to this way of thinking if people decide on saving a large proportion of their income, then only a small quantity of output will find a market. output will have to be low because there will be no demand for larger quantities of production. also, it is held that while saving may pave the road to riches for an individual, if the nation as a whole decides to save more, the result may be poverty for all. since mainstream thinking views an excess of saving, or too much of it, as bad news for economic activity, obviously what greenspan also had in mind in his speech was that world economies may be under threat due to a glut of savings. indeed many economists are of the view that too much saving could destabilize the world economy.


activity, obviously what greenspan also had in mind in his speech was that world economies may be under threat due to a glut of savings. indeed many economists are of the view that too much saving could destabilize the world economy. however, does all this make much sense? it seems that most experts including greenspan have fallen into the trap of confusing money with saving. what is saving? saving as such has nothing to do with money. for example, if john the baker produces ten loaves of bread and consumes two loaves his saving is eight loaves of bread. in other words, the baker ’ s saving is his production of bread minus the amount of bread that he consumed. the baker ’ s saving now permits him to secure other goods and services. for instance, he can now exchange his saved bread for other consumer goods or he can exchange it for oven parts and tools. by exchanging his bread for other consumer goods the baker can expand the variety of final goods that he can consume at present. the exchange of his saved bread for oven parts and tools, all other things being equal, will enable the baker to enhance the oven, which in turn will make it possible for him to raise the quality and the quantity of the production of bread. note that it is the bakers ’ decision that determines how much of his stock of saved bread will be allocated for his personal consumption and how much towards the buying of oven parts and tools. also, note that by exchanging his saved bread for oven parts and tools the baker transfers his saved bread to the producers of parts and tools. the bread, coupled with other final consumer goods, maintains these producers ’ lives and well being and allows them to continue in their production activities. observe that saving here supports the consumption of the baker and the producers of parts and tools. also, note that when the baker exchanges his saving for final consumer goods and for tools and parts he pays for them with his saving. in short, his means of payments are saved loaves of bread. furthermore, we are here dealing with the productive consumption of savings. the consumption is productive because both the baker directly and the producers of tools and parts, indirectly, are engaged in the production of bread, i. e., real wealth. nonproductive consumption refers to the transfer of real savings to various activities that do not make any contribution to the flow of production of final consumer goods. for instance, expanding the size of the government will fall into this category. or digging ditches in order to raise employment —


to the transfer of real savings to various activities that do not make any contribution to the flow of production of final consumer goods. for instance, expanding the size of the government will fall into this category. or digging ditches in order to raise employment — in accordance with the keynesian framework of thinking — is part of nonproductive consumption. can there be such thing as too much saving? it is like asking can we have too much real wealth. the greater the pool of saved final consumer goods, the better the quality and the quantity of tools and machinery that can be made, which in turn gives rise to a greater production of final consumer goods, i. e., an increase in living standards. in other words, saving can never be bad for economic growth. furthermore, as we have seen saving is entirely absorbed in the consumption of the producers of final consumer goods and the producers of tools and machinery, i. e., capital goods producers. in other words by supporting productive consumption saving in fact only promotes economic growth. so if saving is the key for wealth generation then obviously it is absurd to suggest that it may be good for individuals but not necessarily good for the nation as a whole. since a nation without individuals doesn ’ t exist, obviously if saving is good for individuals it must be also good for the nation. what about the commonly accepted view that the driving force of an economy is consumer demand for goods and services? in other words, in this way of thinking what poses a threat to economic activity is the scarcity of demand. there is however, never a problem with demand. what always matters is having enough means to support demand. however, as we have seen the baker can exercise his demand for various final consumer goods because he has produced bread that the producers of other final consumer goods are ready to accept in exchange for their goods. this means that the limiting factor here is not the baker ’ s demand for consumer goods but his ability to pay for them. his ability to pay in turn is dictated by his ability to produce bread. consequently, as more means of payments become available greater demand can be accommodated. according to james mill, when goods are carried to market what is wanted is somebody to buy. but to buy, one must have wherewithal to pay. it is obviously therefore the collective means of payment which exist in the whole nation constitute the entire market of the nation. but wherein consist the collective means of payment of the whole nation? do they not consist in its annual produce, in the annual revenue of the general mass of


the collective means of payment which exist in the whole nation constitute the entire market of the nation. but wherein consist the collective means of payment of the whole nation? do they not consist in its annual produce, in the annual revenue of the general mass of inhabitants? but if a nation ’ s power of purchasing is exactly measured by its annual produce, as it undoubtedly is ; the more you increase the annual produce, the more by that very act you extend the national market, the power of purchasing and the actual purchases of the nation.... thus it appears that the demand of a nation is always equal to the produce of a nation. this indeed must be so ; for what is the demand of a nation? the demand of a nation is exactly its power of purchasing. but what is its power of purchasing? the extent undoubtedly of its annual produce. the extent of its demand therefore and the extent of its supply are always exactly commensurate. relation between saving and money now in a barter economy people will have difficulty engaging in trade. for instance, a baker may want to buy shoes for his bread. however the shoemaker has no interest in his bread. hence no exchange will take place and john the baker will not be able to accommodate his needs. money — the medium of the exchange — resolves these difficulties. john can now exchange his saved bread for money. once he has the money he can exchange it for the goods and services he requires. money therefore enables the goods of one specialist to be exchanged for the goods of another specialist. by means of money people can channel real saved final consumer goods, which in turn permits the widening of the process of wealth generation. the existence of money also resolves the difficulty of saving perishable goods. rather than trying to save by storing the bread the baker can now exchange his unconsumed bread for money and avoid the need of storing the bread. needless to say that the storing of the bread runs the risk that in a few days time it will become an unwanted good. the unconsumed production of bread is now “ stored ” so to speak in money. money can be seen as a receipt, as it were, given to the producers of final goods and services that are ready for human consumption. when a baker exchanges his money for apples the baker has already paid for them with the bread produced and saved prior to this exchange. money therefore is the baker ’ s claim so to speak on real savings. it is not, however, savings. money only provides the ‘


his money for apples the baker has already paid for them with the bread produced and saved prior to this exchange. money therefore is the baker ’ s claim so to speak on real savings. it is not, however, savings. money only provides the ‘ facility ’ for the baker to pay for various goods and services he wants with his produced and saved bread. likewise other producers by means of money can now secure the final goods and services they desire. so if we do not save money as such what then are various savings deposits and other savings schemes? don ’ t we save money by placing them in various saving deposits? no. what we are doing here is lending money to financial intermediaries, which means that we are transferring claims on real savings to financial intermediaries. financial intermediaries in turn lend the money out to various individuals, i. e., transferring claims on real savings to the borrowers. let us now examine the effect of monetary expansion on the pool of real savings. the expanded money supply was never earned, i. e., goods and services do not back it up, so to speak — it was created out of “ thin air. ” when such money is exchanged for goods it in fact amounts to consumption that is not supported by production. ( as a rule it leads to nonproductive consumption ). consequently, a holder of honest money, i. e. an individual who has produced real wealth that wants to exercise his claim over goods, discovers that he cannot get back all the goods he previously produced and exchanged for money. in short, he discovers that the purchasing power of his money has fallen — he has in fact been robbed by means of loose monetary policy. the printing of money therefore undermines wealth generators and thereby weakens the pool of real savings over time. the fiction of the world glut of savings the notion of the supposed world glut of savings is based on the premise that saving is the amount of money left after monetary income was used for consumer outlays, which implies that saving is synonymous with money. for a given amount of monetary expenditure on consumer goods an increase in money income implies more monetary saving. however, what matters for economic growth is not monetary saving but rather the stock of real savings. this stock, however, cannot be quantitatively ascertained because of the heterogeneous nature of final goods and services. we cannot arithmetically add up potatoes and bread into a meaningful total. the employment of various price deflators to extract out of monetary income real income


be quantitatively ascertained because of the heterogeneous nature of final goods and services. we cannot arithmetically add up potatoes and bread into a meaningful total. the employment of various price deflators to extract out of monetary income real income and in turn real saving will not do the trick since it contradicts the fact that potatoes and tomatoes can ’ t be added up to a meaningful total. one thing we can be assured is that monetary pumping can never be good for the pool of real savings. most so - called savings countries have actually been engaged in strong monetary pumping over the past six years. so it is quite likely that on account of loose monetary policies the strong monetary saving in fact is not that strong in real terms. for instance, between january 99 to june 2005 china ’ s money m1 increased by 153 %. malaysian money m1 increased during this period by 107 %, the thailand ’ s money m1 rose by 93 % while money m0 in russia increased by 828 %. to be sure, qualitatively one can suggest that countries like china and the former soviet union are generating more real wealth than in previous times on account of the introduction of a freer market economy. this, we suggest, has given an important support to the us economy. because the us dollar is an internationally accepted medium of exchange, through monetary expansion americans can divert real savings from other countries, i. e., they can engage in an exchange of nothing for something. this ability to divert world real savings to the us doesn ’ t mean that there is abundance of real savings in the world. additionally, it is questionable to establish so - called world liquidity ( as the imf does ), which is labelled as savings by averaging the various monetary savings of the world. in the us the only accepted medium of the exchange is dollars. so it is of no consequence whether china ’ s or european monetary saving is growing. these moneys cannot have any effect on prices of goods quoted in american dollars. hence if china, europe, or any other country is having a glut of money this cannot do much for the prices of american assets. the investors from other countries to the us must acquire us dollars for their money before they can buy american assets. the amount of these dollars however is dictated by the fed ’ s monetary policies and the us fractional reserve banking. it is obvious then that greenspan ’ s and bernake ’ s assertions that the glut of foreign liquidity is having a powerful effect on american asset prices


dictated by the fed ’ s monetary policies and the us fractional reserve banking. it is obvious then that greenspan ’ s and bernake ’ s assertions that the glut of foreign liquidity is having a powerful effect on american asset prices is dubious. summary and conclusions according to greenspan it is quite likely that we are currently experiencing global saving glut. this glut, according to the fed chairman and most economists, has not only distorted relationships between long - term and short - term interest rates but has also contributed to the housing boom. consequently, many experts fear that this has introduced an element of instability into the world economy. | shostak recommended : $ 50 | in short, too much saving can be bad for your health, so it is held. however, what generates instability is not too much savings but too much money out of “ thin air. ” furthermore, what matters for economic growth is not monetary saving but rather the stock of real savings. this stock, however, cannot be established quantitatively. most savings countries may not have generated so much real savings as various experts are saying. in fact many of these countries have been engaged in reckless monetary pumping, which we suggest has undermined the pool of real savings. also, we have shown that it is not valid to look at so - called world global liquidity as the driving force behind the boom in us financial and real estate markets. the us financial bubble is entirely the result of the fed ’ s monetary policies and has nothing to do with the mythical glut of world savings. james mill, on the overproduction and underconsumption fallacies. edited by george reisman, a publication of the jefferson school of philosophy, economics, and psychology – 2000.


according to philip parker, the relationship between physics - based physiology and macroeconomics may come to dominate explanations of economic growth. his argument focuses on the so - called equatorial paradox — the phenomenon that a country ' s latitude explains up to 70 percent of cross - country variances in per capita income. after introducing concepts from physics and physiology as the building blocks of homeostatic utility, he explains the role of homeostatic utility in economic growth. specifically, he shows that a country ' s performance is gauged not by its absolute level of income or consumption, but by how far it is from a homeostatic steady state governed by what he calls physioeconomics. countries closer to their homeostatic steady state grow more slowly than those farther away. parker shows how factors such as income, aggregate savings, investment, technology, entrepreneurship, production, and outputs per worker are influenced by the more fundamental principles of physics and physiology. he focuses particularly on the hypothalamus, the part of the brain that drives motivation, monitors homeostasis, and ultimately keeps us alive via neural, autonomic, and hormonal adjustments. he presents evidence that long - run growth can be attributed to variances in hypothalmic activity. a physioeconomic approach to growth can lead to better economic policies, measures of performance, and predictions of progress. to take just one example, policymakers would be quicker to realize that food aid to warmer regions can destroy local farming economies that supply adequate caloric needs at a lower steady state.


making a difference newspapers, magazines, television and radio offer you the opportunity to reach large audiences with news or feature stories about medical librarians. favorable stories demonstrating how medical librarians have assisted a consumer, provided a physician with valuable information or otherwise made a dramatic difference can raise consumer awareness and build support among other health care professionals. to get good publicity, it ' s your job to let appropriate media know when you have news or feature ideas, and to be available as their source of information if they have an interest in your story. a media list is a list of your hometown reporters, editors and broadcast producers who you would like to interest in your story. when you are ready to contact media, it ' s important to think about the kind of media that would cover health care stories. to determine who to contact, the first step is to get to know your local media and what types of stories they report. you should know if there is a feature segment that runs during the evening news or a radio program that interviews local business or community leaders. you should read your local papers or watch local news to see if there is a health reporter who might be interested in how medical librarians can help people find accurate health care information. these and others would be among your target media. you shouldn ' t contact everyone and hope you ' ll get coverage. nothing irritates a busy reporter more than receiving a news release or a call from someone whose news is not appropriate for his or her " beat " ( the topics a reporter is assigned to cover ). if your library is open to the general public, you may find reporters who would be interested in medical librarians, including health, medical and fitness reporters and those who cover features or women ' s news. if you are participating in a time sensitive event, such as a health fair at your institution, then you also should contact news reporters and assignment desks at local television or radio stations to let them know you have a story coming up soon that they might want to cover. to develop your media list, you can begin with the local telephone directory or library reference books of media outlets. your media list should include : call each of the news organizations on your list to obtain the names, direct phone numbers and fax numbers of the news editor, medical or health reporter, feature editor, public service director and others. call each of these individuals directly and ask if they would be interested in receiving news about medical librarians or events in which you or others will participate. compile your media list of those who say


reporter, feature editor, public service director and others. call each of these individuals directly and ask if they would be interested in receiving news about medical librarians or events in which you or others will participate. compile your media list of those who say " yes. " additional publications to consider for your media list are the employee and member newsletters published by area businesses, industries, health organizations and hospitals, schools, churches and community groups. call active organizations in your area to determine their interest. your local chamber of commerce should be able to help. once you know who to contact, you are ready to begin developing professional relationships with media. this does not mean a friendship, but rather means that you get to know the people who would cover your news and you make sure that you call them or send them information ahead of time so that they may consider covering it. it also means that you call them back immediately if they call to ask you a question about your news or to ask you for a comment on another trend or news item related to evaluating health care information. there are several components to media relations that may be used together or separately to generate publicity. they include materials such as a press kit, query letter, news release, fact sheet, editorial backgrounder, photo, photo caption and / or graphic, and public service announcements. reporters prepare for their stories or broadcasts with varying degrees of thoroughness. some will request background material prior to the interview so they feel comfortable with the topic being discussed. others will conduct research on their own, reviewing newspaper clippings and magazine articles to gain a better understanding of the subject. still others will come into an interview cold, expecting you to provide everything they need to know about the topic. an informed reporter conducts the most productive interview because reporter are able to ask more intelligent, insightful questions if they are prepared. reporters will welcome having up - to - date information when they write an article or compose interview questions. you will have greater control over the direction of the interview if you have supplied the background information being used by the interviewer. the result will be a more accurate story. it is essential, however, that you read the material thoroughly before sending it to a reporter so that you are familiar with the information and agree with any statements made. typical components of a press kit are : query letter, news release, fact sheet, editorial background information, and a photograph, illustration or graphic that illustrates your story. you can supplement these basic press kit materials with other information such as a biography of your local spokesperson


of a press kit are : query letter, news release, fact sheet, editorial background information, and a photograph, illustration or graphic that illustrates your story. you can supplement these basic press kit materials with other information such as a biography of your local spokesperson, mat stories or educational materials such as the " deciphering medspeak " brochure available through mla. when you prepare a press kit, you should always include a date, contact name and telephone number on all press kit materials. don ' t assume a reporter will keep all materials together. a query or pitch letter is a simple and effective tool to whet a reporter ' s appetite for your story. a query letter tells a reporter the gist of a story and why it is of interest to the audience or readership. sometimes a query letter is sent to a reporter on its own, without a press kit, and other times it is enclosed in a press kit, with additional background information such as a news release or editorial backgrounder. the most effective query letters are no longer than one page. a news release is a one or two page written piece that gives a reporter all the facts and figures of your story in a nutshell. the first paragraph, or the lead, is the most important part, since many reporters make up their mind about your story after reading only the lead. the best news releases : view a sample of a news release. an editorial backgrounder is additional background information prepared to help reporters better understand your story. it is helpful to provide editorial backgrounders with a news release, especially if the reporter is unfamiliar with the topic of your story. a news alert is an abbreviated version of your news release and is meant to be read quickly by an editor, reporter or producer to get the story in a " nutshell. " it is no longer than one page and includes a headline, contact name and only the who, what, when, where, why and how. a photo alert is written in the same format as a news alert, but its purpose is to advise print and broadcast media of photo or video opportunities. view a sample of a photo alert. a fact sheet provides brief, bulleted information, details and statistics on a particular subject, usually a subject referred to in the news release. a fact sheet is written in " quick - read " format to make it easy and fast for reporters to zero in on key points and statistics as they put together their stories. view a sample of a fact sheet. both print and television reporters appreciate receiving photos or graphics


is written in " quick - read " format to make it easy and fast for reporters to zero in on key points and statistics as they put together their stories. view a sample of a fact sheet. both print and television reporters appreciate receiving photos or graphics or visual ideas to further illustrate your story. it ' s one thing to talk about your medical library. it ' s another to see a picture of a librarian helping clients at an aids clinic or talking with a physician during grand rounds. with television especially, it ' s essential that you consider what the viewers will see when they are watching your story, and tell the reporter about possible " visuals " when pitching the story. a photo caption tells what is going on in a picture and identifies by name and title all people in the photograph. it should be no longer than three sentences and answer the who, what, when, where, why and how for the reader. view a sample of a photo caption. mat releases are " pre - printed " feature stories, often with photos or graphics, that are presented to editors in a newspaper format that can be pasted on a page, photographed and used as is. mat releases are most often used by smaller daily or weekly newspapers that don ' t have big enough reporting or photography staffs to cover these kinds of features. because mat releases are so " user friendly " and have mass human interest appeal, small newspapers use mat releases all the time to supplement the stories their reporters write for their feature sections. after you ' ve sent the pitch letter or press kit to media, a key element of media relations is follow - upcalling reporters to ensure that they received your materials and to answer any questions. follow - up provides you with the opportunity to see if a specific media contact, such as an assignment editor or health reporter, is interested in pursuing a story about medical librarians or sending a reporter or a camera crew to cover your story. it also gives you a chance to answer questions, remind media about your upcoming story or, if they ' re unsure about whether to cover the story, to add something new that might interest them on the spot. follow - up is also the first step in building long - term media relationships, and you should remember that a reporter who is not able to cover your story today, could be planning a story in the future. you should make a record of all contacts with the media for your own reference. you also should make a point of seeing the coverage that runs so you can drop a thank you note to a reporter


by marilyn green among the educational alternatives offered by moorpark unified school district is homeschooling. the district offers this option, which is designed to meet the unique needs of each participating family, to students in kindergarten through eighth grade. together with parents, we create an environment where students can explore their interests, develop their unique strengths and talents, and become confident, life - long learners. how the program works students and their parents meet with a credentialed teacher on a weekly basis ( monthly appointments are also available ) to collaboratively plan lessons and activities. the school district provides families with state - approved, district - adopted curriculum and materials. then, the parent teaches the student throughout the week using the schedule and pace best suited to the individual child and family. students in the homeschool program are expected to meet the same grade level standards they would encounter in a classroom setting and teachers evaluate student work. attendance is granted based on successful completion of work assignments. determining if homeschooling is right for you every family and every student are different and the decision about whether to homeschool should be made thoughtfully and with input from all members of the family. some of the questions to consider when making the decision include the following : can you commit the time? we expect students to put in an average of four to six hours per day learning, reading, computing, thinking, discussing and writing. planning and reviewing student work will require additional time for parents, depending on how much individual attention their child needs. is your student on a different timeline than others? homeschooling offers flexibility to students who either need an accelerated curriculum or those who may need a little more time with some subjects. it offers a way for you to meet the needs of a child who is highly distractible or who needs more time with some topics or parents can accelerate instruction when needed and allow time for students to delve into areas of study they would like to pursue in more depth. does travel or commitment to practicing a specific sport make it difficult for my student to attend school regularly or complete all homework? if yes, homeschooling may offer your student the flexibility he or she needs to travel with parents or put in 10 hours a day training in gymnastics while keeping up with schoolwork. can we afford it? while the district will provide all the materials and books needed, at least one adult in the family will need to be home to provide instruction, supervision and interaction for the homeschooled student. this usually means that one parent will not be able to hold


the district will provide all the materials and books needed, at least one adult in the family will need to be home to provide instruction, supervision and interaction for the homeschooled student. this usually means that one parent will not be able to hold a full - time job. can i really teach fifth grade math? it is only natural to wonder if you are really up to the challenge. the important thing to know is that you don ’ t have to know everything to be an effective homeschool parent, but you do need to learn to ask for and know where to get help. our moorpark teachers, enrichment day teachers, homeschool math tutor, other parents, books, the public library, blogs and websites will provide you support, input, advice and encouragement. and what if things don ’ t work out? all students have an absolute right to return to the classroom whenever you request it. we try to make sure that a return to the classroom is as seamless as possible and that students are successful in either option. students have access to library, computers, programs, field trips and special activities at school sites. our program also offers families a weekly enrichment day. students come to school one day a week to participate with other homeschooled students in small, cross - grade level classes including hands - on science, music and dance, art, spanish, physical education, journalism and math tutorials. monthly field trips and park days allow time for students and families to socialize and network with other homeschooling families. our expert and caring teachers are credentialed, with an average of 10 years experience in the homeschooling program. they are skilled at working with students with special needs as well as gifted students needing an accelerated program. they share a passionate commitment to their students and the homeschooling program. for information about homeschooling or independent study in grades nine to 12, call marilyn green, moorpark unified school district, at 805 - 531 - 6420. marilyn green is the director of grants, assessment and special projects for the moorpark unified school district.


| [ this is a mpiwg mpdl language technology service ] | a ( ) the first letter of the english and of many other alphabets. the capital a of the alphabets of middle and western europe, as also the small letter ( a ), besides the forms in italic, black letter, etc., are all descended from the old latin a, which was borrowed from the greek alpha, of the same form ; and this was made from the first letter ( / ) of the phoenician alphabet, the equivalent of the hebrew aleph, and itself from the egyptian origin. the aleph was a consonant letter, with a guttural breath sound that was not an element of greek articulation ; and the greeks took it to represent their vowel alpha with the a sound, the phoenician alphabet having no vowel symbols. a ( ) the name of the sixth tone in the model major scale ( that in c ), or the first tone of the minor scale, which is named after it the scale in a minor. the second string of the violin is tuned to the a in the treble staff. - - a sharp ( a / ) is the name of a musical tone intermediate between a and b. - - a flat ( a / ) is the name of a tone intermediate between a and g. a ( ) an adjective, commonly called the indefinite article, and signifying one or any, but less emphatically. a ( ) in each ; to or for each ; as, " twenty leagues a day ", " a hundred pounds a year ", " a dollar a yard ", etc. a ( prep. ) in ; on ; at ; by. a ( prep. ) in process of ; in the act of ; into ; to ; - - used with verbal substantives in - ing which begin with a consonant. this is a shortened form of the preposition an ( which was used before the vowel sound ) ; as in a hunting, a building, a begging. a ( ) of. a ( ) a barbarous corruption of have, of he, and sometimes of it and of they. a ( ) an expletive, void of sense, to fill up the meter


the mountains to sound greenway education program teaches six curriculum for 4th through 10th grade students in king county : broadens students understanding of the connections between the parts of a pacific northwest forest. photosynthesis and the role of producers, consumers and decomposers is explored. participants study natural and human caused impacts on the environment. explores the connection between soil, water and forests through hands - on experiments. students will begin to develop an understanding of how soil textures help determine the use of the land. focuses on stream / forest ecology and the lifecycle of salmon. students complete a mock stream survey in the classroom in preparation to do a real one on the field study trip. participants analyze the riparian zone, look for macroinvertebrates, test water quality and evaluate the stream channel. teams of students present their results. inspires dialogue between students. students are encouraged to answer the question : what is the best way to use the remaining forest lands that border urban areas? students are broken into groups and after completing a hands - on activity engage in presentations to advocate their views. parents like this topic a lot! is all about biosolids, the end - product of treated waste - water. this unit defines biosolids, how they are applied and studies whether it is a good idea to recycle waste. teachers ask for this program during a unit on recycling or land use issues. teaches about the challenges in choosing land use goals for our beautiful natural lands and how to make personal and collective decisions. a dynamic 15 - minute video is mailed to your school to introduce the concept of greenways, then a greenway educator will teach an in - class lesson to encourage students to consider all sides of this issue. it is a good introduction for most of our other curriculums. what is a greenway? ( in - class lesson coming soon! ) requests for printed copies of all curriculum units can be made to sally kentch or 206 - 524 - 1665. the mountains to sound education program is aligned with the.


why gender matters are boys and girls really that different? twenty years ago, doctors and researchers didn ' t think so. back then, most experts believed that differences in how girls and boys behave are mainly due to differences in how they were treated by their parents, teachers, and friends. it ' s hard to cling to that … more » are boys and girls really that different? twenty years ago, doctors and researchers didn ' t think so. back then, most experts believed that differences in how girls and boys behave are mainly due to differences in how they were treated by their parents, teachers, and friends. it ' s hard to cling to that belief today. an avalanche of research over the past twenty years has shown that sex differences are more significant and profound than anybody guessed. sex differences are real, biologically programmed, and important to how children are raised, disciplined, and educated. inwhy gender matters, psychologist and family physician dr. leonard sax leads parents through the mystifying world of gender differences by explaining the biologically different ways in which children think, feel, and act. he addresses a host of issues, including discipline, learning, risk taking, aggression, sex, and drugs, and shows how boys and girls react in predictable ways to different situations. for example, girls are born with more sensitive hearing than boys, and those differences increase as kids grow up. so when a grown man speaks to a girl in what he thinks is a normal voice, she may hear it as yelling. conversely, boys who appear to be inattentive in class may just be sitting too far away to hear the teacher - - especially if the teacher is female. likewise, negative emotions are seated in an ancient structure of the brain called the amygdala. girls develop an early connection between this area and the cerebral cortex, enabling them to talk about their feelings. in boys these links develop later. so if you ask a troubled adolescent boy to tell you what his feelings are, he often literally cannot say. dr. sax offers fresh approaches to disciplining children, as well as gender - specific ways to help girls and boys avoid drugs and early sexual activity. he wants parents to understand and work with hardwired differences in children, but he also encourages them to push beyond gender - based stereotypes. a leading proponent of single - sex education, dr. sax points out specific instances where keeping boys and girls separate in the classroom has yielded striking educational, social, and interpersonal benefits. despite the view of many educators and experts on


search the collections victorian women on farms gathering collection image : patch - victorian women on farms gathering, warragul 1999 source : museum victoria since 1990, victorian rural women have met at annual events, women on farms gatherings, to share common interests, exchange information, celebrate their contribution to their farms and communities, and support and nurture each other. each gathering is linked by a tradition of sharing memories, symbolic icons, women ' s stories, workshops, rituals, farm tours, good food and fun. the meaning, identity and action expressed through these collective activities are often ' life changing ' for participants and foster a deep sense of community. these gatherings emerged as part of the ' rural women ' s movement ' in australia. this movement sought to raise the profile, opportunities and voice of rural women. the victorian gatherings were soon replicated in other states around australia, and fed into the organisation of the world ' s first ' women in agriculture ' conference held in melbourne in 1994. the women on farms gathering collection dates from the first gathering held at warragul in 1990 and covers the first 20 years up to 2009. the women on farms gathering collection is a community project involving the active participation of rural victorian women in collecting, interpreting and sharing their histories. a cow pat, mallee root and motherboard, are some of the ' icons ' in the collection and offer a colourful and symbolic insight into the stories and experiences of rural women. these icons have been chosen by the organisers of each gathering to symbolise and celebrate the leadership, unity, diversity and resilience of rural women. the collection also includes two large banners ( one of which is used and altered at each gathering ), videos, photographs, a memorial plaque, memorabilia and a large collection of oral histories. the collection has state and national significance. it highlights the diversity of rural women ' s experiences, documents the contribution of women to their farms and communities, the changing nature of agriculture and contemporary issues affecting the future of victorian rural communities. the contemporary and collaborative nature of the collection has created important community links across rural and regional victoria and has directly influenced the development of associated collections and research, including : toxic waste campaign, 2009 victorian bushfires, water security, climate change, drought, sustainable agriculture, gender and demographic change. the active involvement of rural women in the development of this contemporary collection has fostered new and exciting possibilities for museum practice and the history making process : "... we are creating living history. this heritage project with museum victoria is the first time that the museum has ever


rural women in the development of this contemporary collection has fostered new and exciting possibilities for museum practice and the history making process : "... we are creating living history. this heritage project with museum victoria is the first time that the museum has ever attempted something like this, and to my knowledge it is one of the few things in a museum that i have ever seen, which hasn ' t had to die to be recognised, and i find that very refreshing. " ann jarvis ( inaugural member of the women on farms heritage group, kergunyah ) " collecting, documenting and displaying these stories through the community partnership between women on farms gathering heritage group and museum victoria is groundbreaking. it is a model for how institutions may reshape their role to work collaboratively with communities to better interpret and represent their place in australian life. " kerry wilson, member of the women on farms heritage group, violet town ) history of victorian women on farms gatherings victorian women on farms gatherings - what is a gathering? women on farms gathering - memorial plaque the women on farms gathering heritage agreement women on farms gathering - the perpetual banner and patches australian rural women ' s movement - timeline bibliography - australian women on farms rural women gather across australia poetry and song - the victorian women on farms gatherings 1990 warragul gathering ( inaugural gathering ) 1991 sea lake wofg 1992 numurkah wofg 1993 tallangatta wofg 1994 glenormiston wofg 1995 swan hill wofg 1996 ararat wofg 1997 bendigo wofg 1998 ouyen wofg 1999 warragul wofg 2000 yarra valley ( healesville ) wofg 2001 north east ( beechworth ) wofg 2002 macedon ranges ( kyneton ) wofg 2003 yarram wofg 2004 horsham wofg 2005 benalla wofg 2006 hamilton wofg 2007 shepparton wofg 2008 berriwillock wofg 2009 warragul wofg items per page : 10 50 ( showing 1 - 10 ) 172 items white ceramic mug given to participants at the glenormiston women on farms gathering in 1994. it is an example of the creative presentation of issues affecting rural women at the gathe... images : 1 mug given to each participant of the 2002 macedon ranges ( kyneton ) women on farms gathering in their gathering bag on registration. the mug is a very practical recurring ritual of the... images : 1 digital colour image of the women on farms gathering


to each participant of the 2002 macedon ranges ( kyneton ) women on farms gathering in their gathering bag on registration. the mug is a very practical recurring ritual of the... images : 1 digital colour image of the women on farms gathering banner, taken at the horsham women on farms gathering in 2004. the banner displays 15 patches ( panels ) that illustrate the gathering... images : 1 royal blue scarf with yellow hand - painted wattle - like emblem on one end. this scarf was worn by the donor and by other members of the 2003 yarram women on farms gathering organising com... images : 1 blue polo neck shirt with logo. this shirt was worn by members of the 2003 yarram women on farms gathering organising committee. during the weekend all members of the committee wore blu... images : 1 silk scarf from the 2001 north east ( beechworth ) women on farms gathering. this scarf was worn by the north east ( beechworth ) organising committee members as a form of identification. t... images : 1 t - shirt from the 1993 tallangatta women on farms gathering. this green t - shirt was worn by members of the tallangatta women on farms gathering organising committee as a form of identifi... images : 1 calico vest worn by members of the 1998 ouyen women on farms gathering organising committee. during the weekend all members of the committee wore this vest so that they could be easily... images : 1 strong pink cotton hat with 2004 horsham women on farms gathering label applied to crown. this hat was contained within the ' gathering pack ' that was given to participants as they arriv... images : 1 green handmade badge created for the 1993 tallangatta women on farms gathering. denise, kylie & yvette kirk made these badges using a machine borrowed from the tallangatta hospital. den... images : 1


this short article is taken from the full article which is available here as a pdf file we all know that the medieval western world came to know and appreciate the basic greek works through the works of muslim philosophers. the translation of the arabic versions of the aristotelian corpus, the commentaries, and the abridgments produced a cultural turning point in the intellectual history of the western world. we also know that the serious study of aristotle in the time of scholasticism begins with albertus magnus ( 1206 - 1280 ) who used ibn sina ' s commentaries. both albert and his brilliant student st. thomas aquinas who shaped the future of christianity, adopted a version of modified aristotelianism, which was to a large extent al - farabi ' s and especially ibn sina ' s version of aristotelian philosophy. when we have a serious look at the historical studies carried out up to now, we can easily see, despite the insufficiency of research, the deep influence of al - farabi and ibn sina not only in the fields of logic or natural philosophy, but in metaphysics, philosophy of religion, ethics, and political philosophy as well. as we have pointed out, muslim philosophers ' analysis of being, their division of beings into contingent and necessary, their definitions of universal and other key metaphysical terms had a lasting impact on the thomistic and scotist syntheses. al - farabi ' s theistic views were quoted in many instances en bloc. this is especially true in the case of thomas aquinas, who was the head of the latin schoolmen. before the islamic influence, to talk of the " attributes " of god was almost unknown in the christian theology. islamic views of the attributes lived five hundred and fifty years and begat the attributes of the schoolmen, and the attributes of the schoolmen lived four hundred years and begat the attributes of descartes and spinoza. in fact, the early church fathers knew little concerning the talk of god except in terms of trinity. as we mentioned above, al - farabi and ibn sina anticipated some important views that now we find in the works of the major contemporary philosophers. for example, long before descartes, ibn sina, showed that " being " is the first intuition of the mind. again, descartes ' idea of the primary intuition of the ego is very close to ibn sina ' s idea the self - awareness of the soul exemplified in his doctrine of the " flying man ".


is the first intuition of the mind. again, descartes ' idea of the primary intuition of the ego is very close to ibn sina ' s idea the self - awareness of the soul exemplified in his doctrine of the " flying man ". some similarities also exist in their views of the necessary being, though there are some differences as well concerning this point. so far we tried to explain, albeit very briefly, the main contributions of al - farabi and ibn sina to global philosophical culture. now we have to look at the contribution of another turkish thinker who is not, strictly speaking, a philosopher, though he was indebted to the methods used by philosophers for many a solution for his problems. this was abu rayhan muhammad bin ahmad al - beyruni ( 973 - 1048 ce ). this great man stands as a model of the thinker who was able to harmonize within his own intellectual world various forms of knowledge, from the science of nature to religion and philosophy. al - beyruni has an extremely clear international outlook, and worked to remove the misunderstandings between various communities and bring humanity closer in their outlook upon the world. he was a key figure in bringing about real cultural contact between different races and nations. it is because of his great contributions to many fields, especially to the scientific spirit in general, that george sarton, the well - known historian of science, wishes to name the eleventh century " the age of al - beyruni. " he seems to be the first muslim thinker who had first - hand knowledge of indian philosophical and religious culture, in addition to sound knowledge of greek and islamic philosophical and scientific literature - a knowledge which enabled him to make useful comparisons between different cultures. this effort was no doubt a happy intellectual pursuit from which many historians of culture benefit much, even today. the scientific and philosophical erudition exhibited in his al - athar al - bakiya and kitab ma li ' l - hind is a dazzling achievement. one of the important contributions of al - beyruni can be seen in his account of scientific method, or the ethics of scientific investigation. in the introductory chapter of his al - athar al - bakiya, al - beyruni makes it very clear that in order to be an honest investigator ; one has to free himself from all kinds of prejudices, selfish motivations, and every kind of harmful element which prevent many from following the right course in the search of truth. commenting upon al - beyruni ' s


be an honest investigator ; one has to free himself from all kinds of prejudices, selfish motivations, and every kind of harmful element which prevent many from following the right course in the search of truth. commenting upon al - beyruni ' s work on india, g. von grunebaum, the famous historian of islamic culture, states that al - beyruni was able to develop and apply in his book that descriptive attitude towards another civilization which on the whole has been a distinctive trait of the west. it should be borne in mind, however, that this attitude of al - beyruni though very striking indeed, is not at all unique and seems to be a fairly common trait of islamic scientific and philosophical history. we see the same attitude in al - farabi and ibn sina as well, for example. in fact, one might say that such an attitude was one of the characteristics of turkish philosophers and men of science such as zamakhshari in the fields of tafsir ( the interpretation of the qur ' an ), al - bukhari in the field of hadith ( the collection and interpretation of the sayings of the prophet muhammad ), al - maturidi in theology, ai - farabi and ibn sina in philosophy, and of course al - beyruni especially in cultural history. it is noteworthy that most of these men were born and brought up in the turkish areas of central asia which were far away from the main centres of theological and political controversies. to cite only a few examples, al - farabi, in his commentary on a work of " zinon the great, " criticizes and even condemns some christian scholars who added many things and left out many statements while commenting upon the greek philosophical writings. al - beyruni speaks as follows : " between an investigator of truth and a staunch follower of tradition there is, surely, a great difference. " one of his great contemporaries shares the same view, ibn sina, who, commenting upon the attitudes of those who followed aristotle blindly, says that they spend their times in occupation with the past without resorting to their own intelligence. al - beyruni condemns the use of scientific knowledge to mislead and harm people. he warns again and again against " the sciences which prey on the ignorance of the people. " he, like al - farabi, warns us against " the crimes committed by translators. " his simple principle is this : seek after truth even if it may be against you. one " should


sciences which prey on the ignorance of the people. " he, like al - farabi, warns us against " the crimes committed by translators. " his simple principle is this : seek after truth even if it may be against you. one " should not refuse to accept the truth from any source, wherever one can find it. " despite the incessant wars between the muslims and the hindus, al - beyruni managed to remain impartial while he was writing his major work on india. it is incredible to see in him a man trying sympathetically to have an access to the minds of those who were regarded, politically, as foes by the dynasty under which al - beyruni served. in the introduction of his book india al - beyruni makes the characteristic features of his approach very clear : to begin with, he says that he will investigate the truth of everything he hears, since " what we hear is not like what we see. " concerning his book he says " i shall not produce the arguments of our antagonists in order to refute such of them as i believe to be in the wrong. my book is nothing but a simple historic record of facts. " his main purpose for writing a book on india is " to help those who want to discuss religious questions with them and associate with them. " now, such an objective attitude developed and fully applied by al - beyruni is also indicative of the freedom of thought that existed during the reign of sultan mahmud, the great turkish ruler of the ghaznawids. the religious policy of this sultan and his immediate successors must have been very liberal indeed. it is not out of place to point out that al - beyruni is one of the keen minds to see the spirit of inquiry inculcated by the qur ' an. he sees a real connection between his objective approach and the demands of the qur ' an in this respect. in the introduction of the india lie explains how he tried to save himself from untruth and falsehood by analyzing some psychological motives such as hatred, ignorance, love, etc., which often lead us to conceal the truth. through god ' s mercy, says al - beyruni, none of these afflicts him. he says that " that man alone is praiseworthy who shrinks from a lie and always adheres to the truth, enjoying credit even among liars, not to mention others. it has been said in the qur ' an that one has to speak the truth, even if it


alone is praiseworthy who shrinks from a lie and always adheres to the truth, enjoying credit even among liars, not to mention others. it has been said in the qur ' an that one has to speak the truth, even if it were against one ' s self ". according to al - beyruni, islam created a living culture - consciousness, as it were, which is free from all sorts of narrow - mindedness. he is fully aware of the rational and inductive spirit of the qur ' an on the one hand, and of the great difficulties caused by the scriptures of some other religions on the other. he says that some indian scientists in his time misinterpreted the scientific results so as to avoid the probable conflicts between science and religion ; and he reproaches them for that. he has great confidence in his religion and culture - a confidence which is sometimes indispensable for the attainment of a broad frame of mind. " the sentences of the qur ' an, " he claims, " which deal with these ( the shape of the heaven, earth, etc. ) and other subjects necessary for men to know are not such as to require a strained interpretation.... they are in perfect harmony with the other religious codes ; and at the same time, they are perfectly clear and unambiguous. besides, the qur ' an does not contain questions which have for ever been the subjects of controversy... such as the question of chronology and the like. " al - beyruni refers repeatedly to the verse that states " our lord, thou did not create all these in vain.... " he says that " this noble verse contains the totality of what i have explained in detail. " al - beyruni was a great lover of knowledge ; he emphasized the importance of knowledge for its utility as well as for the sake of perfection of men. for him, knowledge is good as a means and as an end, and there is a clear distinction between the intrinsic worth of a thing and the benefit that it brings in the end. according to al - beyruni, " it is knowledge in general that is pursued solely by men, and which is pursued for the sake of knowledge itself because its acquisition is truly delightful and is unlike other pleasures derivable from other pursuits. " the number of sciences are great, and it may be still greater if the public mind is directed towards them at such times as they are in the ascendancy and general favour


truly delightful and is unlike other pleasures derivable from other pursuits. " the number of sciences are great, and it may be still greater if the public mind is directed towards them at such times as they are in the ascendancy and general favour with all, when, people not only honour science itself, but also its representatives. to do this is, in the first instance, the duty of those who rule over them. " al - beyruni was, as has been pointed out, primarily a man of science rather than a philosopher in the technical sense of the term. nevertheless, there is no harm to call him a philosopher, if we take philosophy to mean a rational and disciplined inquiry. it is said that al - beyruni wrote three philosophical treatises that seem to have been lost. thus, we can only obtain some clues of his philosophical ideas. he seems to be somewhat critical of muslim aristotelianism in many important points such as the idea of the eternity of the world and the like. he believed in creation ex nihilo and said that to believe otherwise is tantamount to the denial of some basic principles of islam. in a series of questions and answers with ibn sina, al - beyruni touched upon problems of time, matter, motion, and compared his own views with those of aristotelian philosophers. as we said, he was the first muslim thinker who had first - hand knowledge of indian philosophical and religious thought. he was also quite familiar with greek and islamic philosophical literature. he gives some invaluable information about the brahmanic religion of the people of india, and relates the indian culture to islamic and greek cultures. his comparisons in this respect are very illuminating. in fact, due to his success in this field, some modern scholars consider him as the founder of the discipline of the comparative study of religion. for example, when he explains the indian idea of immortality and metempsychosis with the corresponding ideas in greek thought, he gives lengthy quotations from the dialogues of plato such as pkaedo, ximaeus, and the laws. it is interesting to note that al - beyruni finds a kind of monotheism among the educated indians. to begin with, he makes a clear distinction between the beliefs of the common people and those of the well - educated. of the latter, he says the following : the educated people call god i ' svara, i. e., self - sufficing, beneficent, who


the beliefs of the common people and those of the well - educated. of the latter, he says the following : the educated people call god i ' svara, i. e., self - sufficing, beneficent, who gives without receiving. they consider the unity of god as absolute. the existence of god they consider as a real existence, because of everything that exists through him. those who study philosophy or theology and desire abstract truth which they call sara, are entirely free from worshipping anything but god alone, and never dream of worshipping an image manufactured to represent him. in ethical and political thinking, al - beyruni tends towards practical solutions rather than theoretical reasoning. in ethics, he stresses the importance of two basic virtues : muruwwa and ukhuwwa. the first term usually stands for the moral behaviour of the individual, whereas the second stands for the social moral life ; the one for " manliness " and the other for communal " brotherhood. " it must be remembered that the first terra has nothing to do with the show of the brute force. in fact, gentleness ( hilm ), soft - heartedness ( riffc ), and patience are the basic constituent elements of this virtue. his idea of brotherhood seems to have made him very critical of the old indian cast system. " among the hindus, " al - beyruni says, " institutions of this kind abound. we muslims, of course, stand entirely on the other side of the question, considering all men as equals.... this is the great obstacle which prevents any approach or understanding between hindus and muslims. " beyruni was a man of science ; so, he tried to build a bridge of understanding between different communities by way of scientific appreciation of human culture. he was a fine example of a true philosopher as the word properly means in greek : " a lover of wisdom ". the scientific approach he and many other muslim scholars followed was embraced later in the west and has been a vital bridge of understanding between the west and the rest of the world. this approach is grounded firmly on the love of truth and justice. it is found in all the best human beings and is emphatically demanded in the qur ' an : o ye who believe! stand out firmly for justice, as witnesses to god, even as against yourselves, or your parents, or your kin, and whether it be ( against ) rich or poor : for god can best protect both. follow not the lusts ( of your hearts


out firmly for justice, as witnesses to god, even as against yourselves, or your parents, or your kin, and whether it be ( against ) rich or poor : for god can best protect both. follow not the lusts ( of your hearts ), lest ye swerve, and if ye distort ( justice ) or decline to do justice, verily god is well - acquainted with all that ye do. g. von grunebaum, islam : essays in the natm tradition, menasha 1955, p. 48. tahdid nihayat al - amakin..., ed. tanci, ankara, 1962 ; eng. tr. by j. ah, the determination of the coordinates of cities, beirut, 1967, p. 3. al - biruni ' s india, eng. tr., s. eachau ; 1914, p. 187. the determination, p. 7. the determination, p. 79. al - biruni ' s india, london 1910, vol. 1, p. 7 and p. 9. al - biruni ' s india, vol. 2, pp. 31, 250, 269. see, surah, iv, 134. see also, b. a. dar, " al - biruni on hindu religious thought, " in al - biruni ' s commemorative volume, karachi 1979, p. 337. the determination …., p. 8. ibid, p. 2. ibid, pp. 14 ff.


save my session : name of school states ( use map for more than 1 state ) | reset list level of award tuition & fees undergraduate student enrollment % of applicants admitted test scores – 25th percentile varsity athletic teams extended learning opportunities retention rates measure the percentage of first - time students who return to the institution to continue their studies the following fall. the overall graduation rate is also known as the " student right to know " or ipeds graduation rate. it tracks the progress of students who began their studies as full - time, first - time degree - or certificate - seeking students to see if they complete a degree or other award such as a certificate within 150 % of " normal time " for completing the program in which they are enrolled. some institutions also report a transfer - out rate, which is the percentage of the full - time, first - time students who transferred to another institution. note that not all students at the institution are tracked for these rates. students who have already attended another postsecondary institution, or who began their studies on a part - time basis, are not tracked for this rate. at this institution, 35 percent of entering students were counted as " full - time, first - time " in 2011. graduation rates can be measured over different lengths of time. " normal time " is the typical amount of time it takes full - time students to complete their program. for example, the " normal " amount of time for many associate ' s degree programs is 2 years. not all students complete within the normal time, so graduation rates are measured by other lengths of time as well, including " 150 % of normal time " ( e. g., 3 years for a 2 - year program ) and " 200 % of normal time, " or twice as long as the normal time ( e. g., 4 years for a 2 - year program ).