Effective communication during difficult conversations,innovative ways to improve communication in the workplace,office management skills doc,advancing project management in learning organizations - .

Risk Communication, as it applies to organizational change, gives leadership a powerful problem solving communication toolkit that builds trust and fosters informed support among stakeholders. The Center’s communication practitioners provide science-based collaborative techniques one-on-one or in groups with organizational leaders.
Utilizing proven science-based collaborative techniques, we excel at identifying key issues with high impact, producing strategies that prevent or mitigate high stress situations.
The Center’s counsel and support is tailored to the unique and specific needs of your situation. Pioneers in the development and application of advanced communication methods, we specialize in effective communication strategies during high stress, emotionally charged situations. While it is essential to convey facts clearly, that alone is often insufficient to quell people’s concerns. Purpose  Discovery Reports are designed to help organizations and individuals increase their productivity, communications, and successful relationships within organizations as well as with customers. Many clients choose to use a focus on management or communications or sales?and then add sections during follow-up training.
Recent research indicates that the single most important factor in student performance is teacher quality.
Though the literature on professional development programs is less advanced, researchers agree that most forms of professional development fail to foster teacher quality along these five key dimensions.
For 30 years, the Yale-New Haven Teachers Institute has been developing a unique model for improving teacher quality. Other research suggests that Institutes also serve to foster teacher leadership, to develop supportive teacher networks, to heighten university faculty commitments to improving public education, and to foster positive partnerships between school districts and institutions of higher education.
In recent years, educational researchers have converged on the conclusion that the best way to help students learn is to improve teacher quality.
Though researchers differ on some important issues, virtually all experts agree on the value of five features. The chief caveats here are first, that due both to costs and program structures, relatively few professional development program evaluations have included randomized controlled trials or rigorous quasi-experimental designs with well-matched participant and non-participant groups.20 Few existing programs, then, can claim to have been validated through those forms of empirical research.
Since 1978, the Yale-New Haven Teachers Institute has been developing a unique approach to improving teacher quality, one now employed by affiliated Teachers Institutes in three other cities: Pittsburgh, Houston, and Philadelphia. At the heart of the Teachers Institute approach is a special sort of partnership between institutions of higher education and public schools.
In these seminars teachers gain more sophisticated content knowledge, and they also enhance their writing and oral skills by preparing substantial curriculum units that they discuss with their fellow teachers in the seminars, then teach to their students. The Institute approach thus involves a stress on improving teachers' content knowledge and on the development of pedagogical strategies tied to the content of their units.
The Institutes are especially well-suited to insure that teachers do not learn advanced content in isolation from attention to how it can be conveyed effectively, and that they do not passively receive content from curriculum prepared by others.
Since the founding of the Yale-New Haven Teachers Institute in 1978, its leaders have consistently supported external and internal evaluations to discern and improve the efficacy of the Institute's work. But random assignment of teachers to treatment groups is not appropriate for evaluating the Teachers Institute approach.
The second-best research option for determining causality is generally considered to be quasi-experimental designs, in which subjects are not randomly assigned to treatment and control groups.
The external evaluator of the National Demonstration Project, Policy Studies Associates, also found "clear evidence of important accomplishments" and concluded that the Project had "succeeded in reaching its goal" of showing that the Institute model could be replicated in different contexts, especially districts that respect "teachers as leaders" and value "teachers' professional learning."31 Using qualitative techniques including seminar and classroom observations, in-depth interviews, and focus groups, sociologists at the University of Houston and educators at Carnegie Mellon University and Chatham College, Pittsburgh conducted their own evaluations of their Teachers Institutes during the National Demonstration Project, with similarly positive results.
The Houston and Pittsburgh Teachers Institutes continued in conformity with the Institute model along with the original Yale-New Haven Institute, each engaging in annual surveys of teacher participants and in other forms of continuing evaluation. The administration by each Institute of similarly structured annual surveys of teacher seminar participants, which all must complete in order to receive their stipends, makes it possible to update the survey findings of the 2004 National Demonstration Project evaluation, determining whether teachers at the various Institutes continue to rate their seminar experiences favorably.
First, the Fellows' surveys from over 1200 Fellows at all four existing sites from 2003-2008 show that teachers chose to participate in Institute seminars out of desires to improve themselves in precisely the areas that research indicates to be vital to teacher quality. Pittsburgh teachers placed slightly greater relative stress on improving their mastery of their subject matter than teachers at the other three sites, while Philadelphia teachers cited this motive somewhat less often than teachers in the other cities.
These responses from the local Institutes in New Haven and Philadelphia and from the National Initiative seminars may indicate the comparative appeal for teachers of working with faculty in Ivy League institutions.
There were also interesting variations in the responses among categories of teachers, though none were consistent across all four local sites and the National Initiative seminars, and they cannot be considered statistically significant.33 At three of the four sites middle-school teachers were somewhat more likely than high-school or elementary-school teachers to stress the goal of motivating their students (rather than high-school teachers, as in the National Demonstration Project). After completing their seminars, teachers at all four local sites overwhelmingly reported that they had benefited along dimensions that the professional literature indicates to be vital to teacher quality. As in the National Demonstration Project, the surveys show other variations by categories of teachers, though again these patterns are not statistically significant.
The National Demonstration Project included a one-time survey on unit use; and in New Haven, the annual survey of teachers provides an opportunity for open-ended comments on teachers' previous use of Institute curriculum. The results of the National Demonstration Project survey showed that, except for those who are unable to do so due to shifts in assignments or health reasons, virtually all Fellows at each site went on to teach the units they prepared, in whole or in part; and many also reported use of other Teachers Institute units. The Fellows in the National Demonstration Project expressed very strong satisfaction with the units. Overall, an impressive 65% of all Fellows rated the units written by themselves or other Institute Fellows as superior to all other types of curriculum they had used, with almost 34% rating them the same.
It should be noted that during the National Demonstration Project, no Institute made a concerted effort to persuade teachers to use Institute-prepared units instead of other curriculum.
Because the DeWitt Wallace-Reader's Digest Fund, sponsor of the National Demonstration Project, wished evaluators to focus on the Project's impact on teachers, it did not authorize funds for the complex task of directly evaluating the impact on students of having had teachers who had been Fellows. In commenting on their experiences teaching units in the classroom during the five-year (2000-2005) period of the New Haven quantitative study discussed in the next section, teachers spoke often of how student attention, enjoyment, comprehension and retention improved whenever they used Institute units, both ones they had personally written or ones written by other Fellows.37 Many also reported that their units were written to be interdisciplinary and served as bases for successful team-teaching, sometimes in pairs, sometimes in larger groups.
As in the earlier National Demonstration Project, the populations of Fellows participating at the four current sites from 2003-2008 display some demographic differences.
Experiences at the four sites during the three years of the Demonstration Project, in New Haven for three decades, and in Pittsburgh, Houston, and Philadelphia since a Demonstration Project, all indicate that the Institute approach generates significant corollary benefits that are not easily grasped through survey responses and not always visible in a relatively short time period.
The development of university-public school institutional partnerships in ways that promote respect and strengthen education in both settings. To augment those findings, the Yale National Initiative sponsored a retrospective quantitative study of the impact of the Teachers Institute on New Haven teachers and students from the 2000-2001 academic year to the 2004-2005 academic year. Not all of the data sought proved available, particularly in regard to teacher and student outcomes. In regard to the demographics of teachers who participate in Institute seminars, the chief hypothesis was that they would be broadly representative of all New Haven teachers, not drawn primarily from particular demographic subsets, with the partial exception of elementary-school teachers.45 In regard to teacher outcomes for which data were available, the chief hypothesis was that participation in Teachers Institute seminars would correlate with heightened teacher retention, as the seminars would increase teacher enthusiasm and satisfaction with their teaching.
In regard to student outcomes for which data were available, the central hypothesis was that student exposure to teachers who had been Institute Fellows would be positively but weakly associated with standardized test scores and grades.
A multilevel model was used to account for variation explained at the school, teacher, and student levels. During the study period, African American teachers were 83% more likely than white teachers to be Fellows when holding years of teaching experience, sex, subject, grade level, and degrees constant. In regard to students, no statistically significant relationships were found between having a teacher who had been a Fellow and student performances on standardized tests and in course grades. The continuing positive results of annual surveys of teachers at each Institute site and of National Seminar participants leave little doubt that teachers consistently rate their Institute experiences and the curriculum units that result favorably along the five dimensions agreed to be key ingredients of teacher quality: teacher knowledge, teacher skills, teacher enthusiasm, teacher expectations of their students and teacher capacity to motivate students.
At the same time, these results underscore the importance of continuing and improved program evaluation.
To summarize the main options: Insofar as possible, each site should seek to institutionalize annual data collection on the use of curriculum units and on their results for students.
Institutes should also continue to collect and analyze descriptive data on teachers and on teacher outcomes. If circumstances permit, Institutes might also seek to obtain and analyze more systematic data that can help answer the question of whether collective participation by teachers from the same school, grade, or department has benefits exceeding those obtained when individual teachers are mixed without any such clustering. Both individual Institutes and the National Initiative should also seek to identify and employ researchable forms of randomization that are consistent with the Institute approach. There are, then, many routes for continuing and improved evaluation that merit consideration, and there are strong reasons for undertaking such steps.
Ferguson, "Teachers' Perceptions and Expectations and the Black-White Test Score Gap," 273-317; Ferguson, R.
Gates Foundation Staff, "High-Performing School Districts: Challenge, Support, Alignment, and Choice," 18. Pittsburgh public schools have experienced severe and continuing declines in student enrollments in the decade since the Pittsburgh Teachers Institute was established. Suggesting the value of collective participation, one Philadelphia teacher stated that initially she was the only teacher from her school enrolled in the program and that "I'm so happy now there are four. To use a political science analogy, it would be similar to trying to evaluate the comparative success of "winner take all" and "proportional representation" presidential primary systems by randomly assigning winning candidates to the two different parties.
Yoon et al., "Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement," 5. All percentages reported here are percentages of the Fellows who actually responded to particular questions. Because the numbers of teachers in particular categories were sometimes low, and because some teachers were Fellows multiple times, standard tests for statistical significance are not appropriate. In the National Demonstration Project, more experienced teachers, presumably more familiar with alternative forms of professional development, rated the overall program especially highly.
Overall statistics are drawn from the National Demonstration Project Survey of Fellows' Unit Use, Table 111. The standardized tests employed in the study are the Connecticut Mastery Test (CMT), which was administered in the study period in grades 4, 6, and 8, and the Connecticut Academic Performance Test (CAPT), which was administered in grade 10. Elementary teachers, who were not initially eligible for New Haven seminars, came to be more proportionately represented over the years. DESCRIPTION: Although few ancient Chinese maps are extant, it is evident from various descriptions in early geographical literature and Korean copies and imitations of old Chinese maps that the Terrestrial Continent was centered around China, encircled by a large ring of water quite similar to Homera€™s Oceanus, and further enclosed by an imaginary outer continent (#105, #254, #255, #256). The subject of this monograph is a map referred to as Yoktae chewang honil kangnido [Map of historical emperors and kings and of integrated borders and terrain], also known as the Honil kangni yoktae kukto chi to [Map of integrated regions and terrains and of historical countries and capitals], and hereafter will be simply referred to as the Kangnido. According to the preface found in China€™s Yangcha€™on chip, the map is a synthesis of two earlier Chinese maps, an early 14th century (~1330) map by Li Tse-min [Zemin] and another map from the late 14th century (~1370) by Cha€™ing Cha€™n [Qing Jun], both maps now lost however. The place to begin discussion of this very unusual map is with its preface, the crucial part of which is translated here from the text on the Ryukoku copy, with reference to the closely similar version in Cha€™A?an Chin's collected works, the Yangcha€™on chip. Takahashi Tadashi has shown that the Kangnidoa€™s Chinese transcriptions of place-names in southwest Asia, Africa, and Europe come from Persianized Arabic originals. The European part of the map, which is said to contain some 100 names, has not yet been the object of an individual study, and no details of this section of the Kangnido seem to have been published. Cha€™A?an Chin observed in his preface that the Kuang yu ta€™u had only sketchy treatment of the area east of the Liao River and of Korea. The last major element of the map to be supplied, as far as the Koreans were concerned, was Japan. It is generally assumed by Korean cartographical specialists that this map, brought back in 1401, was the basis for the representation of Japan on the Kangnido.
The northeastern coast of Africa, as well as Arabia, Asia Minor and the Mediterranean Sea with Italy and Spain were, as a whole, known to the Chinese from the 12th century, either by description, or, in the case of the African and Arabian coasts, from their own experience.
Prior to the Age of Great Discoveries, the African world below the Sahara, by all indications, was essentially an enigma to geographers in Europe. From the other side, the Arabs undoubtedly possessed considerable advantages that enabled them to venture across the dry lands and beyond. While numerous places in North Africa were mentioned by Chinese authors of the 8th and 9th centuries, it is more difficult to establish a clear milestone for the advance of Chinaa€™s knowledge concerning tropical Africa. Returning to Cha€™A?an Chin and Li Huia€™s map, the delineation of the southern half of Africa is of particular interest. The fact that the names of the Chinese cities on China€™s map are all the same as on the maps from 1320, further substantiates that the basic content of the map, as a whole, must date back to the famous Chinese cartographer Chu Ssu-pena€™s own time. Whatever the emphasis of the cartographer, rivers as a rule, were the most prominent landmarks in every Chinese map; and for the inland areas (central Asia especially) China€™s map is a good example of the Korean conformity to Chinese tradition, and we see the magnitude of rivers and other water bodies greatly exaggerated. Another contributing factor in the mapa€™s remarkable knowledge of the West is that which was obtained as a result of the near conquest of the entire known [inhabited] world, or oikoumene, by the Mongols during the 13th century.
The overall disposition and bulk of the different components of the Kangnido at first make an odd appearance.
Little is known about how the Kangnido came to Japan, but it probably arrived there independently on three separate occasions. The graphic above illustrates a proposed hypothetical development or a€?transitiona€? of the Korean world map, beginning with the Kangnido of 1402 through to the Cha€™onhado [map of all under heaven] in the 16th century (see #231).
This information permits the conclusion that the Kangnido was probably often copied in Korea during the 15th and 16th centuries. Thus Japan is righted and put in its proper place, the respective masses of Korea, China, and Africa are brought into more accurate relation, and England and Scandinavia emerge from Europe. Movable type printing with cast metal movable type, which Korea had pioneered among the East Asian nations in 1242, underwent considerable development and refinement under the 15th century kings; by the time Gutenberg perfected his press in 1454, hundreds of editions of books in Chinese and several in Korean had been printed in Korea with movable type.
The spirit that animated all of these projects, and that marks the 15th century as perhaps Koreaa€™s greatest, was both national and international in character, and showed a high degree of independent thinking.
In addition to practical administrative concerns, mapmaking served to strengthen the national prestige and royal power. The Honil kangni yoktae kukto chi to [Map of Integrated Lands and Regions of Historical Countries and Capitals, short name Kangnido] is a world map that was made in Korea in 1402, the second year of the reign of Taejong of Joseon. It is the second oldest surviving world map from East Asia, after the similar Chinese Da Ming Hun Yi Tu, part of a tradition begun in the 1320s when geographical information about western countries became available via Islamic geographers in the Mongol empire. Chin had returned from a trip to China in the summer of 1399, probably bringing the two Chinese maps with him, and both ministers had just completed reporting on land surveys of Koreaa€™s northern frontiers to the royal court. In the fourth year of the Jianwen era (1402), Gim Sahyeong and Yi Mu, and later Li Hui, analyzed the two Chinese maps and combined these two maps into a single map. The map depicts the general form of the Old World, from Africa and Europe in the west to Japan in the east although the western portion is much smaller than its actual size.
Place names based on traditional Chinese knowledge and Islamic knowledge coexist separately.
Chinese Exploration: Some have used this map as evidence of early global exploration by China.
It is one of the oldest surviving world maps from East Asia although the exact date of creation remains unknown. The place names of China on the map reflect the political situation in 1389, or the 22nd year of the reign of the Hongwu Emperor.
Relationship to other maps: Maps had for centuries played an important role in the government of such a vast country, and surviving examples on stone dating from AD 1137 (Book II, #218) but based on much earlier surveys, show great accuracy, using a grid system. By the early years of the 14th century, when Mongol domination over much of Eurasia created favorable conditions for east-west communication, Islamic maps of Europe and Africa had found their way to China, encouraging Chinese cartographers to create world maps incorporating the new information. Scholars consider that the Da Ming Hun Yi Tu was ultimately based on a world map named Shengjiao Guangbei Tu (e???•™a»?e?«a?–). Compared to the Kangnido, the Da Ming Hun Yi Tu provides more detailed information on Mongolia and Central Asia and India. It replicates the curvature of the Earth by compression of areas furthest away from China (most obviously the extreme horizontal squeeze of Europe), their reduced size making both a geographical and a political statement.
The European coverage goes only as far as the new portolan mapping, showing the Mediterranean and Black Sea areas. Hunyi jiangli lidai guodu zhi tu[General map of the distances and the historic capitals]: Honkoo-ji Tokiwa Museum of Historical Materials, Shimabara, Nagasaki prefecture.
Chinaa€™s towns and cities, its river systems, and the Great Wall are all shown on the map. Cha€™A?ana€™s own role was probably important, even though he insists that he only stood in the background and a€?enjoyably watched the making of the map.a€? But he was being modest and tactful, since he was younger in age and junior in rank to the two ministers. A A A  The European part of the map, which is said to contain some 100 names, has not yet been the object of an individual study, and no details of this section of the Kangnido seem to have been published. Wendy is Branch Manager at Brook Street in Inverness and is celebrating her 12 year anniversary with the high street recruiters on the day of this event! Wendy's career at Brook Street got off to a great start, after being promoted from a Temporaries Consultant to a Branch Manager in the space of a year.
Angela Garry is a qualified teacher and psychotherapist with 24 years’ experience in administrative roles in England and Ireland. Andy is the Strategic Business Manager for Sue Bruce, Chief Executive of the City of Edinburgh Council. Andy also worked in the private sector as Senior Policy Adviser within Saltire Public Law and Policy, advising clients on how best to engage with government and to influence and enhance legislation and guidance. Since setting up Cameron Consulting in January 2004 I have been on a wonderful journey.Building on the coaching skills I learned while working with one of the Big4 international accounting firms the range of clients has developed to include senior executives, business owners, new graduates, first time managers and headteachers. Based in Edinburgh, Scotland I am an Associate of the Edinburgh Institute at Edinburgh Napier University and also a Member of the Chartered Institute of Personnel and Development ( CIPD).
To demonstrate that I do what I teach I love to find out more about others and you should have no trouble finding a way to get in touch with me that suits you whether it be by phone or email or Twitter, Facebook or LinkedIn. John Curtis, one of Scotland’s leading journalists and a user of social media as a force for business growth. Margaret Williamson is Director of Boardroom Development Limited, the business she established in 1993. Margaret helps people at the top of organisations make the connection between their own beliefs, attitudes and behaviours and the outcomes they achieve for staff and customers. Gilly gained practical management experience in finance, sales, marketing and training in a variety of roles at Midland Bank, Mars Confectionery and Kettle Foods.
A lively, approachable and impactful presentation style makes Gilly a popular and sought after speaker.
Amy is the founder Headtorch, an organisation that aims to enable people to feel good and be more productive at work. With a background in theatre and education, business, mediation, neuro-linguistic programming and coaching, Amy’s purpose is always to provide highly accessible, thought-provoking and engaging sessions. She has worked with a wide range of organisations including: PepsiCo UK, Crossrail, the NHS, CIPD, Healthy Working Lives and the Scottish Institute of Business Leaders. Amy hopes you enjoy her interactive presentation - she’ll be very interested in your thoughts and ideas throughout. Few people understand the importance of looking after high-profile figures than Joan Serafini. Lucy recently joined Principal Hayley Hotels to assist with the merger of the new Scottish Cluster Hotels across Edinburgh and Glasgow, consisting of Grand Central Hotel Glasgow, Blythswood Hotel Glasgow, George Hotel Edinburgh, Roxburghe Hotel Edinburgh & Bonham Hotel Edinburgh. I have 18 years marketing and communications experience in the not-for-profit sector, with 13 at a senior level.
Hard X-rays can penetrate solid objects, and their largest use is to take images of the inside of objects in diagnostic radiography and crystallography. The roentgen (R) is an obsolete traditional unit of exposure, which represented the amount of radiation required to create one electrostatic unit of charge of each polarity in one cubic centimeter of dry air. The rad is the (obsolete) corresponding traditional unit, equal to 10 millijoules of energy deposited per kilogram. The sievert (Sv) is the SI unit of equivalent dose, which for X-rays is numerically equal to the gray (Gy). X-rays are generated by an X-ray tube, a vacuum tube that uses a high voltage to accelerate the electrons released by a hot cathode to a high velocity.
In crystallography, a copper target is most common, with cobalt often being used when fluorescence from iron content in the sample might otherwise present a problem.
X-ray fluorescence: If the electron has enough energy it can knock an orbital electron out of the inner electron shell of a metal atom, and as a result electrons from higher energy levels then fill up the vacancy and X-ray photons are emitted. So the resulting output of a tube consists of a continuous bremsstrahlung spectrum falling off to zero at the tube voltage, plus several spikes at the characteristic lines. In medical diagnostic applications, the low energy (soft) X-rays are unwanted, since they are totally absorbed by the body, increasing the dose. To generate an image of the cardiovascular system, including the arteries and veins (angiography) an initial image is taken of the anatomical region of interest. A specialized source of X-rays which is becoming widely used in research is synchrotron radiation, which is generated by particle accelerators.
The most commonly known methods are photographic plates, photographic film in cassettes, and rare earth screens.
Before the advent of the digital computer and before invention of digital imaging, photographic plates were used to produce most radiographic images. Since photographic plates are sensitive to X-rays, they provide a means of recording the image, but they also required much X-ray exposure (to the patient), hence intensifying screens were devised.
Areas where the X-rays strike darken when developed, causing bones to appear lighter than the surrounding soft tissue. Contrast compounds containing barium or iodine, which are radiopaque, can be ingested in the gastrointestinal tract (barium) or injected in the artery or veins to highlight these vessels. An increasingly common method is the use of photostimulated luminescence (PSL), pioneered by Fuji in the 1980s. The PSP plate can be reused, and existing X-ray equipment requires no modification to use them. For many applications, counters are not sealed but are constantly fed with purified gas, thus reducing problems of contamination or gas aging. Some materials such as sodium iodide (NaI) can "convert" an X-ray photon to a visible photon; an electronic detector can be built by adding a photomultiplier. When concern is high and trust is low, conditions consistent with organizational change, a departure from traditional communication models becomes necessary. Our senior consultants are experts in behavioral science, and are committed for the duration of the project.
Research shows that public concerns typically are based 95 percent on perceptions and only five percent on facts. The Institute approach includes all of the seven elements of successful professional development programs, five very extensively; and it significantly strengthens teachers in all five of the major dimensions of teacher quality. Over 96% of all participating teachers rated the Institute seminars overall "moderately" or "greatly" useful. Though causality cannot be imputed, Institute participants also had nearly twice the retention rate of non-participants in local teaching. To confirm, maintain, and improve these impacts, it is advisable for Institutes to continue surveys of teacher participants and to undertake a variety of additional continuing quantitative and qualitative studies of the effects of Institutes on student and teacher outcomes.
Section I summarizes the conclusions of recent research on the ingredients of teacher quality and effective professional development programs. 2 Scholars also see an "emerging" consensus on the characteristics of professional development programs that can contribute to this goal.3 The mandate of Sec. Second, the research literature suggests that districts may face a choice "between serving larger numbers of teachers with less focused and sustained professional development or providing higher quality activities for fewer teachers," since "good professional development requires substantial resources" in terms of time, expertise, and dollars.21 As the Gates Foundation recently stated, an "effective professional learning community" requires "teachers who work together to improve each other's practice," including "weekly time to work together to meet shared challenges and improve their skills.
Each Institute provides professional development designed to help teachers face the challenges of educating effectively in low-income communities with high proportions of racial and ethnic diversity. The Institutes also provide opportunities for collective participation and all engage in continuing evaluation, though with some variations. These units of roughly fifteen pages or more are based on research into a topic inspired by the seminar and assisted by the faculty member, but adapted to the teachers' courses and students. Teachers are active learners in these seminars, receiving feedback from their peers and often trying out the units with their students as they prepare them. Instead, they research and write curriculum themselves, challenged and aided by their peers to insure that it is exciting for students and teachers alike. The distinctive approach of the Institute does pose challenges for rigorous empirical evaluation. That approach relies heavily on teacher leadership, including not only the decisions of teachers concerning their own participation, but also the decisions of Teacher Representatives on applicants' eligibility for the program and on the seminars to which teachers are assigned. Instead, researchers construct or identify a control group that matches the treatment group as closely as possible on all measurable characteristics. Beginning in 1981, distinguished experts have been invited periodically to conduct site visits to the Yale-New Haven Teachers Institute and to provide evaluations. In 1981 it began requiring all seminar participants to complete detailed questionnaires on their experience, and in 1981 and 1985 it undertook surveys both of teachers who had and teachers who had not been seminar participants to determine their experiences with using curriculum units.
The external evaluator's report included suggestions for improved continuing evaluation that have been incorporated into the ensuing Yale National Initiative. In brief, the results from each individual Institute, from the National Seminars, and in the aggregate national data all show that teachers throughout the country have consistently evaluated their Institute experiences much as the teachers did in the National Demonstration Project. When asked to choose among 12 reasons for participation in the seminars, the teachers at every site listed the "opportunity to develop materials to motivate my students" as their leading reason. Nonetheless, teachers at all the sites rated their overall experiences at their Institutes very similarly.
Elementary-school teachers most stressed the goal of developing curriculum that fit their needs.
In contrast to most professional development programs, the surveys revealed no widely shared criticisms of the seminars. These data strongly support the conclusion that virtually all teachers who complete Institute seminars feel substantially strengthened in their mastery of content knowledge and their professional skills more generally, while they also develop higher standards for what their students can achieve. At most sites, elementary-school teachers were most likely to say that the seminars had increased their knowledge.
Though such comments are not available from the other Institutes and so they do not constitute a systematic national data set, they indicate that in this regard, too, the patterns discerned in the National Demonstration Project appear to persist. About 87% taught their units in from 2 to 5 classes, usually over a full academic year, sometimes half a year. Roughly the same percentages rated the units as more enjoyable or equally enjoyable to teach than other curricula. Teachers using units did, however, provide a great deal of data concerning student responses to those units.
These collaborative teaching efforts often involved teachers who had not been Fellows, expanding the influence of the Institute's work.38 And teachers frequently stated that Institute curriculum units enabled them to meet "state and district standards" with materials that were more exciting for their students and for themselves, in part because these were units "tailor made to suit" the "personalities and interests" of the students to whom they were taught. For many teachers, Institute experiences reinforce their desires to continue working in the nation's most challenging educational environments. In comparison with the other local sites and the National Seminar participants, New Haven Fellows were roughly twice as likely to be under 30.
The study design called for obtaining information on teacher retention, promotion to leadership positions, awards, and attendance, and data on student test scores, grades, awards and recognition, attendance, and promotion to higher grades. The fact that teachers self-selected to apply for seminars means, however, that the analysis can only identify correlations, not support claims for causality. Because Fellows' curricular units are designed to fulfill general state and district content standards and goals, not to prepare the specific knowledge and skills examined in state standardized achievement tests, no strong impact on test scores was anticipated, even when the math test scores of students of math and science teachers and the reading test scores of students of English and history and social science teachers were examined. The results at the school level did not produce statistically significant results varying from those found at the teacher and student levels, leaving unsettled the question of whether collective teacher participation by school produces benefits beyond individual teacher participation.
This result is statistically significant at the 95% confidence level; but the Yale-New Haven Teachers Institute actively sought to encourage participation by African American teachers during these years. Because these descriptive differences in teacher retention could be traceable to other teacher characteristics, the researchers ran an inferential statistical test to illuminate the Fellow correlation.
Though we have less data on teachers' experiences in using Institute curriculum units, those data are also positive. The annual surveys of Fellows at each site and in National Seminars, with high rates of participation guaranteed by the requirement to complete the surveys to obtain Institute stipends, provide invaluable data on teacher responses that need to be sustained. These data could include annual surveys of former Fellows on their use of the units they have written, on their use of units written by other Fellows, and surveys of non-Fellows on their unit use — though past experience suggests that achieving high response rates will be difficult even with modest financial incentives.
It is vital to monitor whether Institutes continue to attract teachers from a broad range of demographics. Because teachers' voluntary choices do sometimes produce collectivities of teachers from the same school or grade in particular seminars, and because the number of Fellows teaching in a school often grows over time, there are opportunities to study the patterns of student and teacher performance associated with these clusters; although the impossibility of constructing randomized controlled tests will still prevent claims for causality. One possibility in large school districts may be to assign schools randomly to be targeted for recruitment into Institute seminars, though the availability of units written by Fellows to all teachers in the district would arguably limit the "controlled" character of such a study. The consistently positive results of the great variety of evaluations conducted at multiple sites over the past three decades suggest that, while further research can surely suggest improvements, the fundamentals of the Teachers Institute approach will continue to be shown to be a distinctive and valuable contribution to both teacher and student learning and achievement throughout the nation.
Coleman and Christopher Jencks, that socioeconomic backgrounds strongly affect student achievement (Coleman, J.



This section reports data from the Teacher Surveys on Seminar Experiences conducted in Houston, New Haven, and Pittsburgh from 2003-2008 and Philadelphia in 2006-2008. Teachers with Master's as well as Bachelor's degrees were more likely than those only with Bachelor's degrees to say the seminars raised their expectations of their students, especially in the humanities.
Data on relative ratings by teachers in different subject areas are drawn from Tables 311 and 321. One teacher commented that whereas the previous year, only 4 out of 20 regularly completed all reading and writing assignments, with the Institute unit those numbers were reversed. One teacher noted that "In my school, we had projects generated by the seminars of the Institute involving several teachers not all of them Fellows. During the period of the study, the tests assessed student learning in Mathematics, Reading, and Writing (grades 4, 6, 8, and 10) and Science (grade 10).
During the test period, a number of New Haven elementary schools were made part of K-8 schools. This map of the world was made in Korea in 1402, the second year of the reign of Taejong of Joseon. Li Tse-min, of whom we know nothing save that he flourished around 1330, produced a ShA?ng-chiao kuang-pei ta€™u [Map for the Diffusion of Instruction].
We do not know how many tens of millions of li there are from China in the center to the four seas at the outer limits, but in compressing and mapping it on a folio sheet several feet in size, it is indeed difficult to achieve precision; that is why [the results of] the mapmakers have generally been either too diffuse or too abbreviated.
But the real cartographer, even though Cha€™A?an minimizes his role, was Li Hui, whose entire career was in rather low-ranking but often special positions. While some of Takahashia€™s matches do not command credence in early-modern Chinese phonological terms, he generally makes a convincing case. The Mediterranean is clearly recognizable, as are the Iberian and Italian peninsulas and the Adriatic, but until the place-names can be read and interpreted it will be impossible to come to any firm understanding of it.
His language suggests that some image of Korea, however deficient, was on the original Kuang yu ta€™u (#227) and that this was supplemented or replaced by Li Hui. At this particular moment in time, Koreaa€™s relations with the Japanese were very difficult owing to the continuing problem of Japanese marauders, who were beyond the ability of the Ashikaga Shogunate to control. As maps of Japan go in this period, the outline on this one is unusually good: the positioning of Kyushu with respect to Honshu is quite accurate, and the bend north of the Kanto area is indicated better than on many of the Gyoki - style maps then current.
Aside from the effect of the inhospitable barriers surrounding the region, two great retarding factors that hindered the Europeans from crossing the immense waste, or from sailing into the tropical waters, was their belief in the Ocean of Darkness [Atlantic] and the fear of extreme heat on land and in the water further south. The earliest Chinese reference to North Africa can be found in the Ching-hsing-chi [An Account of Travels and Experiences], written by Ta Huan in 762 A.D. In the first place, the shape of the continent, which is basically triangular, and its general orientation, south, are clearly recognizable. However, the Kangnido map of the world presents a totally different emphasis from that of Chu Ssu-pen. Similarly along the coast from China to Africa, major rivers such as the Red, Mekong, Menam, Salween, Ganges, Indus, Tigris, and Euphrates are laid out in an unmistakable sequence in order to bring forth the locations of the many states and cities between them.a€?The treatment of the western regions is also very interesting in that it includes about 100 place-names for Europe and about 35 for Africa (unfortunately, though, it has not been possible for scholars to identify many of them). And a final point of interest concerning this remarkable map is that it could not possibly have benefited from the information which the Chinese explorer Cheng Ho certainly had brought back five years later concerning the peninsularity of India. On the one hand, there is nothing formulaic or mandated about its structure, such as the traditional European T-in-O scheme, or the wheel arrangement of the quasi-cosmographic cha€™onhado of later Korean popularity (see #231).
China and India, like a monstrous cell that had not yet divided, make up a dominating mass that overfills the entire center of the map. A map whose composition was guided by the nation's top educator and Confucian ideologist, and presided over by two ministers of state, was surely destined for display in a prominent, central place in the capital. Both the Ryukoku and Honmyo-ji copies were evidently part of the loot from Hideyoshia€™s invasion of Korea (1592-1598). However, there are some scholars that will argue that this illustration should be reversed and that the Cha€™onhado design preceded the Kangnido world concept, at least in China. But the map as a whole, and particularly its treatment of India and Africa, strongly evokes the Kangnido. Finally, King Sejong in 1443 invented the Korean alphabet, an amazingly original and scientific system which still serves as the writing system of Korea and which is the only indigenous alphabetic system in use among the East Asian countries.
Koreans did not merely copy the Chinese culture they imported, but recast and it into forms and institutions that were distinctively different from Chinaa€™s. At this time, Joseon needed comprehensive maps for the reform of administrative districts and a move of the capital.
It depicts the general form of the Old World, from Africa and Europe in the west to Japan in the east. The map currently in RyA«koku University (hereafter referred to as the RyA«koku map) has gathered scholarly attention since the early 20th century. Since Li Zemina€™s map had problems, they added the enlarged Korea, and also appended a map of Japan.
It contains the cartographic knowledge of Afro-Eurasia that cannot be found in the east in the pre-Mongol period. These areas are depicted in great detail while place names are sparsely distributed in northwestern Eurasia. The knowledge of the contour of Africa predates the European explorations of Vasco da Gama. China began to explore the territories to the west from the embassy of Zhang Qian in 126 B.C.
The original text was written in classical Chinese, but Manchu labels were later superimposed on them. It depicts the general form of the Old World, placing China in the center and stretching northward to Mongolia, southward to Java, eastward to central Japan, and westward to Africa and Europe.
Japanese scholar Miya Noriko speculated on the motivation behind it: Although the Hongwu Emperor, first of the Ming dynasty, drove the Mongol Yuan Dynasty out of China in 1368, Mongols maintained military power that posed a real threat to the new dynasty.
By then the Chinese had also developed the magnetic compass, and in the 13th century western versions of that device allowed European cartography, almost abandoned after the fall of the western Roman Empire, to catch up with Chinese standards of accuracy.
In Manchuria, Changbai Mountain, where the foundation myth of the Manchu Aisin Gioro imperial family was set, is overly portrayed. Outside China, sub-Saharan Africa is depicted in a good approximation of the correct shape, complete with mountains near the southern tip. Unlike the African lake, those seas are not shaded with wave symbols, and nor is the nearby Caspian Sea, mapped in Islamic style with two islands, suggesting that the whole area is based on a single Islamic map. Over the past 12 years, Wendy and her team have experienced some great successes - from winning an internal Branch of the Year award three years running to achieving regular quality at work awards for their performance. He is an ex marketing manager for the Post Office and a small business owner who has seen his own business harness social media to reach more than four million customers a week. She is an experienced strategy and organisation development consultant specialising in working with business and community leaders.
She combines a clear understanding and skill in strategic thinking with an ability to design and facilitate innovative learning opportunities that sensitively raise the self-awareness and capability of her clients. With a strong business background and interpersonal skills, Gilly is an enthusiastic and knowledgeable trainer and developer of people. With speeches full of helpful tips and practical suggestions that audiences love for their immediate benefits, Gilly’s approach is enjoyable, frank and very memorable.
Headtorch creates and delivers dramatic stories in live learning & development sessions and in dramatic e-learning, namely Headtorch WORKS. With over 20 years of experience in the hospitality industry Lucy is looking forward to meeting the ACES delegates. For the last 12 years I have been managing the Jeans for Genes Day Appeal where I have been instrumental in raising over £35 million. For the first time in their history, Assistants are starting to get the recognition that they deserve as strategic business partners and not just as a support mechanism. This process produces an emission spectrum of X-ray frequencies, sometimes referred to as the spectral lines.
The intensity of the X-rays increases linearly with decreasing frequency, from zero at the energy of the incident electrons, the voltage on the X-ray tube. A second image is then taken of the same region after iodinated contrast material has been injected into the blood vessels within this area. The contrast compounds have high atomic numbered elements in them that (like bone) essentially block the X-rays and hence the once hollow organ or vessel can be more readily seen.
In modern hospitals a photostimulable phosphor plate (PSP plate) is used in place of the photographic plate. Research studies on Risk Communication explain why this is so and suggest how to change the communication model for more effective results during difficult times. People’s behavior usually is predicated on perceptions – often misperceptions – that differ substantially from reality (facts).
There were no statistically significant effects on the only measures of student achievement for which data were available, standardized test scores and grades. 1119 of the No Child Left Behind Act for school districts to employ "highly qualified" teachers who receive "high quality" professional development has prompted more thorough data collection by school officials and more rigorous evaluations of teacher quality and of professional development programs. In New Haven, where 45 schools serve over 20,000 students, 70% of the students come from families receiving school meal financial assistance, and 87% are African American or Hispanic. Each year, the Institutes offer weekly seminars over several months, led by university or college faculty members, on topics that the teachers, through their Representatives, have selected to enhance their knowledge of what they teach. The units often represent the first substantial research and writing project that teachers have undertaken since college. Teachers play leadership roles in every stage of the program, including designation of seminar topics, approval of faculty proposals for seminars on those topics, approval of teacher participants, and assistance in coordinating seminar activities and program schedules throughout the year. The Institute approach does embrace the alternative of "higher quality activities for fewer teachers." Each Institute offers seminars for roughly 50 to 80 teachers per year. Most scholars agree that causality can best be determined via randomized controlled trials, in which subjects are randomly assigned to two groups. To obtain a close match, researchers generally need a great deal of information on a large number of potential group members. The results showed that the use of Institute-developed units was growing rapidly, with units taught in more than 1500 school classes by 1984. Every Institute administered similar annual questionnaires to all participants on their seminar experiences, and the Project also sponsored a one-time survey on unit use by participating and non-participating teachers at each site. Through the National Initiative, the Teachers Institute of Philadelphia was established, joining the League of Teachers Institutes in 2007.
Along the dimensions most associated with teacher quality, they rate the Institute approach very highly, markedly better than the low evaluations scholars report for most other existing forms of professional development. A similar pattern is visible in the survey results of teachers who have been "National Fellows" in recent years. Instead, over 96% of participating teachers praised the overall program, rating it "moderately" or "greatly" useful, in a remarkably consistent range running from 96.5% in Houston to 100% in Philadelphia. And perhaps surprisingly, teachers with more than 10 years of teaching experience most often indicated that the seminars had raised their expectations for their students — a pattern also discerned in the National Demonstration Project. Most teachers chose to present their units via teacher-led discussion rather than extensive lecturing. Only Fellows teaching in the physical sciences were more likely to rate them "somewhat" instead of "very useful." All teachers particularly valued the sample lessons and activities the units provided, along with the resource lists for teachers and students. There were no statistically significant variations according to the grade levels or subject areas in which Fellows taught. Although all sites attracted similar ratios of more experienced and less experienced teachers, Philadelphia and, particularly, National Fellows were somewhat more likely to have less than 10 years teaching experience. In practice, researchers were only able to document teacher retention and attendance and student performances on standardized tests and course grades.44 These results were examined both at the level of individual teachers and students and at the school level. The study cannot rule out the possibility that teachers who choose to participate in the Institute are more likely to continue teaching in New Haven for reasons other than Institute participation. Because more effective teachers may also grade more strictly, it was also not clear that even enhanced student interest and performance in courses led by Institute Fellows would be associated with higher grades in relation to students of non-Fellows. In regard to teachers, there was no statistically significant relationship between participation as a Fellow and teacher attendance. The data show that these efforts succeeded and that the Institute was at least as attractive to these racial minority teachers as to whites.
It underlines the need for future evaluations to use data more closely tied to the goals of the curriculum units written in Institute seminars, and the need for the accumulation of much more extensive data on student outcomes. The New Haven quantitative study indicates that Institute seminars attract a broad range of teachers from every observable demographic category and that those who choose to be Fellows are much more likely to continue teaching in the district than those who do not.
If resources permit, Institutes might also survey students on their experiences of units used in their classrooms; and they might seek to use pre-unit and post-unit student tests to determine the extent of student learning. It would also be useful to assess systematically at every site whether experiences as Fellows are associated with heightened teacher retention and with the promotion of teachers to positions of academic leadership within their districts and beyond.
Even so, if students of teachers at schools randomly assigned for recruitment appeared over time to perform better on appropriate measures than those from the same pool of schools whose teachers were not eligible for Institute participation, the results would provide additional reasons for confidence in the value of the distinctive Teachers Institute form of professional development. Browne Distinguished Professor of Political Science at the University of Pennsylvania, with the assistance of Dr. L., "Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement," Issues and Answers Report, REL 2007-No.
Because the overall completion rate for these surveys was over 98%, percentages of all Fellows surveyed, whether or not they responded to a particular question, are only slightly smaller. Though teachers in the physical sciences rated their seminar experiences highly, their ratings were slightly less positive than those provided by teachers in the humanities, social sciences, and other areas. Another reported that students showed detailed knowledge of a unit involving films a year and half after it was taught. Science is particularly prone for projects with broad participation of students and staff." Another reported that "we have formed a number of teams, often involving teachers who never were Fellows.
Many teachers were reclassified as K-8 school teachers, leading to an apparent decline in elementary school teacher participation. It easily predates any world map known from either China or Japan and is therefore the oldest such work surviving in the East Asian cartographical tradition, and the only one prior to the Ricci world maps of the late 15th and early 16th centuries. The map by the Tiantai monk Cha€™ing ChA?n (1328-1392) must have been made some forty or fifty years later; it was called Hun-i chiang-li ta€™u [Map of the Territories of the One World].
His map of Korea, which was separately known, was almost certainly the basis for the Korean part of the world map. One of the more interesting correspondences is the name placed by the mountains near the Ptolemaic twin lakes that are the source of the Nile.
Li is known to have produced a map of Korea, called the Pa€™altodo, [Map of the Eight Provinces], and it was probably a version of this that appears today on the Kangnido. Diplomatic initiatives were in progress, and coastal defenses and strategies were undergoing constant development. But for the joining of Shikoku to Honshu, the three main islands (adding Kyushu; Hokkaido, of course, not included at that time) make a very decent appearance.
As a matter of fact, the first terrestrial globe ever manufactured in China (1267) owes its existence to the Arabic scholar Djamal-ud-Din.
In spite of the dangers, real and imagined, adventurers from the Greco-Roman days down to the time of Henry the Navigator persisted in probing the unknown beyond the Canaries, some passing by Cape Verde and others reaching as far as the coast of Sierre Leone. As the map title suggests, it aims at showing the locations of a€?all the countries and major cities in history in a comprehensive coveragea€?. For those areas that are identifiable, in the northern part of Africa the Sahara is colored in black, like the Gobi in so many Chinese maps (including the famous Kuang Yu Ta€™u, #227), and the position of Alexandria is indicated by the placement of a prominent pagoda-like object representing the famous Pharos.
Only in a subsequent version of about 1580 (in the Imperial Palace at Peking) is India shown as a pronounced, separate peninsula between southeast Asia and Africa. The attempt here was to study the best maps available in China, Korea, and Japan, and put together a comprehensive, indeed a€?integrateda€? [honil], map that included every known part of the world, truly a breathtaking objective by the cartographic standards of any nation at that time. It was probably on a screen or a wall in some important palace building frequented by the king and senior officials. The Ryukoku map was reportedly given by Hideyoshi to the Honganji, an important Buddhist temple in Kyoto.
According to Korean historian Gari Ledyard the key element in this proposed hypothetical development is the Arabian peninsula, which with the Red Sea and the Arabian Sea forms a peninsula between the two rivers on the Cha€™onhado.
It also seems conceivable that it is reflected in an interesting map entitled Yoji chondo (Yeoji jeondo) [the Complete Terrestrial Map], dated about 1775 (illustrated below).
This is good evidence that the Kangnido tradition was not broken by the Hideyoshi wars, but stayed alive in Korea for two more centuries. It is similar to the 15th century Kangnido in general structure: large Asia, small Africa and Europe, undefined India.
1419-1450) and his son King Sejo (r.1455-1468) extended Korean cartographical foundations by standardizing linear measurement and assembling detailed distance data between Seoul and the approximately 335 districts of the country.
The Kangnido is a perfect example of this process: China, either as originator or transmitter, provided Korea with most of the materials for the map, but the transformation and processing of those materials into a genuine world map was conceived and executed in Korea.
It was also pursuing a restoration of its northern border and relocation of its population, as well as responding to coastal raids by Japanese pirates. Although, overall, it is less geographically accurate than its Chinese cousin, most obviously in the depiction of rivers and small islands, it does feature some improvements (particularly the depictions of Korea and Japan, and a less cramped version of Africa). The other map is the Tenri map, located in Tenri University and is called by a similar name (a¤§??Za?‹a?–). Li Hui supplemented many gaps and omissions on Li Zemina€™s map with Koreaa€™s own map, and added a map of Japan, making an entirely new map. Place names presented on the map suggest that the western portion of the map reflects roughly the situation of the early 14th century. Names based on the former were placed to the north and east of Besh Baliq even if they are actually located to the west. They correspond to the territories of Ilkhanate and the rival Golden Horde respectively, reinforcing Ilkhanate as the main source of information. In particular, the southern tip of Africa is quite clearly depicted, as well as a river that may correspond to the Orange River in Southern Africa.
The map was created in China sometime during the Ming Dynasty and handed over to the new rulers of China, the Manchus. Others maintain a cautious attitude, suggesting that what was revised in 1389 is probably a source map of the Da Ming Hun Yi Tu and that the Da Ming Hun Yi Tu itself was created much later. The situation was changed in 1388 when Uskhal Khan of Northern Yuan was killed and the Khubilaid line of succession was terminated. Other extant maps considered to be based on Lia€™s map are some copies of the Kangnido (1402) and a pair of maps named Dongnan Haiyi Tu (??±a?—?µ·a¤·a?–) and Xinan Haiyi Tu (e??a?—?µ·a¤·a?–), which is recorded in the Kuang Yu Tu (a»?e?‡a?–)(1555) by Luo Hongxian (#227). It presents India as a peninsula while it sinks into the a€?Chinese continenta€? on the Kangnido. The use of color is particularly effective within China itself, including elegant touches like the ochre tint of the Huang He [Yellow River].
The interior of the continent is extraordinary: a river with twin sources (the common depiction in Classical and Islamic maps of the Nile) starts in the south of the continent, but enters the Red Sea, while the Nile, contrary to the information in non-Chinese maps of the era (though in conformity with a reported Arab geographical legend that farther south from the Sahara Desert is a great lake, far greater than the Caspian Sea) has its source in a vast inland sea.
The original text was written in Classical Chinese, but Manchu labels were later superimposed on them. Wendy firmly believes that regularly rewarding her team for a job well done helped them to achieve this success, and can bring a whole host of additional benefits too - as she will be discussing at this event. Andy was Business Manager to the Leader of The City of Edinburgh Council between 2003 and 2012, serving Council Leaders from different political parties and in both majority and coalition Administrations. My workshops are aimed at getting people to speak up and have their voices heard and I have been engaged by organisations to help them hear those voices. John is also motoring correspondent for the Daily Record, an expert on low carbon vehicles and is a broadcaster and business advisor. She began her consulting career in 1987 with PA Consulting Group where she was a Senior Strategy Consultant in their International Financial Service Group and a key account manager for the public sector in Scotland.
In addition, Gilly has developed and grown Priority Management in Glasgow with year on year growth; her high standards and expectations throughout the business from administration to delivering training have resulted in a significant market presence. By introducing people to new working processes and by leveraging existing IT, productivity and performance improvements are immediate, tangible and measurable.
Her concept of an event management company seemed to fit in well as another arm of the organisation.The success has come from spotting the possibilities of business events and trips, to and from Scotland.
The spectral lines generated depend on the target (anode) element used and thus are called characteristic lines. These two images are then digitally subtracted, leaving an image of only the iodinated contrast outlining the blood vessels.
Photographic film largely replaced these plates, and it was used in X-ray laboratories to produce medical images.
In the pursuit of a non-toxic contrast material, many types of high atomic number elements were evaluated.
After the plate is X-rayed, excited electrons in the phosphor material remain "trapped" in "colour centres" in the crystal lattice until stimulated by a laser beam passed over the plate surface.
Electrons accelerate toward the anode, in the process causing further ionization along their trajectory.
Teachers Institutes offer five to seven seminars each year meeting weekly over roughly three months, led by university or college faculty members, on topics that teachers have selected to increase their mastery of what they teach.
This expected result underlines the need for evaluations focused on the specific outcomes Institutes seek to achieve, including heightened student interest and attendance and improved student content knowledge in curricular areas featured in local district standards and goals. Much remains unsettled, but some features contributing to effective teachers and successful professional development are clear. The seminars sometimes include teams of participants from a single school, but most also combine teachers from different schools teaching different subjects at different grade levels, who all wish to learn more about topics in history, literature, politics, chemistry, biology, art, or other areas, in order to improve their teaching.
They contain a narrative describing the unit's goals and strategies and several sample lesson plans. The seminars are of substantial duration, involving a minimum of 26 hours in session, while Fellows also meet with seminar leaders, research seminar topics, and write their units over many more hours. But through dissemination of their units, Institutes can impact far more teachers than they enroll; and over time, significant percentages of teachers in particular schools and regions can be direct participants.
Over 97% of the teachers using the units praised them highly for their quality and the positive responses they invoked in students. These surveys were analyzed in a 2004 study sponsored by the Institute, "To Motivate My Students," the precursor to this report. The Santa Ana Teachers Institute relied solely on state funding instead of the recommended diversified funding base, while the Albuquerque Teachers Institute reported to a dean, not a President or Provost. Since 2005, the National Initiative has conducted National Seminars in New Haven for teachers from cities contemplating starting Institutes, as well as for Fellows from existing sites. Only 3% of the respondents said the program was useful only to a small extent, with the remainder non-responses.
But whereas during that Project science teachers were slightly more likely than other teachers to list their seminar experiences as "moderately" rather than "greatly" useful, in these surveys teachers currently teaching or planning to teach in the humanities, social sciences, or the sciences showed no consistent variations across the sites in their program evaluations.34 All rated their seminar experiences very highly. They also stressed writing exercises and activities designed to strengthen speaking, listening, vocabulary and reasoning skills, much more than test taking.
Roughly 75% of teachers also compared the units favorably to commercially available curriculum in terms of sample lessons and activities, teaching strategies, resources and other features. Both Philadelphia and National Fellows were also more likely to be high-school teachers, though in Philadelphia this pattern arose as a condition of one of the Institute's grants.
Kisker of Twin Peaks Partners and executed with the aid of graduate student research assistants from the Yale-New Haven Teachers Institute and the University of Pennsylvania Graduate School of Education.42 It used data compiled by the Yale-New Haven Teachers Institute and by the Department of Research, Assessment, and Student Information in the New Haven Public Schools. It was also hypothesized that Institute participation might be positively but weakly associated with teacher attendance (an outcome affected by many factors, including release time for professional development and service).
Still, in the aggregate, improved student interest and learning should be associated with better test scores and better grades. But the hypothesis that Fellows are roughly demographically representative of New Haven teachers as a whole was supported by the data. Overall, over 50% of those teaching in New Haven in 2000-2001 had stopped being New Haven teachers by 2004-2005, a turnover rate consistent with national averages, especially for urban districts.46 That turnover percentage was substantially less for those who had been Fellows. If the impact on standardized test scores and grades is, as hypothesized, positive but highly indirect, those relationships will only be discernible when a great deal of reliable data can be analyzed. Institutes should also seek to work with school districts to gather more data on student outcomes that are more closely tied than standardized tests to the content and goals of units written for Institute seminars and used in classrooms. Researchers who stress the importance of pedagogy acknowledge the comparable importance of content knowledge.
245-247; Bill and Melinda Gates Foundation Staff, "Challenges to Teaching Capacity in New and Redesigned Schools," Gates Foundation, 2006, 4. These teams have allowed Institute material to benefit many, many children other than those in classes taught by Institute teachers." A third stated, "My school has become a strong YNHTI center school with a Fellow involvement of at least 40% of the faculty.
However, by the middle of the eighth century the overland route across Central Asia had become paralyzed, and China was compelled to reorient herself to the warm seas and thus embarked on nearly seven centuries of commercial relations with the Near East.
Although it is no longer preserved in Korea itself, there are three versions in Japan; of these the copy in the Ryukoku University Library (Kyoto) is acknowledged to be the earliest, and in the best condition.
Both of these maps made their way to Korea in 1399 through the agency of the Korean ambassador, Chin Shih-Heng (1341-1407), and were combined in 1402 by Li Hui and Cha€™A?an. In the 4th year of the Jianwen era (1402), Left Minister Chin [Shih-Heng] of Sangju, and Right Minister Yi [Mu] of Tanyang, during moments of rest from their governing duties, made a comparative study of these maps and ordered Li Hui, an orderly, to collate them carefully and then combine them into a single map. Judging by Cha€™A?ana€™s description of the monk Cha€™ing ChA?na€™s Hun-i chiang-li ta€™u, it was probably an ordinary historical map of China, compiled in the late 14th century.
Though not on the Ryukoku copy of the Kangnido, the Tenri University copy shows the Chinese transcription Zhebulu hama, which Takahashi identifies with Persianized Arabic Djebel alqamar [Mountains of the Moon]. All this was backed by a general Korean effort to improve the governmenta€™s knowledge of Japan, and this involved maps in particular. But this splendid effort seems to be vitiated by orienting the Japanese portion so that west is at the top. The same holds true for the western half of one of the previously mentioned sources, Li Tse-mina€™s map of ca.
The source of the Nile and the actual shape of the African continent, however, remained largely subject to speculation among the Europeans. The former treatise mentions, among other things, Mo-lin [Maghrib el Aksa, or the Western Territory] and Cha€™iu-sa-lo [Djezyret], the desert expanse between them, and the customs of the inhabitants. The only European exceptions seem to be the world maps of Albertinus de Virga (1415, #240) and the one in the so-called Medicean or Laurentian Sea Atlas (#233), the lattera€™s presumptive date of 1351 being subject to controversy primarily because of its remarkable depiction of the continent of Africa. Hence, no names are given for the southern half of Africa and the Indian Ocean except for the area around Zanzibar that was already the key trading center in East Africa. The interior of the continent is filled in by a body of water surrounding an island that is designated as Huang-sha [desert].
The maps of this type are rightly regarded by such authorities as Fuchs as the most magnificent examples of Yuan cartography, completely over-shadowing all contemporary European or Arabic world maps. To the west, the Arabian peninsula, with a clearly delineated Persian Gulf, and the African continent, with its tip correctly pointing south (and not east, as on many early European maps), hang thinly but with assurance, as if they belonged exactly where they are.
But a good understanding of its function is hampered by the fact that we know nothing of its history after its completion.
This institution ultimately was divided into two branches, east and west, of which the latter (Nishi Honganji) is today associated with Ryukoku University, which explains the mapa€™s present location. This map, while clearly influenced by some Sino-Jesuit world map, also shows a strong structural similarity to the Kangnido, as its owner, Yi Cha€™an, has pointed out.
Europe and Africa are much more precisely drawn however, and it is possible to make out words such as a€?Atlantic Oceana€? (a¤§e????‹) Mediterranean sea (a?°a?­?µ·), or Italy (?„?a¤§e‡?a?z). As a result of these efforts, an excellent national map was produced in 1463, and a complete geographical survey of the nation, the Tongguk yoji sungam, was compiled in 1481. At least since Unified Silla and Goryeo periods, Korea was actively trading with Arab nations.
It has been suggested that, despite showing most of the rest of the world, the Korean officials who produced the map were less interested in portraying current images of neighboring Asian countries than in presenting an up-to-date image of Korea itself. It is presumed that the RyA«koku map was copied in Korea but it is not clear when the copy was brought to Japan.
It is currently located at the Honkoo-ji Tokiwa Museum of Historical Materials, Shimabara, Nagasaki prefecture in Japan.


In the East, geographic information about the west was not updated in the post-Mongol period unless Europeans such as Matteo Ricci brought Western knowledge. For example, the Talas River, which was important for the Tang Dynasty was placed to the northeast of Besh Baliq although its actual direction is northwest.
To the north of the African continent, beyond the unexplored a€?blacka€? central mass, a pagoda is represented for the lighthouse of Alexandria, and the Arab word Misr for Cairo (al-QA?hira) and Mogadishu (Maqdashaw) are shown among others. The Buddhist monk Faxian was the first Chinese to sail into the Indian Ocean in the beginning of the fifth century AD, visiting India and Sri Lanka by ship. It has been kept in the Imperial Palace under the title Qingzi Qian Yitong Tu (??…a­—c°?a?€cµ±a?–) in some catalogs. Comparative studies of these extant maps are conducted to restore the content of Lia€™s original world map. It is presumed that India was portrayed as a peninsula on Lia€™s map but shrunk by Korean Confucians due to their anti-Buddhist policy.
This is likely to be based on vague information about the several great lakes in the region of modern Tanzania, gained during the course of direct trade between China and southeast Africa. The prominent peninsula on the west coast of the Chinese landmass is Malaysia, but India is represented merely as a collection of place-names northwest of Arabia. Hand-colored woodcut map of China and the World, printed on multiple sheets and folding into later orange-papered covers decorated in lotus flower designs. Her main area of interest is in the link between strategic outcomes and leadership behaviours. Gilly now has a first class team working with her to deliver the Priority Management programmes.
She has to organise possibly the most glamorous event ever to hit Scotland.She was the Scottish co-ordinator of the Braveheart film premiere in Stirling, liaising with BAFTA, 20th Century Fox and essential services, such as local police, to ensure the evening for the event went smoothly. They celebrate and recognise the role and its importance while encouraging Assistants to take control of their personal development, and drive their own career agendas. The radiologist or surgeon then compares the image obtained to normal anatomical images to determine if there is any damage or blockage of the vessel. In more recent years, computerized and digital radiography has been replacing photographic film in medical and dental applications, though film technology remains in widespread use in industrial radiography processes (e.g. For example, the first time the forefathers used contrast it was chalk, and was used on a cadaver's vessels. This process, known as a Townsend avalanche, is detected as a sudden current, called a "count" or "event".
Roughly 60% of all participants rated student motivation and attention as higher during these units, producing substantially greater content mastery. Programs that contribute to teacher quality, as well as promising strategies for ongoing program evaluations, can be identified with confidence.
In Pittsburgh, 65 schools serve 28,000 students, 68% financially eligible for school lunch aid.
By presenting their units in progress to their fellow teachers, seminar participants receive useful pedagogical feedback as they also improve their oral communication skills. Commissioner of Education, who wrote in 1981 that the Institute was a "dramatic exception" to a pattern of unsuccessful school-college collaborations; Theodore R. The study found that teachers at all sites rated the Institute programs higher than other professional development programs in developing the knowledge, skills, enthusiasm, high expectations of students, and capacities to motivate students that most studies indicate to be central to successful teaching.
After the completion of the National Demonstration Project, these departures from the Institute approach appear to have contributed to financial difficulties that forced the suspension of operations in Santa Ana, and to substantial changes in the forms of professional development offered by the Albuquerque Teachers Institute.
These seminars provide teachers with experiences comparable to those in local Institutes in a more compressed time frame. About a fifth of the teachers used units to develop math skills, largely but not exclusively teachers in the physical sciences.
In these comparisons, teachers in the physical sciences rated the units as high as or higher than their counterparts in other subject areas. Due to their very low numbers, the responses from Fellows using other Fellows' units, as well as from non-Fellows using units, must be interpreted with caution. In comparison with other sorts of curriculum they had used, Fellows found the Institute-prepared units received strikingly superior student responses.
At all Institutes, teachers in the humanities were the most frequent participants, though the varying, often interdisciplinary responsibilities of teachers make these categorizations difficult, and for Pittsburgh they are not fully available. Women were found to be slightly more likely than men to become Fellows, but the difference was not statistically significant. Ellen Kisker has designed a technical research guide that can assist Institutes and school districts in preparing programs for continuing evaluation.48 It describes alternative means that may be appropriate in different settings. As one Houston teacher put it, "My experience with most professional development is that I dread it. One notable consequence of this 700-year contact was the stretching of the world in Chinese maps farther westward and southwestward, and the appearance of an ever-increasing number of Arabic place-names. The principal distinguishing characteristics of the Ryukoku copy are its generally excellent condition and its preservation of the original Ch'an Chin preface. Insofar as the area east of the Liao River and our own countrya€™s territory were concerned, Tse-mina€™s map had many gaps and omissions, so Li Hui supplemented and expanded the map of our country, and added a map of Japan, making it a new map entirely, nicely organized and well worth admiration.
Cha€™ing Cha€™A?n (1328-1392) was a close advisor to the Hongwu emperor (r.1368-1398), who was the founder of the Ming dynasty and himself an erstwhile monk.
All in all there are about thirty-five names indicated on or near the African continent, most of them in the Mediterranean area. Pak Tonji, a military man and diplomatic specialist in Japanese affairs, made at least two trips to Japan, one in 1398-99, the other in 1401, and the second visit resulted in a map. Worse, the whole ensemble is positioned far to the south, so that the first impression of a modern observer is that the Philippines, not Japan, is under view.
In fact, during the heyday of Arab settlement in southern China, Canton alone accounted for no less than 100,000 Arab residents.
The Kangnido map, however, proves that the Chinese, via their Arab sources, at least as early as the end of the 13th century, had a more or less correct view of the southern extension of Africa, whereas its northwestern bulge had not been as yet recognized. On the other hand, its broader coverage of Africa and the rest of the known world in the same scale provides a very valuable supplement to Chu Ssu-pena€™s map of southern Africa (#227).
In contrast, the Mediterranean Sea is almost entirely shown as terra firma failing to blacken it in as he has other water areas, perhaps because he was not quite sure that it was indeed an ordinary sea. The extent of the lead which the Yuan cartographers had, however, may perhaps best be appreciated by comparing the Korean map with the renown Catalan Atlas of 1375, which also purported to show Asia as well as Europe, or the 14th century oikoumene (for this comparison, see #235). At the top of Africa the Mediterranean supports a less securely grasped Europe, and the entire north fades into mountains and clouds.
The Ryukoku Kangnido, judging by Korean place-name indications, is a copy reflecting place-name changes made around 1460. The Honmyo-ji copy (paper scroll), which is entitled Dai Minkoku Chizu [Map of Great Ming], was given to that institution by Kato Kiyomasa, its major patron and one of the senior Japanese commanders on the Korean expedition.
During the 1430a€™s Sejong built an astronomical observatory and a variety of astronomical instruments and clocks.
One claims that it was purchased by A?tani KA?zui and others assume that it was obtained during the invasion of Korea (1592-1598) and given to the West Honganji temple by Toyotomi Hideyoshi.
The most important difference is that the place names of China have been updated to those of the Ming Dynasty while the original showed administrative divisions of the Mongol Yuan Dynasty. Based on two Chinese maps from the 14th century, the Shengjiao guangbei tu [Big map that shows the pronunciation of place names] and the Hunyi jiangli tu [General map of the distances also showing historical capitals [of China]]. Similarly, India and Tibet are based on traditional Chinese knowledge, mainly gained by Buddhist pilgrimage up to the Tang Dynasty. Afterwards, China engaged heavily in sea travel, especially following the expansion of Islam on the continent in the eighth century. It is currently kept in protective storage at the First Historical Archive of China, in Beijing. The Da Ming Hun Yi Tu is especially important because Luoa€™s copies dropped most place names except for coastal areas and islands and the Kangnido was influenced by Korean cartography. Africa and Arabia on the Da Ming Hun Yi Tu resemble those on the Kangnido while Europe is considerably different. Another manifestation of the same problem, dependence on external sources for geographical information, can be seen to the south of Korea, at the far right side of the map, where Japan, over-sized and misshapen, confusingly meets the much more correctly sized and positioned Taiwan. The texts taken from the Chinese original are particularly interesting: the legend on the right gives details of the 29 strategic border crossings, and that on the left describes 33 foreign countries, with the European and African place names taken from Jesuit sources such as Riccia€™s 1602 map. When the film is developed, the parts of the image corresponding to higher X-ray exposure are dark, leaving a white shadow of bones on the film.
In Institute seminars teachers gain more sophisticated content knowledge, and they also enhance their skills by preparing curriculum units adapting the themes of the seminars for their students. Section V describes a quantitative study of the impact of participating in Institute seminars on New Haven teachers and students from the 2000-2001 through the 2004-2005 academic years.
They need ongoing, job-embedded professional development."22 These needs cannot be met through forms of professional development that feature brief workshops for passive audiences of large numbers of teachers. Roughly half of each seminar's time is devoted to improving teachers' content knowledge, half to developing effective teaching strategies for their students. The seminars involve a mix of collective and individual forms of teacher participation, though they are weighted toward individual participation.24 And each site engages in continuing evaluation, though for reasons discussed below, chiefly through means of teacher surveys and qualitative studies, not randomized controlled trials or quasi-experiments. Researchers hope that, apart from this treatment, all other characteristics will be randomly distributed among the two groups, so that differences in their subsequent performance can confidently be attributed to the study's causal variable. Sizer, Founding Director of the Annenberg Institute for School Reform, who termed the program "remarkable" for its "clear and useful focus" and "constructive collegiality"; and Norman C. Wilder of the Education Policy Research Division of the Educational Testing Service assisted the Institute in refining the questionnaires for seminar participants, crafting the format that New Haven and the other Institutes continue to use, with only minor modifications. Still, these responses were essentially indistinguishable from those of Fellows teaching their own units. The different grade levels and subject matters in which Fellows taught produced only minor variations, although again science teachers rated units somewhat less highly.
New Haven, Philadelphia, and National Fellows were more likely to have advanced degrees, Master's or PhD's, than those in Houston and Pittsburgh. The research also included demographic and performance data for those teachers, schools, and students.
But in light of the high percentages of New Haven teachers who become Fellows, it is reasonable to view this correlation between participation as a Fellow and teacher retention in the district as substantively, as well as statistically, significant. Less direct but still pertinent evidence of the impact of having had Fellows as teachers might also come in students' relative success in winning academic awards and in graduating. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest, October 2007, 5; Blank, R.
While the Terrestrial Continent remained intact until the Jesuit era in Chinese cartography with Fr.
Painted on silk and still preserving its colors well, it is a very large map, nearly square at 171 x 164 cm (5 x 4 ft).
Apart from its use as a source for the Kangnido, nothing is known of Cha€™ing ChA?na€™s map. A later report quoted his statement that in 1402 he had been given a map by the title: Bishu no kami, Minamoto Mitsusuke. A possible explanation for this is that the cartographers had run out of space on the right (east) edge of the Kangnido, and so had to place Japan in the open sea to the south.
It too must go back to an Islamic prototype that, like the globe, belonged to the later 13th century.
Through the ensuing long period of Sino-Arab trade and intellectual exchange, the Chinese, on their part, were able to accumulate a good deal of this valuable information concerning the Indian Ocean and the continent of Africa. Also his statement concerning the a€?Giant Birdsa€™ there that could swallow camels, appears almost identical to the description by Marco Polo a century later. It is hardly believable that such a representation should be casual or the result of mere speculation. The relief features and an additional stream flowing westward in South Africa roughly corresponding to the Orange River, indicates that Cha€™A?an Chin was not entirely negligent on the least inhabited part of that continent. On the eastern side of the map, a relatively massive Korea, easily occupying as much space as the whole African continent (which, to be sure, is unduly small) identifies itself as a very important place, while Japan, as if randomly flipped off the fingers into the ocean, floats uncertainly in the South China Sea. Nothing is reported concerning the provenance of the Tenri University copy (silk scroll, no title), but according to a study by Unno Kazutaka, it is a a€?sister mapa€? to the Honmyo-ji scroll; his persuasive analysis of the place names indicates that both maps were copied in Korea about 1568, from a version already cartographically distant from the Ryukoku copy. This provided a foundation for continued research and observation in the reigns of his successors. To the west of the a€?olda€? India, contemporary place names of India such as Delhi, Badaun and Duwayjir Duwayqir (Persianized form of Devagiri) are shown.
The Maghreb and the Iberian peninsulas are depicted in detail, while Genoa and Venice are omitted. The Tang Dynasty writer Duan Chengshi, along with other writers, wrote detailed descriptions of Africa, its coastal commerce, and slave trade. It is also distinct from the Kangnido in the depiction of the source of the Yellow River, which looks very similar to that in Luoa€™s Kuang Yu Tu (#227). Photographic plates are mostly things of history, and their replacement, the "intensifying screen", is also fading into history. Most teachers are enthusiastic about the seminars and the opportunity to teach the units they have written. The Teachers Institute of Pittsburgh has drawn participants from most schools in the district.23 In Houston, the nation's seventh largest school district includes over 300 schools and serves 202,000 students, 58% Hispanic, 30% African American, many with limited English proficiency, with 78% of all students eligible for meal assistance. Both faculty and teachers are paid stipends, in recognition that all are giving time and expertise to improve teaching and curriculum. Francis, President of Xavier University, who stressed the "absolute need for" and "inestimable value" of the Institute's example. She wrote at that time that the surveys showed New Haven Fellows to be representative of the larger population of New Haven teachers in terms of subjects and grades taught, and that all teachers rated their seminar experiences highly with remarkable consistency. Where possible, these indicators should be supplemented by observational research on the teaching of units or material derived from units, both by Fellows and non-Fellows, in actual classrooms. Catherine McCaslin, Director of Research, Assessment, and Student Information of the New Haven Public Schools, and her staff for generous, skilled, and invaluable assistance.
It was first brought to scholarly notice by the Japanese historical geographer Ogawa Takuji, in 1928. By looking at maps one can know terrestrial distances and get help in the work of government.
Its chief contribution to the latter is believed to have been the Chinese historical dimension, the indication of the areas and capitals of the earlier dynasties, which was accomplished by a combination of textual notes and cartographic devices.
But since Japan had always appeared east of southern China on Chinese maps, there was some earlier cartographic basis for its placement there. This being the case, the picture of Africa as given on the lower left of the reproduction is of particular interest. That China was indeed a beneficiary of this Arab monopoly can be evidenced by several Chinese world maps such as those by Chu Ssu-pen ca. Chao Ju-kuo, commissioner of the maritime trade office at Cha€™A?an-chou (Marco Poloa€™s Zaiton) which had extensive contact with the Arab merchants, and author of Chu-fan-chih (1226), provided the first account of the products from the East African coast, Somalia to Zanzibar, including an elaborate description of the ostrich and the giraffe. Most scholars such as Walter Fuchs are inclined to assume that the cartographic heritage of the Arabs had been transmitted to the Chinese, albeit incompletely and probably did not always reflect the actual experiences of their seafarers. To the left of it lies Spain, and to the southeast Arabia is outlined as a long protruding peninsula. The relative size and disposition of the three major East Asian countries reflects a plausible Korean view of the world in the early 15th century: Korea projecting itself as a major East Asian state, refurbishing its traditional view of China as the major center of civilization, and playing its eternal game of keeping Japan as far away as possible. Many projects were also carried out in meteorology and agronomy which not only led to new scientific understanding in Korea but which provided for rationalized administration and taxation. The most obvious feature distinguishing this later version from the original Kangnido map is the more correct size and orientation of Japan. There are over 100 names for the European countries alone, including Alumangia for the Latin word Alemania [Germany]. Wang Dayuan was the first Chinese ship captain to sail into the Mediterranean Sea (by Mamluk Egypt) and as far as Morocco in North Africa during the 14th century. Matteo Ricci in the late 15th century, it is clearly evident that by the middle of the 15th century, Chinaa€™s own centrality in her concept of the world had been substantially reduced. The metal silver (formerly necessary to the radiographic & photographic industries) is a non-renewable resource. The Houston Teachers Institute has Representatives in roughly 30 schools and draws extensively from those schools, though all Houston public school teachers are eligible to participate. In 1991, Wilder helped develop a "Progress Report" that analyzed the accumulated data from the annual questionnaires and the surveys on unit use. Analyses of in-depth interviews with the Fellows and students in those classes would also be desirable.
The entire land area was on it, all but the islands of Iki and Tsushima, so added them and doubled the scale.a€? In 1420, this report states, he formally presented this map to the Board of Rites, which was the branch of the Choson [Korean] government that handled foreign affairs. 1320 (#227), the nautical charts from Cheng Hoa€™s expedition of 1405-1433, preserved in the Wu-pei-chih (1621), and, of course, the present map under consideration, Cha€™A?an China€™s.
This north-south extension and shape of Africa can be seen in the cartography of the Arabs as early as the 13th century on Ibn Saa€™ida€™s world map (Book II, #216).
The large, round island east of Arabia is simply named Hai-tao [island], which apparently represents Sri Lanka (Ceylon). On the other hand, Koreans were telling themselves that theirs was not just an East Asian country, but part of the larger world.
The geographical knowledge represented in the map beyond China and Korea seems mainly a result of 14th century trade connections within the Mongol Empire. THESE VERY SAME ENFORCEMENT AGENCIES, WHO HAVE SWORN TO PROTECT AND SERVE, OUR COUNTRY, AND CITIZENS ,ARE BUT SOME, OF THE CORRUPT,GREEDY TRAITORS .ENGAGED IN THE TYRANNY AND TORTURE. Thus it is beneficial that this is now being replaced by digital (DR) and computed (CR) technology.
In Philadelphia, where 281 schools serve over 167,000 students, with 80% eligible for meal assistance and the same percentage either African American or Hispanic, the Teachers Institute of Philadelphia targets 25 schools in the South and West Regions, representing over 18,000 students.
On average, teachers who were Fellows during the study period had 1.87 fewer years of experience than non-Fellows, a difference that was not statistically significant. Ideally, these should be accompanied by comparable observations and interviews with teachers and students not directly affected by Institute experiences. See also Odden and Kelly, "Strategic Management of Human Capital in Public Education," 5, 20. Li is mentioned by the Ming cartographer Lo Hung-Hsien (1504-64) as a contemporary and possibly as an associate of Chu Ssu-Pen (see #227). Interestingly, the Korean makers of the Tenri and Honmyo-ji copies corrected the orientation to the north, even while substituting more conventional Gyoki-style outlines. These cartographic portrayals of the continent of Africa pre-date the Portuguese exploratory efforts by nearly a century.
It should also be mentioned that the southern tip of Africa is shown in almost the same form on Chu Ssu-pena€™s atlas Kuang YuA? Ta€™u, preserved in a copy dated 1541 - 1555 (#227) the original edition of which, the YuA?-Ta€™u, again, is dated 1320, i.e.
To the east of Sri Lanka, India betrays its triangular shape only by a river, obviously the Ganges.
Where photographic films required wet processing facilities, these new technologies do not. Each Institute makes the curriculum units written by the teachers who participate in its seminars, designated "Fellows," available to all interested teachers in their districts and beyond, in electronic and print formats. In short, the seminars attracted both new and experienced teachers, so that over time, experienced teachers were more likely to have been Fellows in one year or another. The scholar Aoyamaa€™s careful study of the Chinese place-names on the Kangnido shows them in general accord with those on Chua€™s map, as preserved in Loa€™s Kuang yu ta€™u, but with variants that would indicate place-name changes made in 1328-1329; this suggests that the Kangnidoa€™s source map was made around 1330.
They also represent the culmination of an era of Sino-Arab exchange of geographical information long before the Jesuit scholars, beginning with Matteo Ricci, ushered in another era in the late 16th century. The long river emerging to the south is the Hei-shui [Salween], and the great lake in the upper center combines the Black and the Caspian Seas. As anticipated, holding all else equal, teachers in higher grades were also more likely to be Fellows than teachers in lower grades.
Since Chu explicitly excluded most non-Chinese areas from his map, Aoyama and others have reasoned that Li Tse-min must have found his cartographic sources for these areas elsewhere, the only plausible source being Islamic maps, which made their appearance in China under Mongol rule. Thus the cartographic expression manifested in this map of China€™s reflects the last phase of traditional Chinese cartography that, again, was conceptually based upon the idea of one single Terrestrial Continent of which Africa became considered as an arm.
In the utmost northwest, Germany and France are marked phonetically, A-lu-mang-ni-a and Fa-li-si-na; here, in the West, the Azores are also shown. This knowledge, presumably acquired from first-hand experience and Arab contact, not only manifested itself in the emerging world concept of Chinese cartography, but also served to facilitate the spurt of maritime activities in the Indian Ocean and along the coast of East Africa in the early Ming Dynasty (late 14th, early 15th centuries).
This representation of the Atlantic island group is indeed remarkable, especially on a map produced in the Far East at such an early time, when comparable detail of the Far East is scant on European maps of the same period. In the Kyujanggak Library of Seoul National University there is a modern Korean hand copy done during the 1980s, considered highly researched and beautifully executed. But for the missing or incomplete detail in the eastern areas of Manchuria, Korea, and Japan, that map bears a very close resemblance to the Kangnido. Of the two largest capitals in the world, as judged from the selection of symbols adopted by Chin, one is obviously Pyongyang in Korea, and the other is a European city of apparent equal importance, the position of which would suggest the city of Budapest.
Based on a legend of the temple, it has been believed naively that the HonmyA?ji map was given to KatA? Kiyomasa by Toyotomi Hideyoshi in preparation for the Korean campaigns.
However, the Seonjo Sillok of Korea reports that in 1593 the son of a Korean official who had surrendered to KatA? copied and offered map(s) of China and Korea to him. This map was discovered in the HonkA?ji temple of Shimabara, Nagasaki in 1988 and is much larger than the RyA«koku map.
Wenglinsky, "How Schools Matter: The Link Between Teacher Classroom Practices and Student Academic Performance," Educational Policy Analysis Archives 10, no.
The school district has moved to a biometric identification program, saying students will no longer have to use an ID card to buy lunch.A  BIOMETRICS TO TRACK YOUR KIDS!!!!!i»?i»?A TARGETED INDIVIDUALS, THE GREEDY CRIMINALS ARE NOW CONDONING THEIR TECH! Paul Weindling, history of medicine professor at Oxford Brookes University, describes his search for the lost victims of Nazi experiments. The chairman of the board at ESL a€” then proprietor of the desert wasteland in Nevada known as a€?Area 51a€? a€” was William Perry, who would be appointed secretary of defense several years later. EUCACH.ORG PanelIn a 2-hour wide-ranging Panel with Alfred Lambremont Webre on the Transhumanist Agenda, Magnus Olsson, Dr.
Henning Witte, and Melanie Vritschan, three experts from the European Coalition Against Covert Harassment, revealed recent technological advances in human robotization and nano implant technologies, and an acceleration of what Melanie Vritschan characterized as a a€?global enslavement programa€?.Shift from electromagnetic to scalar wavesThese technologies have now shifted from electromagnetic wave to scalar waves and use super quantum computers in the quantum cloud to control a€?pipesa€? a reference to the brains of humans that have been taken over via DNA, via implants that can be breathed can breach the blood-brain barrier and then controlled via scalar waved on a super-grid. Eventually, such 'subvocal speech' systems could be used in spacesuits, in noisy places like airport towers to capture air-traffic controller commands, or even in traditional voice-recognition programs to increase accuracy, according to NASA scientists."What is analyzed is silent, or sub auditory, speech, such as when a person silently reads or talks to himself," said Chuck Jorgensen, a scientist whose team is developing silent, subvocal speech recognition at NASA Ames Research Center in California's Silicon Valley.
We numbered the columns and rows, and we could identify each letter with a pair of single-digit numbers," Jorgensen said. People in noisy conditions could use the system when privacy is needed, such as during telephone conversations on buses or trains, according to scientists."An expanded muscle-control system could help injured astronauts control machines. If an astronaut is suffering from muscle weakness due to a long stint in microgravity, the astronaut could send signals to software that would assist with landings on Mars or the Earth, for example," Jorgensen explained.
These are processed to remove noise, and then we process them to see useful parts of the signals to show one word from another," Jorgensen said.After the signals are amplified, computer software 'reads' the signals to recognize each word and sound. Our Research and Development Division has been in contact with the Federal Bureau of Prisons, the California Department of Corrections, the Texas Department of Public Safety, and the Massachusetts Department of Correction to run limited trials of the 2020 neural chip implant. We have established representatives of our interests in both management and institutional level positions within these departments. Federal regulations do not yet permit testing of implants on prisoners, but we have entered nto contractual agreements with privatized health care professionals and specified correctional personnel to do limited testing of our products. We need, however, to expand our testing to research how effective the 2020 neural chip implant performs in those identified as the most aggressive in our society.
In California, several prisoners were identified as members of the security threat group, EME, or Mexican Mafia. They were brought to the health services unit at Pelican Bay and tranquilized with advanced sedatives developed by our Cambridge,Massachussetts laboratories. The results of implants on 8 prisoners yielded the following results: a€?Implants served as surveillance monitoring device for threat group activity. However, during that period substantial data was gathered by our research and development team which suggests that the implants exceed expected results. One of the major concerns of Security and the R & D team was that the test subject would discover the chemial imbalance during the initial adjustment period and the test would have to be scurbbed.
However, due to advanced technological developments in the sedatives administered, the 48 hour adjustment period can be attributed t prescription medication given to the test subjects after the implant procedure.
One of the concerns raised by R & D was the cause of the bleeding and how to eliminate that problem. Unexplained bleeding might cause the subject to inquire further about his "routine" visit to the infirmary or health care facility.
Security officials now know several strategies employed by the EME that facilitate the transmission of illegal drugs and weapons into their correctional facilities. One intelligence officier remarked that while they cannot use the informaiton that have in a court of law that they now know who to watch and what outside "connections" they have. The prison at Soledad is now considering transferring three subjects to Vacaville wher we have ongoing implant reserach.
Our technicians have promised that they can do three 2020 neural chip implants in less than an hour.
Soledad officials hope to collect information from the trio to bring a 14 month investigation into drug trafficking by correctional officers to a close. Essentially, the implants make the unsuspecting prisoner a walking-talking recorder of every event he comes into contact with. There are only five intelligence officers and the Commisoner of Corrections who actually know the full scope of the implant testing. In Massachusetts, the Department of Corrections has already entered into high level discussion about releasing certain offenders to the community with the 2020 neural chip implants. Our people are not altogether against the idea, however, attorneys for Intelli-Connection have advised against implant technology outside strick control settings.
While we have a strong lobby in the Congress and various state legislatures favoring our product, we must proceed with the utmost caution on uncontrolled use of the 2020 neural chip. If the chip were discovered in use not authorized by law and the procedure traced to us we could not endure for long the resulting publicity and liability payments. Massachusetts officials have developed an intelligence branch from their Fugitive Task Force Squad that would do limited test runs under tight controls with the pre-release subjects. Correctons officials have dubbed these poetnetial test subjects "the insurance group." (the name derives from the concept that the 2020 implant insures compliance with the law and allows officials to detect misconduct or violations without question) A retired police detective from Charlestown, Massachusetts, now with the intelligence unit has asked us to consider using the 2020 neural chip on hard core felons suspected of bank and armored car robbery. He stated, "Charlestown would never be the same, we'd finally know what was happening before they knew what was happening." We will continue to explore community uses of the 2020 chip, but our company rep will be attached to all law enforcement operations with an extraction crrew that can be on-site in 2 hours from anywhere at anytime. We have an Intelli-Connection discussion group who is meeting with the Director of Security at Florence, Colorado's federal super maximum security unit. The initial discussions with the Director have been promising and we hope to have an R & D unit at this important facilitly within the next six months.
Napolitano insisted that the department was not planning on engaging in any form of ideological profiling.
I will tell him face-to-face that we honor veterans at DHS and employ thousands across the department, up to and including the Deputy Secretary," Ms. Steve Buyer of Indiana, the ranking Republican on the House Committee on Veterans' Affairs, called it "inconceivable" that the Obama administration would categorize veterans as a potential threat.



Coaching 433
Business coaching certification programs online 2014
Highlight problem solving skills resume
Live your life house music



Comments to «Effective communication during difficult conversations»

  1. For and I am relaxed and calm a husband, five youngsters, and.
  2. Are in-line with your core.