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The current budgetary climate in the federal government is one of increasing uncertainty, making the long-term acquisition of critical weapon systems within the Department of Defense a challenging prospect. Rapid budget growth and a preoccupation with global military operations over the last fifteen years created a difficult environment to prioritize and track failed acquisition programs, resulting in a poor understanding of the actual root causes of program failures. By studying a subset of cancelled major defense acquisition programs, it is possible to achieve a better understanding of root causes for failure and analyze whether there are commonalities among the root causes for failure to apply to future programs. This research informs military leadership and program executive officers of potential risk components in future acquisition programs that are critical to the achievement of national security objectives. Areas of particular concern include poor technology progression, negative congressional involvement, waiving milestone A, and a significant change in requirements.

This is a New Zealand classification of The Substitute 4 Failure Is Not An Option . Title The Substitute 4 Failure Is Not An Option Publication number 100336 Application number 10100169 Medium Video Slick Current decision Approved Associated documents 13394_18_4_26605.pdf (Reg 32 Notice of Decision) Registration date 2001-04-17 Language English Related publications 100335 Classification body Office of Film and Literature Classification (1994–) Submission channel Section 12(1) - Labelling Body

No Description

North Korea stunned the world in 1998 with the launch of a Taepo Dong-1 ballistic missile over Japan into the sea.1 With the nation already possessing weapons of mass destruction (WMD), the test launch signaled their intention to develop an Inter-Continental Ballistic Missile (ICBM) capable of reaching the Continental United States.2 In 2002, Secretary Rumsfeld made the decision to exempt MDA from the standard acquisition framework defined in the Joint Capabilities Integration Development System (JCIDS) oversight process and DOD 5000.02 Acquisition Instruction.3 In light of the exemption, critics view MDA as possessing limited accountability, transparency, and incomplete engineering. However, the agency's exemption from the standard acquisition framework enables the rapid delivery of critical BMDS capabilities, increased acquisition process agility, and improved engineering rigor over time. With the MDA Director serving as the Milestone Decision Authority and Senior Procurement Executive, the agency's acquisition process is tailorable, flexible, and more responsive than the typical DOD acquisition process. MDAs internal functional managers provide expert assistance and timely reviews to sustain momentum in the acquisition process. With the introduction of MDAs Acquisition Management Instruction, the agency created a more efficient acquisition environment by removing unnecessary reviews, documentation, and reporting requirements as characterized in typical DOD acquisition programs. Simultaneous BMDS development and operations provides opportunities for early learning, essentially establishing a self-correcting acquisition approach with emphasis shifting from research and development to performance and manufacturing quality. This paper recommends continuing BMDS deregulation as it preserves MDAs agility and flexibility in rapidly equipping the Warfighter with improved BMDS capabilities.

What would you do if your biggest customers were all going bankrupt? For Laurel Touby, founder of Mediabistro, it was looking bleak. Touby discusses how her business survived and years later sold for over $20 million. Touby gives valuable tips on how to be persistent, go past roadblocks, and be confident around people even when you're not.

In this episode, Dr. Osterholm and host Chris Dall discuss what lies ahead in the coming months, misconceptions related to Sweden, the "pixie dust and pseudoscience" behind the Great Barrington Declaration, and considerations for Halloween and other holidays in this age of COVID-19.Email us your questions: [email protected] the podcast here: https://www.cidrap.umn.edu/donate-now

In this episode, Dr. Osterholm and host Chris Dall discuss what lies ahead in the coming months, misconceptions related to Sweden, the "pixie dust and pseudoscience" behind the Great Barrington Declaration, and considerations for Halloween and other holidays in this age of COVID-19.Email us your questions: [email protected] the podcast here: https://www.cidrap.umn.edu/donate-now

State of the State Address - January 14, 2014. (Transcript Below) Governor Christie: Many of our new initiatives recognize a core feature of modern American life: that the quality of education and the quality of life in our communities are inextricably intertwined. That's why this year we need to be more aggressive, and bolder, in fixing our failing schools - and delivering a choice to those for whom today the only option is a bad option: a failing school. It's a moral obligation everybody. We must give every New Jersey child the chance to graduate from high school, to be ready for college if they so choose, and to prepare for a career. If we fail to meet this obligation, we compromise the life of that child, and we hurt the quality of life in our communities all across New Jersey. So, failure is not an option.

(transcript below) Governor Christie: All across the country, it's not a red or blue issue. It's not a Republican or a Democratic issue. You know, just because their zip code is in a poor urban center doesn't mean that we shouldn't be fighting to change the system that's failing. We need to bring change to our education system, to its cost and its effectiveness. But this is crazy. The system that rewards failure, mediocrity, and I don't think that's the way America's supposed to work. That's not the New Jersey I grew up in, and why can't we have people judged on the merits. We must reward excellence. I want to pay the great teachers more for what they're doing to train the next generation of great New Jerseyans, and failure is not tolerated. 2011 is going to be the year of education reform in New Jersey.

This Public Agenda report profiles nine high-poverty schools in Ohio that the authors believe have exhibited "sustained success." It first lists 11 commonly accepted attributes they assert are demonstrated across the profiled schools. The report then offers six general recommendations for other schools to achieve and sustain success, although the connection between the attributes and the recommendations is unclear. How these "key attributes" and subsequent recommendations were derived from the interviews is not specified. The school selection criteria suggests sample bias. Six of the nine schools were from a state "schools of promise" list and three were not. Four of the schools' poverty levels were near the state average, belying the high-poverty claim in the report's title. The report's biggest deficiency is that, while it is presented as addressing equity needs, and the interviewees pointed out that poverty related factors must be addressed, the recommendations fail to propose remedies or explicitly address these factors. This omission puts the report precariously close to the discredited "no excuses" genre. The common sense nature of the recommendations will likely be found acceptable to many readers, but the proposals are not sufficiently grounded in either the study's own data or in the larger body of research. In sum, these shortcomings marginalize the work's usefulness in advancing school reform and educational equity. Notes and references are included.

xiv, 234 pages : 24 cm

Customized version of https://www.thingiverse.com/thing:3559949 Created with Customizer! https://www.thingiverse.com/apps/customizer/run?thing_id=3559949

As we prepare to launch humans into space on new American-made rockets and spacecraft, it's more important than ever that we revisit what led to two of the most tragic days in NASA's human space flight history.

As we prepare to launch humans into space on new American-made rockets and spacecraft, it's more important than ever that we revisit what led to two of the most tragic days in NASA's human space flight history.

230 pages : 22 cm

230 pages : 22 cm

Why do some schools in high-poverty communities produce remarkable stories of success while others fail? This study, conducted by Public Agenda and sponsored by the Ohio Business Roundtable, the Ohio Department of Education and The Ohio State University, attempts to shed light on this fundamentally important question by talking directly to educators, students and parents from nine high-achieving, high-poverty Ohio schools. Our purpose was to learn more about how principals, teachers, parents and students define the keys to success and to highlight some of the specific strategies and decisions that are used in these high-achieving schools. Moreover, we wanted to understand more about how these schools sustain effective practices and what, in their view, helps them to weather tough times. Our hope is that the insights and ideas that emerge here will stimulate fresh, open and constructive dialogue on K-12 education in Ohio. A bibliography is included. (Contains 14 footnotes.)

There is a sizable number of English Language Learners (ELL) that are not succeeding in schools and are academically "falling through the cracks." The purpose of this thesis is to gather information that identifies reasons why students are not succeeding academically and which strategies individual teachers can implement to help these students attain academic success. The literature reveals that Long Term English Language Learners have lower levels of literacy and tend to drop out more frequently compared to native English speakers. This is a qualitative study using a focus group at a middle school. Data were collected from individuals in a focus group. This study found six key strategies that could be used by teachers teaching English Language Learners to improve their students' proficiency in English. Implications for future research include continuing to explore effective ways to support ELL students in becoming proficient in English in the elementary grades.

Series Title: Such A One As I  Message : Failure Is Not An Option By Ps Martin Vanderpuye Preached 10th September 2017

This documentary examines the strengths and weaknesses of the No Child Left Behind legislation. It was produced by the award winning B-TV program at batchelor Middle School in Bloomington, IN.

a

80 pages ; 21 cm

Perma.cc archive of http://www.forbes.com/sites/rhoneshabyng/2017/08/31/failure-is-not-an-option-the-pressure-black-women-feel-to-succeed/?sh=7958919b3fad created on 2021-12-08 02:29:59+00:00.

Mike Buckner

Brian Pankratz

Brian Pankratz

Includes index

Includes index

An Australian promo for an American documentary.

Gene Kranz was present at the creation of America's manned space program and was a key player in it for three decades. As a flight director in NASA's Mission Control, Kranz witnessed firsthand the making of history. He participated in the space program from the early days of the Mercury program to the last Apollo mission, and beyond. He endured the disastrous first years when rockets blew up and the United States seemed to fall further behind the Soviet Union in the space race. He helped to launch Alan Shepard and John Glenn, then assumed the flight director's role in the Gemini program, which he guided to fruition. With his teammates, he accepted the challenge to carry out President John F. Kennedy's commitment to land a man on the moon before the end of the 1960s. 

Gene Kranz was present at the creation of America's manned space program and was a key player in it for three decades. As a flight director in NASA's Mission Control, Kranz witnessed firsthand the making of history. He participated in the space program from the early days of the Mercury program to the last Apollo mission, and beyond. He endured the disastrous first years when rockets blew up and the United States seemed to fall further behind the Soviet Union in the space race. He helped to launch Alan Shepard and John Glenn, then assumed the flight director's role in the Gemini program, which he guided to fruition. With his teammates, he accepted the challenge to carry out President John F. Kennedy's commitment to land a man on the moon before the end of the 1960s. 

Gene Kranz was present at the creation of America's manned space program and was a key player in it for three decades. As a flight director in NASA's Mission Control, Kranz witnessed firsthand the making of history. He participated in the space program from the early days of the Mercury program to the last Apollo mission, and beyond. He endured the disastrous first years when rockets blew up and the United States seemed to fall further behind the Soviet Union in the space race. He helped to launch Alan Shepard and John Glenn, then assumed the flight director's role in the Gemini program, which he guided to fruition. With his teammates, he accepted the challenge to carry out President John F. Kennedy's commitment to land a man on the moon before the end of the 1960s. 

Stancest fic by cellard00rs

Stancest fic by cellard00rs

Stancest fic by cellard00rs

This is a New Zealand classification of The Substitute 4 Failure Is Not An Option . Title The Substitute 4 Failure Is Not An Option Publication number 100335 Application number 10100169 Medium Video Recording VHS/PAL Current decision R16 Objectionable except if the availability of the publication is restricted to persons who have attained the age of 16 years. Descriptive note Violence and sex scenes Associated documents 13392_18_4_26604.pdf (Register Page) Registration date 2001-04-19 Language English Country United States Related publications 100336 Classification body Office of Film and Literature Classification (1994–) Submission channel Section 12(1) - Labelling Body Running time At submission: 87:47 At classification: 87:47

Transferred from tape using the RF method. Videos processed with vhs-decode and hifi-decode. See: https://github.com/oyvindln/vhs-decode The full quality video can also be viewed on YouTube . File types included in this upload File Type Naming Convention Decoded Video *.mp4 Raw VHS RF Capture *.raw_vhs_8bps_40000000sps.flac.best.flac Raw HiFi RF Capture *.raw_hifi_16bps_20000000sps.flac.best.flac Line Out (HiFi) Capture *.audio.line.flac.level.flac Linear Track Capture *.audio.mono.flac.level.flac Hifi Decoded Audio *.audio.hifi.flac.level.flac

The "achievement gap" is a well-documented problem in schools. Evidence of an academic performance problem requires that educators respond quickly and differently to signs of academic failure. As the lessons of the achievement gap suggest that historical decisions about when to intervene with performance support are flawed, performance support interventions must be provided much sooner than they have been considered in the past. Recent educational innovations, such as differentiated instruction and universal design for learning, offer insights into proactively planning instruction that embraces academic diversity. Recognizing the need for both physical and cognitive access to learning provides a rationale for far-ranging searches of existing technologies that fundamentally alter the way specific tasks can be completed. Here, the author suggests that the only viable options for enhancing performance are to provide cognitive supports and appropriate technology tools. The use of technology tools and cognitive supports represent essential and underutilized interventions for enhancing the academic performance of struggling students. (Contains 4 figures and 7 resources.)

This exploration into competency-based innovation at the school, district, and state levels suggests that competency-based pathways are a re-engineering of this nation's education system around learning--a re-engineering designed for success in which failure is no longer an option. Competency-based approaches build upon standards reforms, offering a new value proposition for the education system. Frequently, competency-based policy is described as simply flexibility in awarding credit or defined as an alternative to the Carnegie unit. Yet, this does not capture the depth of the transformation of the education system from a time-based system to a learning-based system. Competency-based approaches are being used at all ages from elementary school to graduate school level, focusing the attention of teachers, students, parents, and the broader community on students mastering measurable learning topics. This discussion draws on interviews and site visits with innovators and the limited literature that has been developed on the topic of competency-based approaches. The first section introduces a working definition for competency-based pathways that hopefully will be the beginning of creating consensus on the characteristics of a high-quality approach to guide policy. The second section explores the driving forces behind competency-based innovations and implementation issues. The last section highlights a number of challenges facing states and districts as they explore competency-based approaches. This paper has been designed to generate a deeper understanding, as it is critically important that competency-based pathways be implemented effectively with a vigilant focus on student learning. Appendices include: (1) Descriptions of Innovators; (2) Resources; and (3) Interviews. (Contains 23 endnotes and 14 resources.)