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This document offers materials for a year-long course on general basic reading skills that was part of a workplace literacy project developed by Mercer County Community College (New Jersey), and its partners. The document contains the following: (1) outlines (each of which contains objectives, a topical outline, and list of textbooks) for two parts of the course; (2) diaries describing how a teacher conducted each part of the course; (3) lists of sample vocabulary; (4) lists of supplies, equipment, and procedures for particular work tasks (cleaning a restroom, cleaning a water fountain, and cleaning a showerroom); (5) handouts containing questions for the learner to answer in writing; and (6) spelling assignments. Ten references are listed. (CML)

This document offers materials for a year-long course on general basic reading skills that was part of a workplace literacy project developed by Mercer County Community College (New Jersey), and its partners. The document contains the following: (1) outlines (each of which contains objectives, a topical outline, and list of textbooks) for two parts of the course; (2) diaries describing how a teacher conducted each part of the course; (3) lists of sample vocabulary; (4) lists of supplies, equipment, and procedures for particular work tasks (cleaning a restroom, cleaning a water fountain, and cleaning a showerroom); (5) handouts containing questions for the learner to answer in writing; and (6) spelling assignments. Ten references are listed. (CML)

Includes bibliographical references (page 117) and index

Approved For Rltse 2002/02/11 : CIA-RDP78-03527A400270014-8 THE AMERICAN UNIVERSITY SCHOOL OF INTERNATIONAL SERVICE BUSINESS COUNCIL FOR INTERNATIONAL UNDERSTANDING TRAINING PROGRAM FOR INTERNATIONAL BUSINESS EXECUTIVES TWELFTH SESSION ~~ . / 9 6 i) NAMES OF PARTICIPANT SPONSORING COMPANY POSITION & COUNTRY OF ASSiGWWMENT AFRICA- ROUTHIER, Roland M. Texas Petroleum Company Manager, Morocco, Casablanca and Helen INDIA,. LANGEFELD, Carl W. Mer?ck. Sharp & Dohne Into installation Engineer. and Else H. Bombay, India BATTISTELLA. Richard F. Union Carbide Int, Co. Engineer, India and Garnet LATIN AMERICA: GATENBY. William A. Texas Petroleum Company Chief Petroleum Engineer, and Eileen Caracas, Venezuela 3PAG, Fred Da Omens-Corning Fiberglas Corp,, Staff Engineer, Chile O'CONNOR, John M,. Bolivia California Petroleum Manager, Land & Legal, and Catherine Cor(Standard Oil Co-of Calif.,) La Paz, Bolivia ,.BARKER, Bernard T. Franklin Baker Company of President & General Manager, and Ciarida A. the Philippines Philippines NEWMAN, R,, J, International Milling Co. Branch Manager Production and Marie Consultant, Philippines WESTERN EUROPE,. U,IAMERSCHLAG a, James J. California Texas Oil Corp, Son io , Assistant to Area tk nager w UK and E Ire HILTY, Donald P. Ohio Oil Company Economic Analyst and Carolyn ILLM.ANO P. En, Jr. J00DRUFF Trans World Airlines Assist,, to Director of Ground ,;raining American Machine Foundry Co? Geneva, Switzerland OH?io Oil Company Attorney, International Production Organization Approved For Release 2002/02/11 : CIA-RDP78-03527A000400270014-8 Approved For Rse 2002/02/11 : CIA-RDP78-03527A0400270014-8 THE AMERICAN UNIVERSITY SCHOOL OF INTERNATIONAL SERVICE BUSINESS COUNCIL FOR INTERNATIONAL UNDERSTANDING TRAINING PROGRAM FOR INTERNATIONAL BUSINESS EXECUTIVES TWELF H SESSION MPOSITION OF CLASS There are thirteen participants. Six have had foreign experience and travel. Five others have had some foreign travel. With the possible exception of one, all have at least a bachelor's degree, four in engineering. Two have law degrees and three have master's degrees. the age range Is from 25 to 57. The average age is 39. Eight of the thirteen are Positions held cover a range including President, General Manager of the Local company, Overseas Branch Manager, Attorney, Assistant to the Director of Training, or Assistant to the Regional Manager, Engineers and Economic Analysts. Foreign posts are.- Two for the Philippines, two for India, one for Venezuela, o;mme for Chile, one for Bolivia, one for Switzerland, one for Morocco and four with base in the U.S. offices of their companies. Eleven of the group are U.S. citizens, One is Swiss, and one is Canadian. Approved For Release 2002/02/11 : CIA-RDP78-03527A000400270014-8

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Literacy is essential for societal success, education, and employment (Cooper et al., 2014). In alphabetic languages, teaching children systematic letter-sound relationships enables them to read words aloud (phonic decoding), allowing them access to word meanings based on their oral vocabulary knowledge. This is described as the print-to-sound-to-meaning pathway (Coltheart et al., 2001; Gough & Tunmer, 1986; Harm & Seidenberg, 2004). Theories propose that children then build a direct print-to-meaning pathway, which is ultimately a more efficient way to comprehend text. However, extensive reading experience is needed to build these direct mappings, since they are not systematic and therefore require whole-word knowledge (e.g., the meaning of CAP is unrelated to CAT, CUP, or TAP; Coltheart et al., 2001; Harm & Seidenberg, 2004). There is limited evidence supporting the idea that reading experience drives a shift from phonic decoding to whole-word reading. For example, older relative to younger children show reduced effects of print-to-sound consistency (Grainger et al., 2012; Waters et al., 1984) and word length (Kwok et al., 2017; Zoccolotti et al., 2005). However, we do not know how consistency and length effects develop longitudinally due to real-world experience with words. This longitudinal study therefore investigates if children’s reliance on phonic decoding when reading year 5 curriculum words decreases over the school year in which they learn them. More specifically, it will compare how word length and spelling-to-sound consistency influence children’s reading accuracy and response time at the end of year 4 (before they have experience with these words) and again at the end of year 5 (after they have experience with these words). It will also test if word spelling (precision of whole-word written form knowledge) and/or understanding (whole-word meaning knowledge) of these same items predicts improvements in reading response time and accuracy. Results will be relevant for optimising literacy instruction since they will show how reading efficiency is supported by the precision of children’s spelling and understanding of words. ​​References​ Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204–256. https://doi.org/10.1037/0033-295X.108.1.204 Cooper, B. R., Moore, J. E., Powers, C. J., Cleveland, M., & Greenberg, M. T. (2014). Patterns of early reading and social skills associated with academic success in elementary School. Early Education and Development, 25(8), 1248–1264. https://doi.org/10.1080/10409289.2014.932236 Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104 Grainger, J., Lété, B., Bertand, D., Dufau, S., & Ziegler, J. C. (2012). Evidence for multiple routes in learning to read. Cognition, 123(2), 280–292. https://doi.org/10.1016/j.cognition.2012.01.003 Harm, M. W., & Seidenberg, M. S. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111(3), 662–720. https://doi.org/10.1037/0033-295X.111.3.662 Kwok, R. K. W., Cuetos, F., Avdyli, R., & Ellis, A. W. (2017). Reading and Lexicalization in Opaque and Transparent Orthographies: Word Naming and Word Learning in English and Spanish. Quarterly Journal of Experimental Psychology, 70(10), 2105–2129. https://doi.org/10.1080/17470218.2016.1223705 Waters, G. S., Seidenberg, M. S., & Bruck, M. (1984). Children’s and adults’ use of spelling-sound information in three reading tasks. Memory & Cognition, 12(3), 293–305. https://doi.org/10.3758/BF03197678 Zoccolotti, P., De Luca, M., Di Pace, E., Gasperini, F., Judica, A., & Spinelli, D. (2005). Word length effect in early reading and in developmental dyslexia. Brain and Language, 93(3), 369–373. https://doi.org/10.1016/j.bandl.2004.10.010

A book-length study described the metacognitive components of good and poor reading ability, with special reference to comprehension. Subjects were 53 Swedish students in grade 5 or 8 and were either good or poor comprehenders as defined by a combination of a reading test and teacher ratings. Data collection consisted of semi-structured interviews and the recall of three texts with different structures. Results indicted that: (1) good readers organized their knowledge and used it appropriately; (2) good readers' cognitive and metacognitive abilities were well integrated, whereas the pattern of functions in poor readers seemed distorted; (3) poor readers were less confident than good readers--they regarded themselves as poor learners and their verbal responses were less elaborate; (4) poor readers' decoding was often not automatic, leaving less capacity for comprehension; (5) the gap between good and poor readers widened from grade 5 to grade 8, as more independent reading was expected of students; and (6) the younger students believed they would improve, the older students lost interest in studies. Findings suggest that poor and good readers differ in the way they process text information and monitor their cognitive functions. (Contains over 200 references in addition to 19 tables and 5 figures of data. Appendixes present the interview questionnaire, examples of categorizations, the texts, and sample student responses.) (RS)

Approved For Release 2000/09/14': CIA-RDP86-00244R000200520057-6 December lfl., 1964 PM. ORANDDM OF UNDLRSTAITDING AND AGREEN1NT FOR DESIGN AND CONSTRUCTION SERVICES Between General Services-Administration and. Central Intelligence Agency Name and Location of Project: Langley, Virginia Printing Plant Project No. 44152?, Cognizant Office: Public Buildings Service, Design Management Staff (PCDD)) Statutory References: The Military Construction Act of 1955 69 Stat. 25) 1A5al I CIA will provide equipment utilities roughing-in requirements and make necessary soil surveys and logs, provide six copies of site plan, two copies of boring data. Participation by Central Intelligence Agency: On November 23, 1964, it was agreed that General Services Administration would undertake to provide services of the scope described above by using its own facilities and personnel or by contract. GSA will endeavor to provide these services within the limits of costs of the numbered categories indicated on the attached sheet. The Central Intelligence Agency agrees to make available to GSA funds sufficient to cover the total estimated cost of the project. Whenever the scope of the services requested is changed, or whenever unforeseen circumstances require revisions in the cost estimates, it is agreed that this memorandum and any attachments thereto will be amended to indicate review and approval by both GSA and the Central Intelligence Agency. 1~ ~1 BY 324 or P.L. 84-161 Services Requested of GSA: Title IV. This project will consist of a two story, special purpose building on spread footings, based. on criteria as outlined in Report dated October 1964 for Proposed Printing Facility, prepared by 25X1A5a1 , to be designed generally in accordance, with Project Description and Estimate of Cost dated November 5, 1964. The plans and specifications to be prepared under this contract shall require for inclusion in the construction contract, but not be limited tog construction, approach work, appropriate landscaping, elevators, airconditioning, surface parking, all exterior utilities, extensions and connections to provide all the required utility services for this project, and a temporary office for construction engineer. ` William A S h i c m dt Title Tit lie Buildings servica, Approved For Release 206O)0bill4 : CIA-RDP86-00244R000200520057-6 FOIAb3b,

-Approved For Release 2000/08/ 0500080011-8 Assistant Director, Special Operations Earetutive for Administration and Management 6 August 1947 Memorandum of Understanding - Security Maintenance for Deployeen Transferred from Vouchered Funds to OSO Unveuchered Funde 1. Attention is invited to attached oepy of Memorandum of Understanding between personnel of your Office and mine. A si ned cop is an file in my office, and I assume that MMMra also have copies. 2. 1 believe that the procedure agreed upon will obviate further difficulty of the type indicated in your memorandum of 2 July. 4 I nolosures 1. Memo 2 July it ADSO to PCI re Security Breach 2. Mew 24 June fr 3. Memo 23 June tr 4. Cy Memo t nderstan ng mibt 1#s, #0 cbaA$!t % Mos. 0 r-I 4440004 L_j C` a R ai1rasged To: Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8 25X1C Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8 Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8 Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8 MISSING PAGE ORIGINAL DOCUMENT MISSING PAGE(S): Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8

25X1 Approved For Release 2003/07/03 : CIA-RDP80R01731 R002900440019-7 Approved For Release 2003/07/03 : CIA-RDP80R01731 R002900440019-7 25X1 25X1 25X1 Approved. For Release 2003/07103 : CIA-RDP80R01731 R002900440Q1 p7,p

1 online resource (47 pages) :

xiv, 325 p. ; 20 cm

xiv, 325 p. ; 20 cm

xiv, 325 p. ; 20 cm

xiv, 325 p. ; 20 cm

xiv, 325 p. ; 20 cm

Approved For Release 2008/10/31: CIA-RDP86M00886R002600030021-1 Central Intelligence Agency Washington, D.C. 20505 Public Affairs (703) 351-7676) DDCI: 15 May 1984 ?!'v gq*-( 6,~ ffq - 16a 4-i led rn Mr. Casey has declined to speak to the Business Council for International Understanding (BCIU) at an off-the-record informal dinner or luncheon. BCIU has now invited you to meet with them in his stead. This group would afford a good opportunity to wave the technical transfer flag. A meeting with the BCIU in a side trip to New York could be added to your pending appearance at the Whig-Cliosophic Society in Princeton, New Jersey sometime in the fall. Please indicate your preference. P Ore 306. STAT George V. L uder Accept Decline "Maybe Next Time" 17 MAY 1984. Approved For Release 2008/10/31: CIA-RDP86M00886R002600030021-1

Approved For Release 2008/10/31: CIA-RDP86M00886R002600030021-1 Central Intelligence Agency Washington, D.C. 20505 Public Affairs (703) 351-7676) DDCI: 15 May 1984 ?!'v gq*-( 6,~ ffq - 16a 4-i led rn Mr. Casey has declined to speak to the Business Council for International Understanding (BCIU) at an off-the-record informal dinner or luncheon. BCIU has now invited you to meet with them in his stead. This group would afford a good opportunity to wave the technical transfer flag. A meeting with the BCIU in a side trip to New York could be added to your pending appearance at the Whig-Cliosophic Society in Princeton, New Jersey sometime in the fall. Please indicate your preference. P Ore 306. STAT George V. L uder Accept Decline "Maybe Next Time" 17 MAY 1984. Approved For Release 2008/10/31: CIA-RDP86M00886R002600030021-1

Approved For Release 2001/08/14: 12 JAN 1960 RU/" Distribution: trig. & 1 ? 1ddresee 81 f1 i air,' 114 s~ ~ ~/ IR '10.2 JUST 1jC FrryXT KEY -- Approved For Release 2001/0 ~t3R1~YY~f?~'?ifiAL

In a few urban elementary schools, in-depth, literature-based discussions are taking place under the Junior Great Books Program. For years, Junior Great Books has been a program available to limited numbers of students in special settings. Beginning in 1993, funding from the Ameritech Foundation allowed the Great Books Foundation to support the program as part of the regular curriculum in five urban school districts. Five years later, the Program has substantial evidence that its approach of engaging students in "shared inquiry" about literature's most abiding themes can thrive in high-poverty schools. Program staff have also learned that the implementation of Junior Great Books varies from school to school, classroom to classroom, and teacher to teacher depending on a variety of factors. This report provides a snapshot of three schools using the Junior Great Books Program. Information from the report was derived from site visits, participation in the Junior Great Books leader training, and participation in focus groups about the program. The report lists 10 specific lessons learned about the use of this program in urban schools. Taken together, the 10 lessons show that the poorest students in the United States can benefit from a high quality curriculum that provides all students with opportunities to engage with literature through reading and discussion. (SLD)

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Approved For Release 2003/07/31 : CIA-RDP80R01731R001700280005-3 mop SUBJECT: .1 I'Clt: Ir. ilec.con ttatemr:t of Understanding and. Agreolienl, Used in Connection with Apr)licati:,rs' for -a vent with the Agency. With reference to rej memoranda-1 of 20 October 1551i above subjec L an1 to our conversation of yesterd.sv, there is attached a rwisec orsion of iy suggested paper to le rookle first sten _in all a- -,lications for cerisloymeat by the kiency. The lvlsic tought behind this paper is twofold: that applicants understand at the tise of applrat; where the.; star I regardf_ng, employ:1=i, rith the Agency - not after a cast -As developed :nto a ;ftiatnrequ1rin,7, the int .rventi Office of 1-1.e Insp. c: Lor -Fence-al, and that th ',111 UrtiCilt.ndta 7 be made a natter rcc-n--;!. Probl:fly neithe:. thir -fro-v_ssed. procedure nor ark,- ot-er ;?:culd be /00 percent efftiT hu _ feel that !_7 r;that her wt.bsurrx:-.E-to vrot:1 d :saw 9 a desirable Lifer t ri a high ,e a:' t refusals. There is a35o attached a 514:1,7ec t-34 fere letter be to unsuccessfu2 ar_ralicants vten it is felt the fact ii atv !_ne make fun-doh/nu, a w?itten -9tatenlart zelilrvriate. WG: ick (20 !:Tovevl:er 1 Enclosures: 2. Paper "To All . . . etc. 2. Porn Letter Approved For Release 2003/07/31 : CIA-RDP80R01731R001700280005-3 Approved For Release 2003/07/31 : CIA-RDP80R01731R001700280005-3 To all, persons applying fo-1.- eapleynent with the Central Intelligence Agency: This paper ::s the .f.t?--3t ate in applying foreztolo!haerr-r:.'. Jrt.' Celt 111t1 t. status with the Central L-ntelligence Agency. No application pr :ceet beyond this first step if the apolicant is not in agreenert conditions stated below. General. Considerations: 1. The National :3ocuriti Let of 24 July 1947 - eitatior -whJc1 created the Central intor.j7ence Agency :-)laces nor the Loc t it responsibilitz, ( "Co advise the National ziecnrit,- Council ix re.c.1,m'E coacer-ling such Lnteilirence aciiirities of tte-goveralerrt, departnents and aFenc tho nat.1 vial. ec,17 'kr; (2) $1'20 MO) reenTrienk ationa to the Nett Jnal Secur: Council :or the ccordination of such intelligerce activities of the departments aud agencies of t Governisent 13 releta to the national secur1t-4-; (3) 453 correlate and evaluate intelligence relatiug to the national security, and IrOVICie for the appronries.1 diescualnatioh of suci, intelligence within the Cc.nru.-(14) "re performs, for the benefit of the ecristik; Letc.11-i-game agencies, such additional services of colmon concern as the National 54-uritlit- Comeil determines can be more offtnierrtly accosrplishect centrally; ar.d (5) "To perform such otner funoi,ions end duties mlate,: to intelligence affecting the national sectx, itg National Security 3ouncil may fr.= tile to Uzi The special character of tlis national responsibility requr3 the Acne to maintain correepondingl; special epploynent criteria dtitorTit fr the routine or normal ennlo:,-ment standards of other Goverment [147)112- nenT. Approved For Release 2003/07/31 : CIA-RDP80R01731R001700280005-3 Approved For Release 2003/07/31 : CIA-RDP80R01731R001700280005-3 - 2 - and agencies which do not rc the highly sensitive responsiAiity 'iTTLii 'by the Central Intell_igence Agene. It rollows tha', the invest or applicants prerequisite to their acceptance on a permanent baste a time-conaurdng process. This is called "clearalcoo 2. ?allure of an app2.icant to 1: c cleared -,3a; come about in el two way's: a. Clearenccz ri vi7:71Z-11.;;-7 Cik2 ire a ninidus of six weeks., circumstr..1,cesSU flL oLie Applications require such .3o:ter:sive Investigatn -Lhatth placed the Agency' 3 inves tii3; t I: t:-tat nett oblie,es e cstablishxt, of, al- cut31.-..- snffici set positive evidence to (dk-,Ex arv: .icalt U n?JC. ?btatnetl vrith is tile t arie the inv, ? Tati!.on 1i droppxi ark.)licaot

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Sanitized Copy Approved for Release 2010/10/19: CIA-RDP88GO0186R000300310011-7 85 2-737 1-0[ORANDUM FOR : Dean of Conferences Office of Training and Education SUBJECT: Luncheon Briefings for the Brookings Institution's Public Policy Conference for Corporate Executives on Understanding Federal Government Operations, 1985/86 Attached are the Directorate of Administration's (DA) Office responses for DA representatives to participate in subject luncheon briefings. When selected, the Officers nominated will be prepared to function as table hosts and discussants during the briefings. STAT STAT ORIG: DDA/MS /-/ (27 Aug 85) Distribution: Original - Addressee w/atts 1 - DDA Subject w/atts 1 - DDA Chrono w/o atts 1 - DDA/MS Subject w/atts 1 - DDA/MS Chrono w/o atts STAT Sanitized Copy Approved for Release 2010/10/19: CIA-RDP88GO0186R000300310011-7 Sanitized Copy Approved for Release 2010/10/19: CIA-RDP88GO0186R000300310011-7 Iq Next 10 Page(s) In Document Denied Sanitized Copy Approved for Release 2010/10/19: CIA-RDP88GO0186R000300310011-7

Sanitized Copy Approved for Release 2010/10/19: CIA-RDP88GO0186R000300310011-7 85 2-737 1-0[ORANDUM FOR : Dean of Conferences Office of Training and Education SUBJECT: Luncheon Briefings for the Brookings Institution's Public Policy Conference for Corporate Executives on Understanding Federal Government Operations, 1985/86 Attached are the Directorate of Administration's (DA) Office responses for DA representatives to participate in subject luncheon briefings. When selected, the Officers nominated will be prepared to function as table hosts and discussants during the briefings. STAT STAT ORIG: DDA/MS /-/ (27 Aug 85) Distribution: Original - Addressee w/atts 1 - DDA Subject w/atts 1 - DDA Chrono w/o atts 1 - DDA/MS Subject w/atts 1 - DDA/MS Chrono w/o atts STAT Sanitized Copy Approved for Release 2010/10/19: CIA-RDP88GO0186R000300310011-7 Sanitized Copy Approved for Release 2010/10/19: CIA-RDP88GO0186R000300310011-7 Iq Next 10 Page(s) In Document Denied Sanitized Copy Approved for Release 2010/10/19: CIA-RDP88GO0186R000300310011-7

Cartoon for kids‼️ Understanding and Reading a 120 chart. Math for children

The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their oral language, and read connected text with sufficient accuracy and fluency to understand what they read. The practice guide, developed by a panel of experts comprised of researchers and practitioners, presents four recommendations that educators can use to improve literacy skills in the early grades. Professional Learning Communities (PLCs) are a form of professional development in which small groups of educators with shared interests work together with the goals of expanding their knowledge and improving their craft. REL Southeast developed PLC materials focused on the practice guide that were designed to assist a literacy leader in guiding a professional learning community in applying the recommendations from the practice guide. The materials include a facilitator's guide, participant activities, and YouTube videos. The facilitator's guide includes a framework for facilitators to conduct each of the ten PLC sessions. It also includes participant activities, discussion questions, small- and whole-group activities, and implementation and reflection activities. The participant's activities include reflection questions, lesson plan examples and templates, video-viewing guides, and sharing opportunities. The videos illustrate practices presented in the foundational reading skills practice guide. [For the Facilitator's Guide, see ED569149. For "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008," see ED566956.]

The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests instructional practices that can be implemented after students have mastered early reading skills. The guide provides teachers, reading coaches, principals, and other educators with instructional recommendations that can be implemented in conjunction with existing standards or curricula and does not recommend a particular curriculum. This brief summary report focuses on the fourth of the four recommendations: Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension. Reading connected text--that is, multiple sentences related to each other--requires greater skill than reading isolated words. To read and understand connected text, students must quickly recognize words, integrate what they are reading with their background knowledge, and monitor their comprehension. Daily practice with reading connected text helps students increase their accuracy, fluency, and comprehension. This summary provides steps to carry out the recommendation, identifies potential roadblocks, and suggests ways to address them. [For "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008," see ED566956.]

This guide offers a set of 13 lessons designed to help learners understand the components of reading that are part of becoming a more fluent reader, and to guide them as they work with the teacher to set their own goals for reading. The lessons can be used as an independent mini-course, or they can be integrated into an existing curriculum. The guide is not intended as a comprehensive reading course or curriculum; rather, it can inform teachers and students as they plan learning activities that address the goals and skill needs of learners. For example, some learners, particularly those at a beginning reading level, may benefit from a highly structured curriculum of direct reading instruction, and this guide can help point them in that direction. The guide is for teachers of adult basic education learners who read at a 0-6 reading level. Students can take the information they learn from the lessons in this guide and apply it directly to their own reading. It can also be adapted for use with ESOL learners. However, some activities are not appropriate or may need to be modified for beginning-level ESOL learners. The 13 lessons are: (1) The Demands of Reading; (2) Goals for Reading, Part 1; (3) Goals for Reading, Part 2; (4) The Components of Reading; (5) Analyzing Words; (6) Reading Words by Sight; (7) Reading with Fluency; (8) Developing Reading Vocabulary; (9) Developing Reading Comprehension; (10) Developing an Individual Reading Profile; (11) Reviewing the Individual Reading Profile; (12) Understanding Learning Disabilities; and (13) Improving Your Spelling (Optional). Appended is a Goals List. [This publication was developed with Ashley Hager, Barbara Garner, Cristine Smith, Mary Beth Bingman, Lenore Balliro, Lisa Mullins, Lou Anna Guidry, and Susan McShane. "NCSALL Teaching Materials" are funded by the Educational Research and Development Centers program, as administered by the Institute of Education Sciences, U.S. Department of Education, through contract to Harvard University.]

Live discussion group of "Understanding the Network Traffic Constraints for Deep Packet Inspection by Passive Measurement" , as scheduled on the BBS forum . Links for references that are mentioned throughout: 00:39: Discussion thread 00:42: Paper PDF 08:06: DPDK 27:47: Your State is Not Mine: A Closer Look at Evading Stateful Internet Censorship 31:16: Evaluating routing asymmetry by passive flow measurements with spark 42:22: Secure asymmetry and deployability for decoy routing systems

volumes : 28 cm +

The role of children's literature in helping children make sense of themselves, their experiences and their worlds either in a classroom setting or in a more therapeutic context has been well documented. What has not been researched as far as we know is the use of children's literature in the college classroom as a means of enabling students to address difficult topics such as issues of oppression and social justice in a manner that is less overwhelming and less threatening. At one Connecticut University children's literature was used in numerous classes in both early childhood education and sociology as a means of facilitating student compassion and empathy for others. Whole group read-alouds of children's literature proved to be an effective tool to help students take the risk of confronting and knowing their own personal views and then make powerful connections to those of others.

The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their oral language, and read connected text with sufficient accuracy and fluency to understand what they read. The practice guide, developed by a panel of experts comprised of researchers and practitioners, presents four recommendations that educators can use to improve literacy skills in the early grades. Professional Learning Communities (PLCs) are a form of professional development in which small groups of educators with shared interests work together with the goals of expanding their knowledge and improving their craft. REL Southeast developed PLC materials focused on the practice guide that were designed to assist a literacy leader in guiding a professional learning community in applying the recommendations from the practice guide. The materials include a facilitator's guide, participant activities, and YouTube videos. The facilitator's guide includes a framework for facilitators to conduct each of the ten PLC sessions. It also includes participant activities, discussion questions, small- and whole-group activities, and implementation and reflection activities. The participant's activities include reflection questions, lesson plan examples and templates, video-viewing guides, and sharing opportunities. The videos illustrate practices presented in the foundational reading skills practice guide. [For the Participant's Activities, see ED569151. For "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008," see ED566956.]

Memorandum of Conversation DATE: July 13, 1965 B.1CT: Japan Council for International Understanding, Southeast Asian Develop- ment, Japanese Attitudes Re Viet-Nam, and Okinawa i'1lRT1C1P/i-N''B. Nobutaka Shilcanai, President, Nippon Broadcasting System and F Qi J Telecasting Company, Ltd., Tokyo, Japan Francis Yoshimura, Director, International Relations Department, Fuji Telecasting Company, Ltd., Tokyo, Japan Paul Shikanai, Son of Nobutaka Shikanai. Robert A. Fearey, Director for East As:iatn Affairs COPIES TO: Carl G. Seasword, International Relations Officer, EA/J FE - 2 American Embassy TOKYO - (2cc) - 2 EA.. (3cc) - 2 S/P _ 1 FE/P -- 1 INR - 8 RS en unable to meet with him. 1. The J an Council for International Understanding - Mr. Shikanai said meetings, as during the 1965 visit of Mr. Rostow and the 1962 visit of Senator that the Japan Council for International Understanding JCIU), of which he is an Executive Member, is a private organization interested in fostering the exchange of persons and ideas between Japan and other countries. While the purposes of the JCIU were spelled out in a report he would leave with Mr. Fearey, he wished to point out that leftist demonstrators and agitators had often frustrated public plan. rnIs plan snouia move rorwarct now and not wait until the fighting has stopped. Shikanai said that the Japanese people connect the Southeast Asian 2. Southeast Asian Development - Referring to the JCIU's rep ort on an ``fir c, "Asian Development Corporation", Mr. Fearey emphasized the importfgnof Japan's rtle-tri"n a l 44r+r. --ln -;- ,-++?,.-..-. -...d.d...,. _sr__br--- n.I, Robert Kennedy, when the Senator was Attorney General. The JCIU hopes to create conditions conducive to a frank and uninterrupted exchange of views. Shikanai added that he had come to the United States as a "special envoy" ofJCIU to arrange the establishment of an American counterpart organization ar"! c.o present three studies prepared by the JCIU concerning an "Asian Developtnert Corporation", trade with Communist China, and Okinawa. Mr. Fearey expressed keen int:_fk-' -:'t in this project and said that he and his associates would read the three ...,,u -es with much interest. FORM 9.01 r84 For Release2DO4(Q' /a2_:,CI ;E2C J$Q0446ROd0306 0009- ( j State Department review completed Approved For Release 2004/01/12 CIA-RDP67B00446R000300260009-8 Approved For Release 2004/01/12 : CIA-RDP67B00446R000300200009-8 UNCLA. S1Yilm development plan with the Viet-Nam military situation. The Japanese Govern- ment, not wishing to risk its political life, probably will move ahead slowly. 3. Japanese Attitudes on Viet-Nam -- Shikanai said U.S.-Japanese relations were never better prior to the development of the present situ- ation in Viet-Nam. "Escalation" of the conflict, particularly the bombing of North Viet.-Nam, has resulted in a loss of Japanese sympathy and support for the U.S. The Japanese media have played up the "U.S. escalation" of the conflict while neglecting to mention the Communist direction of the Viet Cong's activities and Viet Cong atrocities. Thanks to Mr. Rostow's visit, some progress has been made in bringing the full picture before the Japanese. The Japanese, however, still do not completely understand the issues involved, and continued efforts by both the U.S. and informed Japanese are needed to fill in the gaps in their knowledge. Mr. Fearey agreed on the importance of this joint effort. The U.S. will continue to contribute all it can but main reliance must be on responsible Japanese leaders and media. Education of Japanese in the realities'of the Communist-Free World conflict must be mainly by Japanese -- not by outsiders, who will always be considered prejudiced. 4. Okinawa --- Shikanal said that it was important for the U.S. position in Okinawa that the conservatives win the forthcoming November election for the Okinawan legislature. He said that he had arranged with the Liberal Democratic Party (LDP) in Japan to extend financial aid to Okinawan conserva- tives, and had urged Prime Minister Sato to visit Okinawa before the November election as an indication of LDP support for Okinawan conservatives. In his meetings with Congressmen Morgan, McCormack, Zablocki and Matsunaga on July 13 he had urged that a Congressional delegation visit Okinawa before the election. Mr. Fearey said that we were extremely conscious of the importance of the November election and welcomed Prime Minister Sato's acceptance of the High Commissioner's invitation to visit Okinawa. UNCLASSIFIED 'Approved For Release 2004/01/12 : CIA-RDP67B00446R000300200009-8

Lt. teller October 29, 1943 Lt. Colonel Lowman Recalling our discussion, it is my understanding that Sergeant Lang leaves i ediately for 10 days'. 1ea:ve . Since . we have air priority for him and theater approval and since Colonel Glavin has cabled again about his coming, please advise SRS so that we can get him off as near November 9 as possible. cc to: Ser zaxa Lang / LANG, Robert E. EOD March 19, 1942 - CAF-3 $1620 - Asst. Cryptographic Clk. August 1, 1942 - CA-5 2090-~ - Sr.,-CryptogrV C1k. " ' o.-v 1 1 " `i APPROVED FOR RELEASED DATE: 19-Aug-2009 (b)(3)

CONFIDENTIAL Approved For Release 2005/01/10 : CIA-RDP84M00713R000200090015-8 MEMORANDUM FOR: FROM: SUBJECT: Chief, Administrative Staff, CT/RM. Director, PHOTINT Tasking Office Memorandum of Understanding (Draft) 6/22/79 for CTS Move to the Pentagon (U) 25X1 1. (C) There are several points that should be clarified in the draft memorandum either modifying or deleting selected portions of it as proposed. o For example, only the portions of the PHOTINT Tasking Office located at the CHB -- and similarly for HUMINT and SIGINT Offices -- will be moving to the Pentagon. These CHB elements have day-to-day functions different from those emphasized in the draft. These differences should be understood or they might boomerang at a future date. 2. (U) The draft MOU improperly reflects the functions performed by the PTO Staff elements that would be involved in the Pentagon move, and is in general far too limiting in its implied definition of the principal relationships between CTS and DoD activities that bear on the move. 3. (C) PTO Functions: The functions of the PHOTINT Tasking Office moving to the Pentagon should be defined as "(a) Director, PHOTINT Tasking Office (PTO) and Headquarters elements of his staff". 25X1 Approved For Release 2005/01/10 : CIA-RDP84M00713R000200090015-8 CONFIDENTIAL Approved For Release 2005/01/10 : CIA-RDP84M00713R000200090015-8 With respect to these components, the primary PTO interface is with senior DoD staff elements involved in imagery matters including DIA, NRO Staff, Of ice of the Undersecretary of Defense for Policy, C I, and the Service Intelligence Staffs. The D/PTO and his immediate (CHB) staff interface only occasionally directly with the CCF as such and NMCC, except in the policy context and on time critical matters. T ese elements are in essentially constant con act with CCF both by on-line computer terminals and other means of direct communications. 4. (C) The statement of "Purpose" in the MOU should be expanded to generalize on the staff interactions, but without specific distinctions among CTS offices, or elaborate such distinctions for each Office. The PTO interfaces are quite different, for example, from those of HTO. I suggest the "Purpose" be amended as follows: For 1.(a): "Director, PHOTINT'Tasking Office, and a portion of his Staff;..." as an amplification of the main paragraph: "a. These elements of the CTS constitute key components of DCI's Community Staff concerned with the management and tasking of national PHOTINT, SIGINT, and HUMINT resources and their support to national, civil, and military authorities. b. The location of the CTS elements in the Pentagon _enhance ( iri~eraction - ese S a? e3 ements ,will with senior DoD staff elements involved in intelligence collection management, including DIA, the O 'fice of the UnderSecretary of Defense for Policy, the C I, the NRO Staff, the Joint Chiefs of Staff, and respective Service Intelligence Staffs, as well as the Collection Coordination. !Facility operated by DIA in the National Military =Command Centex.(NMCC) complex." Approved For Release 2005/01/10 : CIA-RDP84M00713R000200090015-8 CONFIDENTIAL Approved For Release 2005/01/10 : CIA-RDP84M00713R000200090015-8 5. (U) Section 3.(b) of the draft is too specific and, if implemented, could require major changes in our way of doing business, internal memoranda, terminal displays, etc. I recommend deleting the specifics that are used as examples and recast the sentence in more general terms. 25X1 Distribution: Orig. - Addressee 1 - D/DCI/CT 1 - AD/DCI/CT 1 - D/STO 1 - D/HTO 1 - D/TAO 1 - PTO Subj 1 - PTO Chron Approved For Release 2005/01/10 : CIA-RDP84M00713R000200090015-8 CONFIDENTIAL r. , 1 UNCLASSIFIED ^ IN4 Nal CONFIDENTIAL ^ SECRET ftpo ROUTING AND RECORD SHEET SUBJECT: (Optional) FROM: I D/PTO --i EXTENSION NO DATE 22 June 1979 TO: (Officer designation, room number, and building) DATE OFFICER'S COMMENTS (Number each comment to show from whom RECEIVED FORWARDED INITIALS to whom Draw a line across column after each comment.) 1 C/Admin Staff/ CT/RM 2. 3. 4. 5. 6. 7. 8. 10. 11. 12. 13. 14. 15. FORM 61 I O I,sEp 3-62 1 oN we(Mor tfe zu ti-i ,uedliF`tRMWIV1uri ~QMUR400900'tj UNCLASSIFIED USE ONLY

This paper represents the third installment of the Reading for Understanding (RfU) assessment framework. This paper builds upon the two prior installments (Sabatini & O'Reilly, 2013; Sabatini, O'Reilly, & Deane, 2013) by discussing the role of performance moderators in the test design and how scenario-based assessment can be used as a tool for assessment delivery. Performance moderators are characteristics of students that impact reading performance but are not considered a part of the reading construct. These include (a) background and prior knowledge, (b) metacognitive and self-regulatory strategies and behavior, (c) reading strategies, and (d) student motivation and engagement. In this paper, we argue there is added value in incorporating performance moderators into a reading test design. We characterize added value with respect to the validity of the claims derived from test scores, the interpretation of the test scores, and the relevance to instruction. As a second aim, we present a case for using scenario-based assessments and how they can be used to integrate into the test design both the performance moderators as well as other features that make the assessment more instructionally relevant.