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1A Policy For Canada [microform] : One : Make The People On The Land More Effective Than They Are At Present ; Two : Establish A Proper Equilibrium Between Country And City ; Three : Obtain New Farmers, Who Should Reach The Maximum Point Of Efficiency In The Minimum Of Time

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“A Policy For Canada [microform] : One : Make The People On The Land More Effective Than They Are At Present ; Two : Establish A Proper Equilibrium Between Country And City ; Three : Obtain New Farmers, Who Should Reach The Maximum Point Of Efficiency In The Minimum Of Time” Metadata:

  • Title: ➤  A Policy For Canada [microform] : One : Make The People On The Land More Effective Than They Are At Present ; Two : Establish A Proper Equilibrium Between Country And City ; Three : Obtain New Farmers, Who Should Reach The Maximum Point Of Efficiency In The Minimum Of Time
  • Authors: ➤  
  • Language: English

“A Policy For Canada [microform] : One : Make The People On The Land More Effective Than They Are At Present ; Two : Establish A Proper Equilibrium Between Country And City ; Three : Obtain New Farmers, Who Should Reach The Maximum Point Of Efficiency In The Minimum Of Time” Subjects and Themes:

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2Facebook, Instagram, WhatsApp Are Down World-wide The Day After Whistleblower Frances Haugen Said In Her Time With Facebook She Saw, "conflicts Of Interest Between What Was Good For The Public And What Was Good For Facebook."

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Guest: David Shipley - Cyber Security Expert and CEO of Beauceron Security. 

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3It's Canning Time Again : A Radio Interview Between Miss Ruth Van Deman, Bureau Of Home Economics, And Mr. John Baker, Office Of Information, Broadcast Thursday, May 25, 1939, In The Department Of Agriculture Period Of The National Farm And Home Hour, By The National Broadcasting Company And A Network Of 104 Associate Radio Stations

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Guest: David Shipley - Cyber Security Expert and CEO of Beauceron Security. 

“It's Canning Time Again : A Radio Interview Between Miss Ruth Van Deman, Bureau Of Home Economics, And Mr. John Baker, Office Of Information, Broadcast Thursday, May 25, 1939, In The Department Of Agriculture Period Of The National Farm And Home Hour, By The National Broadcasting Company And A Network Of 104 Associate Radio Stations” Metadata:

  • Title: ➤  It's Canning Time Again : A Radio Interview Between Miss Ruth Van Deman, Bureau Of Home Economics, And Mr. John Baker, Office Of Information, Broadcast Thursday, May 25, 1939, In The Department Of Agriculture Period Of The National Farm And Home Hour, By The National Broadcasting Company And A Network Of 104 Associate Radio Stations
  • Authors: ➤  
  • Language: English

“It's Canning Time Again : A Radio Interview Between Miss Ruth Van Deman, Bureau Of Home Economics, And Mr. John Baker, Office Of Information, Broadcast Thursday, May 25, 1939, In The Department Of Agriculture Period Of The National Farm And Home Hour, By The National Broadcasting Company And A Network Of 104 Associate Radio Stations” Subjects and Themes:

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4A Time Table Indicating The Difference In Time Between The Principal Cities Of The World, And Also Showing Their Air-line Distance From Washington. Entered According To Act Of Congress In The Year 1864 By S. Augustus Mitchell, Jr. In The ... District Court Of The U.S. For The Eastern District Of Pennsylvania. (1873)

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Zoomable full resolution image available at davidrumsey.com . This image 1199.001 is a part of image group 1199.000 . Hand colored lithograph. See note field above. Phillips, 2627; Phillips. Maps of America, p. 1068; LeGear. Atlases of the United States, 3408.

“A Time Table Indicating The Difference In Time Between The Principal Cities Of The World, And Also Showing Their Air-line Distance From Washington. Entered According To Act Of Congress In The Year 1864 By S. Augustus Mitchell, Jr. In The ... District Court Of The U.S. For The Eastern District Of Pennsylvania. (1873)” Metadata:

  • Title: ➤  A Time Table Indicating The Difference In Time Between The Principal Cities Of The World, And Also Showing Their Air-line Distance From Washington. Entered According To Act Of Congress In The Year 1864 By S. Augustus Mitchell, Jr. In The ... District Court Of The U.S. For The Eastern District Of Pennsylvania. (1873)
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5Scaling Between Structural Relaxation And Caged Dynamics In Ca_{0.4}K_0.6(NO_{3})_{1.4} And Glycerol: Free Volume, Time Scales And Implications For The Pressure-energy Correlations

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The scaling of the slow structural relaxation with the fast caged dynamics is evidenced in the molten salt Ca_{0.4}K_{0.6}(NO_{3}$)_{1.4} (CKN) over about thirteen decades of the structural relaxation time. Glycerol caling was analyzed in detail. In glycerol, the short-time mean-square displacement , a measure of the caged dynamics, is contributed by free-volume. It is seen that, in order to evidence the scaling, the observation time of the fast dynamics must be shorter than the time scales of the relaxation processes. Systems with both negligible (like CKN, glycerol and network glassformers) and high (like van der Waals liquids and polymers) pressure-energy correlations exhibit the scaling between the slow relaxation and the fast caged dynamics. According to the available experiments, an isomorph-invariant expression of the master curve of the scaled data is not distinguishable from a simpler not-invariant expression. Instead, the latter grees better with the simulations on a wide class of model polymers.

“Scaling Between Structural Relaxation And Caged Dynamics In Ca_{0.4}K_0.6(NO_{3})_{1.4} And Glycerol: Free Volume, Time Scales And Implications For The Pressure-energy Correlations” Metadata:

  • Title: ➤  Scaling Between Structural Relaxation And Caged Dynamics In Ca_{0.4}K_0.6(NO_{3})_{1.4} And Glycerol: Free Volume, Time Scales And Implications For The Pressure-energy Correlations
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6A Modified Connection Between The Mass And Time In The Principle Of Relativity

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A simple connection between mass M of a particle or a body and time t is proposed. The flow of time t depends on the relativechange of mass, i.e \frac{\Delta M}{M}=- \mu dt, where \mu is unknown parameter. Some of the simplest consequences from proposed dependence are discussed below.

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7UUCM 20150719 The Time Left In Between

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UUCM 7/19/2015 Service

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  • Title: ➤  UUCM 20150719 The Time Left In Between
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8Heraclitus Ridens In A Dialogue Between Jest And Earnest Concerning The Time 1703-08: Vol 1 Iss 1

Heraclitus Ridens in a Dialogue Between Jest and Earnest Concerning the Time 1703-08: Volume 1 , Issue 1. Digitized from IA1513904-05 . Next issue: sim_heraclitus-ridens-in-a-dialogue-between-jest-and_august-3-7-1703_1_2 .

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9Heraclitus Ridens In A Dialogue Between Jest And Earnest Concerning The Time December 11-14, 1703: Vol 2 Iss 39

Heraclitus Ridens in a Dialogue Between Jest and Earnest Concerning the Time December 11-14, 1703: Volume 2 , Issue 39. Digitized from IA1513904-05 . Previous issue: sim_heraclitus-ridens-in-a-dialogue-between-jest-and_december-7-11-1703_2_38 . Next issue: sim_heraclitus-ridens-in-a-dialogue-between-jest-and_december-14-18-1703_2_40 .

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10A Comparison Between The Greenwich Lunar Observations, 1887, And Hansen's Tables Uncorrected And Corrected For The Change In The Unit Of Mean Time Introduced In The Year 1864, And With Hansen's Tables As Modified By Professor Newcomb

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This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

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  • Title: ➤  A Comparison Between The Greenwich Lunar Observations, 1887, And Hansen's Tables Uncorrected And Corrected For The Change In The Unit Of Mean Time Introduced In The Year 1864, And With Hansen's Tables As Modified By Professor Newcomb
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11The Croonian Lecture: On Some Elementary Principles In Animal Mechanics. No. IX. The Relation Between The Maximum Work Done, The Time Of Lifting, And The Weights Lifted By The Arms

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The Croonian Lecture: On Some Elementary Principles in Animal Mechanics. No. IX. The Relation between the Maximum Work Done, the Time of Lifting, and the Weights Lifted by the Arms. Haughton, S Proceedings of the Royal Society of London (1854-1905). 1879-01-01. 30:219–224

“The Croonian Lecture: On Some Elementary Principles In Animal Mechanics. No. IX. The Relation Between The Maximum Work Done, The Time Of Lifting, And The Weights Lifted By The Arms” Metadata:

  • Title: ➤  The Croonian Lecture: On Some Elementary Principles In Animal Mechanics. No. IX. The Relation Between The Maximum Work Done, The Time Of Lifting, And The Weights Lifted By The Arms
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12From Urge To Behavior: A Survival Analysis Investigation Of The Time Between Disordered Eating Urges And Engagement In Disordered Eating Behaviors

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Eating disorders are mental health disorders often characterized by extreme cognitions and behaviors and overvaluation of weight and shape. They are frequently severe and enduring, with higher mortality rates than most other psychiatric disorders (Keel & Brown, 2010). Across eating disorder diagnoses, individuals with eating disorders engage in an array of problematic behaviors, typically as a means of attempting to control weight and food. These behaviors include dietary restriction, self-induced vomiting, laxative or diuretics use, excessive and compulsive exercise, and restriction, which can lead to binge eating (consuming an abnormally large amount of food in one sitting while simultaneously feeling out of control). Eating disorders are highly comorbid with anxiety disorders (e.g., generalized anxiety disorder, obsessive compulsive disorder), mood disorders, post-traumatic stress disorder and a trauma history, and eating disorders are also a risk for death by suicide (Hambleton et al., 2022). Of note, eating disorders are difficult to treat and our current evidence-based treatments for eating disorders help only 50% of individuals who receive treatment recover (Kaidesoja et al., 2022; Steinhausen, 2009). However, some studies suggest that up to 75% of individuals with an eating disorder never receive treatment (Hart et al., 2011). Thus, we need innovative ways to minimize disordered eating behaviors to facilitate recovery that more individuals can easily access. One method that has been proposed as a way to integrate treatment into daily living are just in time adaptive interventions (JITAI). Some versions of JITAI utilize smart phone applications to gather and conduct real-time analyses of data from individuals using ecological momentary assessment (EMA) to decipher when an individual is at greater risk for engaging in a harmful behavior (Juarascio et al., 2018). JITAI’s then provide a quick, mobile intervention when a vulnerable moment is detected (Juarascio et al., 2018) to disrupt and prevent a behavior from occurring. For JITAI’s to minimize disordered eating behaviors, we must first characterize when problematic behaviors occur. One antecedent of engagement in a behavior is the urge to engage in a behavior. Urges to engage in disordered eating behaviors have been examined using EMA methods, though less frequently than behaviors. However, disordered eating urges and behaviors have been examined as the outcome of various predictive emotions rather than examined in relation to one another. For example, body dissatisfaction and negative affect have been found to predict urges to binge eat (Fitzsimmons-Craft et al., 2015). Similarly, Portingale et al. (2023) found that negative mood predicted urges for restrictive eating and overeating. Regarding predicting disordered eating behaviors, Pressellar and colleagues (2022) used EMA data to examine emotion regulation deficits and impulsivity as predictors of disordered eating in a JITAI used in tandem with cognitive behavioral therapy (CBT-E) for bulimia-spectrum disorders. Additionally, self-criticism has been found to predict vomiting, restriction, and urges to eat; interpersonal problems has also predicted vomiting (Mason et al., 2021). Fitzsimmons-Craft and colleagues (2015) also used EMA and found that in college aged women, body comparisons predicted greater levels of disordered eating thoughts, eating comparisons predicted greater likelihood of engaging in multiple disordered eating behaviors, and exercise comparisons predicted an increased likelihood of subsequent vomiting. Despite the intuitive understanding that urges precede behaviors, no research to date has examined the time lapse between urge to engage in a disordered eating behavior and actual engagement in this or a similar behavior. In drug and alcohol abuse literature, urge models assume that urges are necessary to engage in drug use, but experiencing an urge to use is not always enough to guarantee addicts will act on the urge and engage in drug use (Tiffany, 1990). Obsessive-compulsive disorder research has also examined urges and found that urge intensity is significantly related to executing compulsions (Brandt et al., 2018). Thus, it is likely that disordered eating behaviors are preceded by the urge to engage in the related behavior and may be a more consistent predictor of disordered eating than other emotions or cognitions. It is also possible that there are different time scales for different types of urges and behaviors (e.g., the time between an urge to binge eat and a binge episode may differ from the time between the urge to self-induce vomit and actual vomiting). For instance, an individual may have the urge to restrict and can act on that urge immediately at any time, while in another instance they may have the urge to binge eat but are not in a setting to do so (e.g., at school, work, etc.); they must then delay in engaging in the behavior. Additionally, for some individuals, perhaps an urge to engage in one behavior is stronger and more difficult to resist than urges to engage in other behaviors; if they are actively trying to resist the urge, perhaps urge intensity or type then changes the time lapse between an urge and behavior. Being able to identify the time lapse between a disordered eating urge and behavior would increase accuracy and precision of JITAIs, allowing interventions to be tailored to when an individual reports the urge to engage in disordered eating to ultimately prevent a behavior from occurring. Intervening on urges could be an effective way of facilitating quicker recovery from eating disorders in tandem with treatment, post-treatment, or while an individual waits to receive treatment. A mobile JITAI targeting urges could also serve as an effective way of reducing eating disorder pathology in individuals who cannot access treatment. Therefore, the current study will utilize EMA data to investigate the time lapse between experiencing an urge to engage in disordered eating and engaging in this behavior. Participants are individuals with eating disorders in a treatment pilot study and EMA data was collected five times a day for 15 days before the start of treatment.

“From Urge To Behavior: A Survival Analysis Investigation Of The Time Between Disordered Eating Urges And Engagement In Disordered Eating Behaviors” Metadata:

  • Title: ➤  From Urge To Behavior: A Survival Analysis Investigation Of The Time Between Disordered Eating Urges And Engagement In Disordered Eating Behaviors
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13Partners In The Between Time : Creating Sponsorship Capacity

By

Eating disorders are mental health disorders often characterized by extreme cognitions and behaviors and overvaluation of weight and shape. They are frequently severe and enduring, with higher mortality rates than most other psychiatric disorders (Keel & Brown, 2010). Across eating disorder diagnoses, individuals with eating disorders engage in an array of problematic behaviors, typically as a means of attempting to control weight and food. These behaviors include dietary restriction, self-induced vomiting, laxative or diuretics use, excessive and compulsive exercise, and restriction, which can lead to binge eating (consuming an abnormally large amount of food in one sitting while simultaneously feeling out of control). Eating disorders are highly comorbid with anxiety disorders (e.g., generalized anxiety disorder, obsessive compulsive disorder), mood disorders, post-traumatic stress disorder and a trauma history, and eating disorders are also a risk for death by suicide (Hambleton et al., 2022). Of note, eating disorders are difficult to treat and our current evidence-based treatments for eating disorders help only 50% of individuals who receive treatment recover (Kaidesoja et al., 2022; Steinhausen, 2009). However, some studies suggest that up to 75% of individuals with an eating disorder never receive treatment (Hart et al., 2011). Thus, we need innovative ways to minimize disordered eating behaviors to facilitate recovery that more individuals can easily access. One method that has been proposed as a way to integrate treatment into daily living are just in time adaptive interventions (JITAI). Some versions of JITAI utilize smart phone applications to gather and conduct real-time analyses of data from individuals using ecological momentary assessment (EMA) to decipher when an individual is at greater risk for engaging in a harmful behavior (Juarascio et al., 2018). JITAI’s then provide a quick, mobile intervention when a vulnerable moment is detected (Juarascio et al., 2018) to disrupt and prevent a behavior from occurring. For JITAI’s to minimize disordered eating behaviors, we must first characterize when problematic behaviors occur. One antecedent of engagement in a behavior is the urge to engage in a behavior. Urges to engage in disordered eating behaviors have been examined using EMA methods, though less frequently than behaviors. However, disordered eating urges and behaviors have been examined as the outcome of various predictive emotions rather than examined in relation to one another. For example, body dissatisfaction and negative affect have been found to predict urges to binge eat (Fitzsimmons-Craft et al., 2015). Similarly, Portingale et al. (2023) found that negative mood predicted urges for restrictive eating and overeating. Regarding predicting disordered eating behaviors, Pressellar and colleagues (2022) used EMA data to examine emotion regulation deficits and impulsivity as predictors of disordered eating in a JITAI used in tandem with cognitive behavioral therapy (CBT-E) for bulimia-spectrum disorders. Additionally, self-criticism has been found to predict vomiting, restriction, and urges to eat; interpersonal problems has also predicted vomiting (Mason et al., 2021). Fitzsimmons-Craft and colleagues (2015) also used EMA and found that in college aged women, body comparisons predicted greater levels of disordered eating thoughts, eating comparisons predicted greater likelihood of engaging in multiple disordered eating behaviors, and exercise comparisons predicted an increased likelihood of subsequent vomiting. Despite the intuitive understanding that urges precede behaviors, no research to date has examined the time lapse between urge to engage in a disordered eating behavior and actual engagement in this or a similar behavior. In drug and alcohol abuse literature, urge models assume that urges are necessary to engage in drug use, but experiencing an urge to use is not always enough to guarantee addicts will act on the urge and engage in drug use (Tiffany, 1990). Obsessive-compulsive disorder research has also examined urges and found that urge intensity is significantly related to executing compulsions (Brandt et al., 2018). Thus, it is likely that disordered eating behaviors are preceded by the urge to engage in the related behavior and may be a more consistent predictor of disordered eating than other emotions or cognitions. It is also possible that there are different time scales for different types of urges and behaviors (e.g., the time between an urge to binge eat and a binge episode may differ from the time between the urge to self-induce vomit and actual vomiting). For instance, an individual may have the urge to restrict and can act on that urge immediately at any time, while in another instance they may have the urge to binge eat but are not in a setting to do so (e.g., at school, work, etc.); they must then delay in engaging in the behavior. Additionally, for some individuals, perhaps an urge to engage in one behavior is stronger and more difficult to resist than urges to engage in other behaviors; if they are actively trying to resist the urge, perhaps urge intensity or type then changes the time lapse between an urge and behavior. Being able to identify the time lapse between a disordered eating urge and behavior would increase accuracy and precision of JITAIs, allowing interventions to be tailored to when an individual reports the urge to engage in disordered eating to ultimately prevent a behavior from occurring. Intervening on urges could be an effective way of facilitating quicker recovery from eating disorders in tandem with treatment, post-treatment, or while an individual waits to receive treatment. A mobile JITAI targeting urges could also serve as an effective way of reducing eating disorder pathology in individuals who cannot access treatment. Therefore, the current study will utilize EMA data to investigate the time lapse between experiencing an urge to engage in disordered eating and engaging in this behavior. Participants are individuals with eating disorders in a treatment pilot study and EMA data was collected five times a day for 15 days before the start of treatment.

“Partners In The Between Time : Creating Sponsorship Capacity” Metadata:

  • Title: ➤  Partners In The Between Time : Creating Sponsorship Capacity
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14A Time Table Indicating The Difference In Time Between The Principal Cities Of The World And Also Showing Their Air-line Distance From Washington. Entered ... 1864 By S. Augustus Mitchell, Jr. ... Pennsylvania.

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Zoomable full resolution image available at davidrumsey.com . This image 5784.001 is a part of image group 5784.000 . Hand colored lithograph. See note field above. Missing page(s) 86-87, Montana, Idaho & Wyoming. Cf P983 (1893 ed.)

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15Detection Of Replication-defective Hepatitis A Virus Based On The Correlation Between Real-time Polymerase Chain Reaction And ELISA In Situ Results.

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This article is from Memórias do Instituto Oswaldo Cruz , volume 108 . Abstract ELISA in situ can be used to titrate hepatitis A virus (HAV) particles and real-time polymerase chain reaction (RT-PCR) has been shown to be a fast method to quantify the HAV genome. Precise quantification of viral concentration is necessary to distinguish between infectious and non-infectious particles. The purpose of this study was to compare cell culture and RT-PCR quantification results and determine whether HAV genome quantification can be correlated with infectivity. For this purpose, three stocks of undiluted, five-fold diluted and 10-fold diluted HAV were prepared to inoculate cells in a 96-well plate. Monolayers were then incubated for seven, 10 and 14 days and the correlation between the ELISA in situ and RT-PCR results was evaluated. At 10 days post-incubation, the highest viral load was observed in all stocks of HAV via RT-PCR (105 copies/mL) (p = 0.0002), while ELISA revealed the highest quantity of particles after 14 days (optical density = 0.24, p < 0.001). At seven days post-infection, there was a significant statistical correlation between the results of the two methods, indicating equivalents titres of particles and HAV genome during this period of infection. The results reported here indicate that the duration of growth of HAV in cell culture must be taken into account to correlate genome quantification with infectivity.

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16A Collection Of All The Treaties Of Peace, Alliance, And Commerce, Between Great-Britain And Other Powers, From The Revolution In 1688, To The Present Time ..

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This article is from Memórias do Instituto Oswaldo Cruz , volume 108 . Abstract ELISA in situ can be used to titrate hepatitis A virus (HAV) particles and real-time polymerase chain reaction (RT-PCR) has been shown to be a fast method to quantify the HAV genome. Precise quantification of viral concentration is necessary to distinguish between infectious and non-infectious particles. The purpose of this study was to compare cell culture and RT-PCR quantification results and determine whether HAV genome quantification can be correlated with infectivity. For this purpose, three stocks of undiluted, five-fold diluted and 10-fold diluted HAV were prepared to inoculate cells in a 96-well plate. Monolayers were then incubated for seven, 10 and 14 days and the correlation between the ELISA in situ and RT-PCR results was evaluated. At 10 days post-incubation, the highest viral load was observed in all stocks of HAV via RT-PCR (105 copies/mL) (p = 0.0002), while ELISA revealed the highest quantity of particles after 14 days (optical density = 0.24, p < 0.001). At seven days post-infection, there was a significant statistical correlation between the results of the two methods, indicating equivalents titres of particles and HAV genome during this period of infection. The results reported here indicate that the duration of growth of HAV in cell culture must be taken into account to correlate genome quantification with infectivity.

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17Family Time & Industrial Time : The Relationship Between The Family And Work In A New England Industrial Community

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This article is from Memórias do Instituto Oswaldo Cruz , volume 108 . Abstract ELISA in situ can be used to titrate hepatitis A virus (HAV) particles and real-time polymerase chain reaction (RT-PCR) has been shown to be a fast method to quantify the HAV genome. Precise quantification of viral concentration is necessary to distinguish between infectious and non-infectious particles. The purpose of this study was to compare cell culture and RT-PCR quantification results and determine whether HAV genome quantification can be correlated with infectivity. For this purpose, three stocks of undiluted, five-fold diluted and 10-fold diluted HAV were prepared to inoculate cells in a 96-well plate. Monolayers were then incubated for seven, 10 and 14 days and the correlation between the ELISA in situ and RT-PCR results was evaluated. At 10 days post-incubation, the highest viral load was observed in all stocks of HAV via RT-PCR (105 copies/mL) (p = 0.0002), while ELISA revealed the highest quantity of particles after 14 days (optical density = 0.24, p < 0.001). At seven days post-infection, there was a significant statistical correlation between the results of the two methods, indicating equivalents titres of particles and HAV genome during this period of infection. The results reported here indicate that the duration of growth of HAV in cell culture must be taken into account to correlate genome quantification with infectivity.

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18ERIC ED110823: Report Of Biographical Information On People Who Enrolled In The Full-Time Day Programs Of The Minnesota Area Vocational-Technical Institutes Between July 1, 1972 And June 30, 1973. Summary Of All Enrollees: Across The State.

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One of a series of reports summarizing data on students in the full-time day postsecondary programs of the Minnesota area vocational-technical institutes, the report features biographical data gathered from students enrolled between July 1, 1972 and June 30, 1973. Data presented include age, sex, marital status, geographical location, information about family occupations and income, students' prior education and work experience, and curriculum area in which enrolled. Appendixes give the system curriculum guide of broad occupational clusters and curriculum area for specific programs, and a list of the counties in Minnesota's 11 economic regions. (MF)

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  • Title: ➤  ERIC ED110823: Report Of Biographical Information On People Who Enrolled In The Full-Time Day Programs Of The Minnesota Area Vocational-Technical Institutes Between July 1, 1972 And June 30, 1973. Summary Of All Enrollees: Across The State.
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19Heraclitus Ridens In A Dialogue Between Jest And Earnest Concerning The Time December 7-11, 1703: Vol 2 Iss 38

Heraclitus Ridens in a Dialogue Between Jest and Earnest Concerning the Time December 7-11, 1703: Volume 2 , Issue 38. Digitized from IA1513904-05 . Previous issue: sim_heraclitus-ridens-in-a-dialogue-between-jest-and_november-23-27-1703_2_34 . Next issue: sim_heraclitus-ridens-in-a-dialogue-between-jest-and_december-11-14-1703_2_39 .

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20ERIC ED316484: Geography And History In The Curriculum: Relationships Between Space And Time.

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There is an important relationship between history and geography that needs greater emphasis in the social studies curriculum. By emphasizing the temporal and spatial relationships in geography and history, geographers can help develop curriculum that focuses upon the fundamental themes in geography, the relationship of the themes to the study of history, and the cognitive skills important for both disciplines. The integration of history and geography is carried out currently at the elementary level, but secondary level teachers need to strive harder to incorporate this concept into their teaching. Secondary level history textbooks by focusing little attention to geographic concepts do very little to support integration. Geographic literacy is necessary in the teaching and learning of history and needs to be emphasized in the curriculum. (AS)

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21ERIC EJ960072: The Relationship Between Ninth-Grade Retention And On-Time Graduation In A Southeast Texas High School

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Currently, there are approximately 1.3 million annual high school dropouts who potentially might lose $355 billion of income over their lifetimes. Effectively addressing retention and dropout issues has far-reaching societal implications. Therefore, this study examined the relationship between ninth-grade retention and on-time graduation. For the purposes of this study, on-time graduation was defined as completion of high school within four years after entering as freshmen. A convenience method of sampling was utilized to measure ninth-grade retention and dropout rates among students (n = 1,202) in a Southeast Texas high school. A chi-square analysis determined the relationship between the variables. The findings indicated a statistically significant relationship between ninth-grade retention and on-time graduation, yielding a very large effect size (Cramer's V = 0.61). Specifically, ninth-grade students who had been retained were more than six times less likely not to graduate on time than were the ninth-grade students who had not been retained. Implications of these findings are discussed.

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22ERIC ED582404: A Guide For Teachers/Educators For Collaborating With Vocational Rehabilitation Services For Youth With Disabilities Educational And Vocational Rehabilitation Programs Both Have Key Roles And Responsibilities In Improving Post-school Outcomes For Students With Disabilities. Both Entities Must Be Involved In Creating Opportunities For Students To Develop Skills And Knowledge To Prepare For Careers In The 21st Century. To Help Facilitate Understanding And Promote Local Discussion And Planning, This Teacher's Guide Has Been Developed For Educators To Use In Partnership With Their Local Vocational Rehabilitation (VR) Counselor. The Information And Planning Questions Are Based On Practices That Work To Facilitate Purposeful Collaboration, Which Is Focused On Improving Post-school Outcomes For Students With Disabilities. Even Though The Implementation Of The Practices Discussed In This Guide Will Take Some Upfront Planning And Time, The Rewards Of This Initial Commitment Will Pay Dividends Down The Road As Educators And VR Counselors Are Working Jointly With Students And Their Families. Specifically, This Planning Effort Will Assist With: (1) Promoting A Coordinated Effort Between The Local Education Agency (LEA) And VR Counselor; (2) Creating Processes To Facilitate Delivery Of Transition Services, Including Pre-employment Transition Services To Students With Disabilities; And (3) Eliminating Duplication Of Efforts. This Guide Contains A List Of Resources. [Cover Title Varies: "Teachers Guide To Vocational Rehabilitation."]

By

Educational and vocational rehabilitation programs both have key roles and responsibilities in improving post-school outcomes for students with disabilities. Both entities must be involved in creating opportunities for students to develop skills and knowledge to prepare for careers in the 21st Century. To help facilitate understanding and promote local discussion and planning, this Teacher's Guide has been developed for educators to use in partnership with their local vocational rehabilitation (VR) counselor. The information and planning questions are based on practices that work to facilitate purposeful collaboration, which is focused on improving post-school outcomes for students with disabilities. Even though the implementation of the practices discussed in this guide will take some upfront planning and time, the rewards of this initial commitment will pay dividends down the road as educators and VR counselors are working jointly with students and their families. Specifically, this planning effort will assist with: (1) promoting a coordinated effort between the local education agency (LEA) and VR counselor; (2) creating processes to facilitate delivery of transition services, including pre-employment transition services to students with disabilities; and (3) eliminating duplication of efforts. This guide contains a list of resources. [Cover title varies: "Teachers Guide to Vocational Rehabilitation."]

“ERIC ED582404: A Guide For Teachers/Educators For Collaborating With Vocational Rehabilitation Services For Youth With Disabilities Educational And Vocational Rehabilitation Programs Both Have Key Roles And Responsibilities In Improving Post-school Outcomes For Students With Disabilities. Both Entities Must Be Involved In Creating Opportunities For Students To Develop Skills And Knowledge To Prepare For Careers In The 21st Century. To Help Facilitate Understanding And Promote Local Discussion And Planning, This Teacher's Guide Has Been Developed For Educators To Use In Partnership With Their Local Vocational Rehabilitation (VR) Counselor. The Information And Planning Questions Are Based On Practices That Work To Facilitate Purposeful Collaboration, Which Is Focused On Improving Post-school Outcomes For Students With Disabilities. Even Though The Implementation Of The Practices Discussed In This Guide Will Take Some Upfront Planning And Time, The Rewards Of This Initial Commitment Will Pay Dividends Down The Road As Educators And VR Counselors Are Working Jointly With Students And Their Families. Specifically, This Planning Effort Will Assist With: (1) Promoting A Coordinated Effort Between The Local Education Agency (LEA) And VR Counselor; (2) Creating Processes To Facilitate Delivery Of Transition Services, Including Pre-employment Transition Services To Students With Disabilities; And (3) Eliminating Duplication Of Efforts. This Guide Contains A List Of Resources. [Cover Title Varies: "Teachers Guide To Vocational Rehabilitation."]” Metadata:

  • Title: ➤  ERIC ED582404: A Guide For Teachers/Educators For Collaborating With Vocational Rehabilitation Services For Youth With Disabilities Educational And Vocational Rehabilitation Programs Both Have Key Roles And Responsibilities In Improving Post-school Outcomes For Students With Disabilities. Both Entities Must Be Involved In Creating Opportunities For Students To Develop Skills And Knowledge To Prepare For Careers In The 21st Century. To Help Facilitate Understanding And Promote Local Discussion And Planning, This Teacher's Guide Has Been Developed For Educators To Use In Partnership With Their Local Vocational Rehabilitation (VR) Counselor. The Information And Planning Questions Are Based On Practices That Work To Facilitate Purposeful Collaboration, Which Is Focused On Improving Post-school Outcomes For Students With Disabilities. Even Though The Implementation Of The Practices Discussed In This Guide Will Take Some Upfront Planning And Time, The Rewards Of This Initial Commitment Will Pay Dividends Down The Road As Educators And VR Counselors Are Working Jointly With Students And Their Families. Specifically, This Planning Effort Will Assist With: (1) Promoting A Coordinated Effort Between The Local Education Agency (LEA) And VR Counselor; (2) Creating Processes To Facilitate Delivery Of Transition Services, Including Pre-employment Transition Services To Students With Disabilities; And (3) Eliminating Duplication Of Efforts. This Guide Contains A List Of Resources. [Cover Title Varies: "Teachers Guide To Vocational Rehabilitation."]
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  • Language: English

“ERIC ED582404: A Guide For Teachers/Educators For Collaborating With Vocational Rehabilitation Services For Youth With Disabilities Educational And Vocational Rehabilitation Programs Both Have Key Roles And Responsibilities In Improving Post-school Outcomes For Students With Disabilities. Both Entities Must Be Involved In Creating Opportunities For Students To Develop Skills And Knowledge To Prepare For Careers In The 21st Century. To Help Facilitate Understanding And Promote Local Discussion And Planning, This Teacher's Guide Has Been Developed For Educators To Use In Partnership With Their Local Vocational Rehabilitation (VR) Counselor. The Information And Planning Questions Are Based On Practices That Work To Facilitate Purposeful Collaboration, Which Is Focused On Improving Post-school Outcomes For Students With Disabilities. Even Though The Implementation Of The Practices Discussed In This Guide Will Take Some Upfront Planning And Time, The Rewards Of This Initial Commitment Will Pay Dividends Down The Road As Educators And VR Counselors Are Working Jointly With Students And Their Families. Specifically, This Planning Effort Will Assist With: (1) Promoting A Coordinated Effort Between The Local Education Agency (LEA) And VR Counselor; (2) Creating Processes To Facilitate Delivery Of Transition Services, Including Pre-employment Transition Services To Students With Disabilities; And (3) Eliminating Duplication Of Efforts. This Guide Contains A List Of Resources. [Cover Title Varies: "Teachers Guide To Vocational Rehabilitation."]” Subjects and Themes:

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23ERIC ED099049: A Comparison Of Student Perceptions Of Teaching Effectiveness Between Part-Time Office Occupational Instructors Who Are Professional Teachers Vs Those Who Are In The Business World.

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This project surveyed evening students enrolled in the Office of Occupations Division of the Houston Community College as to their opinions concerning the effectiveness of their instructor. Of the approximately 870 students enrolled, 236 students of "professional educators" responded, and 119 students of teachers who "worked full-time in the business world" responded. A five-point opinionnaire was used for instructor ratings to determine if exceptional ratings were dependent on teachers' full-time vocational classifications. The chi-square technique was used to analyze the data with a .05 confidence level. It was found that there was no significant difference, in the opinions of the students, between the effectiveness of professional educators and those who work in the business world. (Author/DB)

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24Home Repairs, Now Is The Time To Make Them : A Radio Interview Between Miss Ruth Van Deman, Bureau Of Home Economics And Mr. S. H. McCrory, Bureau Of Agricultural Engineering, Delivered In The Department Of Agriculture Period, National Farm And Home Hour, Broadcast By A Network Of 48 Associate NBC Stations, Tuesday, April 26, 1932

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  • Language: English

“Home Repairs, Now Is The Time To Make Them : A Radio Interview Between Miss Ruth Van Deman, Bureau Of Home Economics And Mr. S. H. McCrory, Bureau Of Agricultural Engineering, Delivered In The Department Of Agriculture Period, National Farm And Home Hour, Broadcast By A Network Of 48 Associate NBC Stations, Tuesday, April 26, 1932” Subjects and Themes:

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25Using The Temperature In A Good Refrigerator : A Radio Interview Between Mrs. Rowena Schmidt Carpenter And Miss Mildred Porter, Bureau Of Home Economics, Delivered Through WRC And 31 Other Radio Stations Associated With The National Broadcasting Company, Thursday, September 19, 1929 [at 1:10 P.M.] Eastern Standard Time

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“Using The Temperature In A Good Refrigerator : A Radio Interview Between Mrs. Rowena Schmidt Carpenter And Miss Mildred Porter, Bureau Of Home Economics, Delivered Through WRC And 31 Other Radio Stations Associated With The National Broadcasting Company, Thursday, September 19, 1929 [at 1:10 P.M.] Eastern Standard Time” Metadata:

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26The History Of Pennsylvania In North America, From The Original Institution And Settlement Of That Province Under The First Proprietor And Governor, William Penn, In 1681, Till After The Year 1742 : With An Introduction Respecting The Life Of W. Penn, Prior To The Grant Of The Province, And The Religious Society Of The People Called Quakers : With The First Rise Of The Neighbouring Colonies, More Particularly Of West-New-Jersey, And The Settlement Of The Dutch And Swedes On Delaware : To Which Is Added A Brief Description Of The Said Province And Of The General States In Which It Flourished, Principally Between The Years 1760 And 1770 : The Whole Including A Variety Of Things, Useful And Interesting To Be Known, Respecting That Country In Early Time, &c. : With An Appendix

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“The History Of Pennsylvania In North America, From The Original Institution And Settlement Of That Province Under The First Proprietor And Governor, William Penn, In 1681, Till After The Year 1742 : With An Introduction Respecting The Life Of W. Penn, Prior To The Grant Of The Province, And The Religious Society Of The People Called Quakers : With The First Rise Of The Neighbouring Colonies, More Particularly Of West-New-Jersey, And The Settlement Of The Dutch And Swedes On Delaware : To Which Is Added A Brief Description Of The Said Province And Of The General States In Which It Flourished, Principally Between The Years 1760 And 1770 : The Whole Including A Variety Of Things, Useful And Interesting To Be Known, Respecting That Country In Early Time, &c. : With An Appendix” Subjects and Themes:

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27Mount Vernon. Roads Leading To The Ferry Landing In 1790 (upper); The "Chapel Land" Between Accotink Creek And Piney Run (lower Left); The Roads From Mount Vernon To Pohick Church And To Cameron At Some Time Fter 1790 (lower Right). All Maps Were Made By George Washington.

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Zoomable full resolution image available at davidrumsey.com . This image 0465.010 is a part of image group 0465.000 . Three uncolored maps on one plate. Upper map includes remarks. Scale estimated. Atlas consists of fifty plates, 110 maps and other source material (dated from 1747 to 1932) illustrating places and events relevant to the life, travels, and other activities of George Washington; photocopies of manuscripts drawn, written, or annotated by him; photocopies of items made for his use or addressed to him (letters, survey warrants, land survey and land grants, maps, etc.). Bound in blue cover 46 x 36, with title "The George Washington Atlas, United States, George Washington Bicentennial Commission". From the preface of the George Washington atlas: Washington made his first map in 1747 and his last one in 1799 ... At least ninety-two of his maps and related drawings have been reproduced in this atlas ... these maps of George Washington's are related to landscape gardening, city planning, exploration, transportation, and the art of war, as well as to the surveying of land in connection with the acquisition of property ...

“Mount Vernon. Roads Leading To The Ferry Landing In 1790 (upper); The "Chapel Land" Between Accotink Creek And Piney Run (lower Left); The Roads From Mount Vernon To Pohick Church And To Cameron At Some Time Fter 1790 (lower Right). All Maps Were Made By George Washington.” Metadata:

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28An Illustrated History Of The Holy Bible : Being A Connected Account Of The Remarkable Events And Distinguished Characters Contained In The Old And New Testaments, And In Jewish History During The Four Hundred Years, Intervening Between The Time Of Malachi And The Birth Of Christ, Including Also The Life Of Christ And His Apostles ...

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Zoomable full resolution image available at davidrumsey.com . This image 0465.010 is a part of image group 0465.000 . Three uncolored maps on one plate. Upper map includes remarks. Scale estimated. Atlas consists of fifty plates, 110 maps and other source material (dated from 1747 to 1932) illustrating places and events relevant to the life, travels, and other activities of George Washington; photocopies of manuscripts drawn, written, or annotated by him; photocopies of items made for his use or addressed to him (letters, survey warrants, land survey and land grants, maps, etc.). Bound in blue cover 46 x 36, with title "The George Washington Atlas, United States, George Washington Bicentennial Commission". From the preface of the George Washington atlas: Washington made his first map in 1747 and his last one in 1799 ... At least ninety-two of his maps and related drawings have been reproduced in this atlas ... these maps of George Washington's are related to landscape gardening, city planning, exploration, transportation, and the art of war, as well as to the surveying of land in connection with the acquisition of property ...

“An Illustrated History Of The Holy Bible : Being A Connected Account Of The Remarkable Events And Distinguished Characters Contained In The Old And New Testaments, And In Jewish History During The Four Hundred Years, Intervening Between The Time Of Malachi And The Birth Of Christ, Including Also The Life Of Christ And His Apostles ...” Metadata:

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29Jewish Artisan Life In The Time Of Our Lord. To Which Is Appended A Critical Comparison Between ...

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30Not That Kind Of Priest. This Time The Rabbi And The Priest, Robert Priest, Talk Poetry, Life And The Dark Spaces In Between.

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Robert Priest has written poetry, rock songs, fantasy novels and lived to tell the tale. The Rabbi meets the Priest as we explore a life well lived.

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31Heraclitus Ridens In A Dialogue Between Jest And Earnest Concerning The Time October 5-9, 1703: Vol 1 Iss 20

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32Changes In The Association Between Childhood Physical Activity And Internalizing Problems Over Time: A Meta-analysis

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A meta-analysis on the effect of time on the association between physical activity and internalizing problems in childhood.

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33The Moderating Effect Of Time Of The Day On The Relationship Between Perceived Crowding And Emotional Responses; With Special Reference To Fast Food Industry In Sri Lanka

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The main purpose of conducting this research study is to identify the impact of perceived crowding on emotional responses of the shoppers and identify the moderating effect of time of the day on the relationship between perceived crowding and emotional responses. And fast food industry in Sri Lanka has been taken as the research base to identify the fast food consumers’ perception on the crowding. Moreover, perceived crowding observed as a major concern for shoppers as well as a challenge for organizations which was also addressed in International context. That issue encouraged this particular study and it will be further examined and tested broadly throughout this research study. And the other concern is what types of moderating effect can be seen on the relationship between perceived crowding and emotional responses. Therefore, this research study has examined the effect of “time of the day” on the main relationship. A well-structured questionnaire was used to obtain primary data for the study. A total of 405 Sri Lankan fast food clients were chosen as the sample for the study. The sampling method was convenience sampling, and the data was analyzed using SPSS 25 software. The multiple regression analysis was used to analyze the data. Charts and graphs are used to display the research findings. The study's findings demonstrated it can be concluded that it indicates that 12.2% of dependent variable (Emotional Responses) is explained by independent variables (Perceived Crowding). And we may conclude that in the Sri Lankan fast food market, there is no moderating effect of time of the day on the relationship between perceived congestion and emotional responses. https://www.ijtsrd.com/home-science/food-science/46312/the-moderating-effect-of-time-of-the-day-on-the-relationship-between-perceived-crowding-and-emotional-responses-with-special-reference-to-fast-food-industry-in-sri-lanka/k-k-p-d-kahaduwa

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34An Explanation Of The Principal Cause Of The Large Errors At Present Existing Between The Positions Of The Moon Deduced From Hansen's Tables And From Observation; And The Cause Of An Apparent Increase In The Secular Acceleration In The Moon's Mean Motion Required By The Tables, Or Of An Apparent Change In Time Of The Earth's Rotation

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35Is There A Relationship Between Beginning Time And Efficiency Of Octreotide In The Treatment Of Experimental Acute Pancreatitis?

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This article is from Journal of the Korean Surgical Society , volume 82 . Abstract Purpose: The efficacy of octreotide in the treatment of acute pancreatitis is controversial. Octreotide treatment for acute pancreatitis often shows poor correlation between results obtained in experimental studies and results of clinical trials. In a clinical setting, there is always a delay between the onset of the disease and initiation of the octreotide treatment. The aim of this study is to investigate the relationship between the beginning of treatment and alteration in effectiveness of octreotide. Methods: Acute pancreatitis was induced by pancreatic duct ligation in 50 rats. The rats were randomly divided into five groups. Octreotide was not used in group 1 (control group). Only single dose (4 µg/kg) octreotide was administered subcutaneously to rats in group 2, having induced pancreatitis. Octreotide treatment was begun at different times (8th, 24th, 48th hour) in three other groups and continued treatment at a dosage of 4 µg/kg t.i.d. The animals were sacrificed at the end of the 72nd hour and blood and tissue samples were collected. Results: Leukocyte count and plasma amylase values were less in groups 2 and 3. Hemorrhagic focuses were encountered less at pancreas tissues in group 3. Pancreatic necrosis and alveolar capillary basal membrane damage were lower in groups 3 and 4. No difference was found in fasting blood glucose, calcium and hematocrit. Conclusion: Octreotide had benefical effects in acute pancreatitis when octreotide treatment was begun in the first 24 hours.

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36On The Necessarry Distinction In Practical Astronomy Between The True Mean Solar Day And The Mean Day Adopted, From Time To Time, In The Construction Of Our Astronomical Tables, And In The Comparison Of These Tables With Observations

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37AEE 623: What Is The Difference Between "On Time" And "In Time" In English?

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Click here to get the transcripts for this episode

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38The Time In Between/Adorno's Daemons

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78 p. ; 23 cm

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39António Guterres - Further Escalation Between Israel & Hezbollah Will Only Guarantee More Suffering & Devastation To Communities In Lebanon & Israel. And More Potentially Catastrophic Consequences For The Region & The World. It Is Time For Reason & Rationality.

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Further escalation between Israel & Hezbollah will only guarantee more suffering & devastation to communities in Lebanon & Israel. And more potentially catastrophic consequences for the region & the world. It is time for reason & rationality. https://t.co/vVlsQ2LX5S

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40The Relationship Between BOLD Sensitivity And Echo Time In The Human Spinal Cord - Addendum 15.07.2021

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In BOLD-based fMRI, the time interval between tissue excitation and signal measurement (echo time, TE) is set to optimize the contrast between oxygenated and deoxygenated blood, which is maximal at TE ≈ T2*. However, BOLD sensitivity is also influenced by additional TE-dependent factors, such as physiological noise, signal dropout and the ratio of parenchymal to venous signal and optimal BOLD sensitivity might therefore not necessarily be observed at TE ≈ T2*. While the exact relationship between TE and BOLD sensitivity has been established in the brain, it is currently unknown in the spinal cord. In order to provide an empirical basis for choosing an optimal TE in spinal cord fMRI, we will measure task-induced spinal cord BOLD responses with fMRI across several different TEs. Our experimental design will furthermore allow us to assess the reliability of spinal cord BOLD responses across separate days and investigate spatial aspects of thermal stimulation.

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41Estimating Maximal Aerobic Speed In Academy Soccer Players: A Comparison Between Time Trial Methods And The 30-15 Intermittent Fitness Test

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Study quantifying the interchangeability of Time vs Distance trials vs 30-15 (87%) in estimating Maximal Aerobic Speed (MAS) in academy soccer players and qualitatively evaluating player preferences.

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42ERIC ED580103: Accelerated Curriculum & College Credit Opportunities Young People Are Entering College At Increasingly Higher Rates, Yet Many Are Under-prepared For The Academic Challenges They Encounter. Educators And Policy Makers Are Calling For Increased Educational Opportunities That Prepare All Students For The Rigors Of Postsecondary Education. Accelerated Learning Opportunities Foster Smoother And More Successful Transitions From High School To College While Allowing Students To Earn Dual Credit (a Course Or Program Where High School Students Can Earn Both High School And Postsecondary Credit For The Same Course). Accelerated Learning Opportunities Can: (1) Prepare Students For The Challenges Of College Through A Rigorous High School Curriculum; (2) Engage Seniors By Offering Interesting, Challenging And College Credit-bearing Courses; (3) Provide Students With Skills And Experiences To Ensure Student Success In Transition To College And Credential Acquisition; (4) Reduce Students' College Tuition Expenditures And Shorten The Time To Degree Completion; And (5) Increase Communication, Collaboration, And Curricular Alignment Between Secondary And Postsecondary Systems. Beginning As Early As The 1960s, Oregon Educators Have Been Bridging K-12 And Postsecondary Education Through Accelerated Learning Options. A Variety Of Credit Options Are Offered In Oregon Including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual Credit; (4) Expanded Options; (5) Career And Technical Education (CTE) Programs Of Study; And (6) Tech Prep. This Publication Reports From The National Center For Educational Statistics, 2005; And Presents Information Reflecting National Trends Which Are Supported By The Findings In The Oregon Dual Credit Study Of 2010. Currently There Are 17 Community Colleges And Four Oregon University System Institutions That Offer Dual Credit Options. Postsecondary Institutions Review High School Courses For Content, Continuity, And College-level Appropriateness. Accelerated Curriculum & College Credit Programs Are Presented In Table Form And Arranged According To The Following Column Headings: Program Title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, And Cost To Students. Contact Information For Programs Is Provided.

By

Young people are entering college at increasingly higher rates, yet many are under-prepared for the academic challenges they encounter. Educators and policy makers are calling for increased educational opportunities that prepare all students for the rigors of postsecondary education. Accelerated learning opportunities foster smoother and more successful transitions from high school to college while allowing students to earn dual credit (a course or program where high school students can earn both high school and postsecondary credit for the same course). Accelerated learning opportunities can: (1) Prepare students for the challenges of college through a rigorous high school curriculum; (2) Engage seniors by offering interesting, challenging and college credit-bearing courses; (3) Provide students with skills and experiences to ensure student success in transition to college and credential acquisition; (4) Reduce students' college tuition expenditures and shorten the time to degree completion; and (5) Increase communication, collaboration, and curricular alignment between secondary and postsecondary systems. Beginning as early as the 1960s, Oregon educators have been bridging K-12 and postsecondary education through accelerated learning options. A variety of credit options are offered in Oregon including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual credit; (4) Expanded Options; (5) Career and Technical Education (CTE) Programs of Study; and (6) Tech Prep. This publication reports from the National Center for Educational Statistics, 2005; and presents information reflecting national trends which are supported by the findings in the Oregon Dual Credit Study of 2010. Currently there are 17 community colleges and four Oregon university system institutions that offer dual credit options. Postsecondary institutions review high school courses for content, continuity, and college-level appropriateness. Accelerated curriculum & college credit programs are presented in table form and arranged according to the following column headings: Program title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, and Cost to Students. Contact information for programs is provided.

“ERIC ED580103: Accelerated Curriculum & College Credit Opportunities Young People Are Entering College At Increasingly Higher Rates, Yet Many Are Under-prepared For The Academic Challenges They Encounter. Educators And Policy Makers Are Calling For Increased Educational Opportunities That Prepare All Students For The Rigors Of Postsecondary Education. Accelerated Learning Opportunities Foster Smoother And More Successful Transitions From High School To College While Allowing Students To Earn Dual Credit (a Course Or Program Where High School Students Can Earn Both High School And Postsecondary Credit For The Same Course). Accelerated Learning Opportunities Can: (1) Prepare Students For The Challenges Of College Through A Rigorous High School Curriculum; (2) Engage Seniors By Offering Interesting, Challenging And College Credit-bearing Courses; (3) Provide Students With Skills And Experiences To Ensure Student Success In Transition To College And Credential Acquisition; (4) Reduce Students' College Tuition Expenditures And Shorten The Time To Degree Completion; And (5) Increase Communication, Collaboration, And Curricular Alignment Between Secondary And Postsecondary Systems. Beginning As Early As The 1960s, Oregon Educators Have Been Bridging K-12 And Postsecondary Education Through Accelerated Learning Options. A Variety Of Credit Options Are Offered In Oregon Including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual Credit; (4) Expanded Options; (5) Career And Technical Education (CTE) Programs Of Study; And (6) Tech Prep. This Publication Reports From The National Center For Educational Statistics, 2005; And Presents Information Reflecting National Trends Which Are Supported By The Findings In The Oregon Dual Credit Study Of 2010. Currently There Are 17 Community Colleges And Four Oregon University System Institutions That Offer Dual Credit Options. Postsecondary Institutions Review High School Courses For Content, Continuity, And College-level Appropriateness. Accelerated Curriculum & College Credit Programs Are Presented In Table Form And Arranged According To The Following Column Headings: Program Title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, And Cost To Students. Contact Information For Programs Is Provided.” Metadata:

  • Title: ➤  ERIC ED580103: Accelerated Curriculum & College Credit Opportunities Young People Are Entering College At Increasingly Higher Rates, Yet Many Are Under-prepared For The Academic Challenges They Encounter. Educators And Policy Makers Are Calling For Increased Educational Opportunities That Prepare All Students For The Rigors Of Postsecondary Education. Accelerated Learning Opportunities Foster Smoother And More Successful Transitions From High School To College While Allowing Students To Earn Dual Credit (a Course Or Program Where High School Students Can Earn Both High School And Postsecondary Credit For The Same Course). Accelerated Learning Opportunities Can: (1) Prepare Students For The Challenges Of College Through A Rigorous High School Curriculum; (2) Engage Seniors By Offering Interesting, Challenging And College Credit-bearing Courses; (3) Provide Students With Skills And Experiences To Ensure Student Success In Transition To College And Credential Acquisition; (4) Reduce Students' College Tuition Expenditures And Shorten The Time To Degree Completion; And (5) Increase Communication, Collaboration, And Curricular Alignment Between Secondary And Postsecondary Systems. Beginning As Early As The 1960s, Oregon Educators Have Been Bridging K-12 And Postsecondary Education Through Accelerated Learning Options. A Variety Of Credit Options Are Offered In Oregon Including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual Credit; (4) Expanded Options; (5) Career And Technical Education (CTE) Programs Of Study; And (6) Tech Prep. This Publication Reports From The National Center For Educational Statistics, 2005; And Presents Information Reflecting National Trends Which Are Supported By The Findings In The Oregon Dual Credit Study Of 2010. Currently There Are 17 Community Colleges And Four Oregon University System Institutions That Offer Dual Credit Options. Postsecondary Institutions Review High School Courses For Content, Continuity, And College-level Appropriateness. Accelerated Curriculum & College Credit Programs Are Presented In Table Form And Arranged According To The Following Column Headings: Program Title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, And Cost To Students. Contact Information For Programs Is Provided.
  • Author:
  • Language: English

“ERIC ED580103: Accelerated Curriculum & College Credit Opportunities Young People Are Entering College At Increasingly Higher Rates, Yet Many Are Under-prepared For The Academic Challenges They Encounter. Educators And Policy Makers Are Calling For Increased Educational Opportunities That Prepare All Students For The Rigors Of Postsecondary Education. Accelerated Learning Opportunities Foster Smoother And More Successful Transitions From High School To College While Allowing Students To Earn Dual Credit (a Course Or Program Where High School Students Can Earn Both High School And Postsecondary Credit For The Same Course). Accelerated Learning Opportunities Can: (1) Prepare Students For The Challenges Of College Through A Rigorous High School Curriculum; (2) Engage Seniors By Offering Interesting, Challenging And College Credit-bearing Courses; (3) Provide Students With Skills And Experiences To Ensure Student Success In Transition To College And Credential Acquisition; (4) Reduce Students' College Tuition Expenditures And Shorten The Time To Degree Completion; And (5) Increase Communication, Collaboration, And Curricular Alignment Between Secondary And Postsecondary Systems. Beginning As Early As The 1960s, Oregon Educators Have Been Bridging K-12 And Postsecondary Education Through Accelerated Learning Options. A Variety Of Credit Options Are Offered In Oregon Including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual Credit; (4) Expanded Options; (5) Career And Technical Education (CTE) Programs Of Study; And (6) Tech Prep. This Publication Reports From The National Center For Educational Statistics, 2005; And Presents Information Reflecting National Trends Which Are Supported By The Findings In The Oregon Dual Credit Study Of 2010. Currently There Are 17 Community Colleges And Four Oregon University System Institutions That Offer Dual Credit Options. Postsecondary Institutions Review High School Courses For Content, Continuity, And College-level Appropriateness. Accelerated Curriculum & College Credit Programs Are Presented In Table Form And Arranged According To The Following Column Headings: Program Title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, And Cost To Students. Contact Information For Programs Is Provided.” Subjects and Themes:

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43The Relationship Between Function And Disease Activity As Measured By The HAQ And DAS28 Varies Over Time And By Rheumatoid Factor Status In Early Inflammatory Arthritis (EIA). Results From The CATCH Cohort§.

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This article is from The Open Rheumatology Journal , volume 7 . Abstract Objective:: To investigate the relationship between function and disease activity in early inflammatory arthritis (EIA). Methods:: Canadian Early Arthritis Cohort (CATCH) (n=1143) is a multi-site EIA cohort. Correlations between the Health Assessment Questionnaire Disability Index (HAQ) and DAS28 were done at every 3 months for the first year and then at 18 and 24 months. We also investigated the relationship between HAQ and DAS28 by age (

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  • Title: ➤  The Relationship Between Function And Disease Activity As Measured By The HAQ And DAS28 Varies Over Time And By Rheumatoid Factor Status In Early Inflammatory Arthritis (EIA). Results From The CATCH Cohort§.
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44The Correlation Between Dynamic Balance Measures And Stance Sub-phase COP Displacement Time In Older Adults During Obstacle Crossing.

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This article is from Journal of Physical Therapy Science , volume 25 . Abstract [Purpose] This study examined the relationship between the center of pressure (COP) displacement time during the stance subphases and dynamic balance ability when elderly cross obstacles 0, 10, and 40 cm in height. [Subjects] Fifteen older adults were enrolled in this study (≥65 years of age). [Methods] An F-Scan System was used to measure the COP displacement time when subjects crossed obstacles 0, 10, and 40 cm in height, and the Dynamic Gait Index, Berg Balance Scale, and Four Square Step Test were used to measure dynamic balance ability. [Results] The Dynamic Gait Index, Berg Balance Scale, and Four Square Step Test were correlated with each other. Dynamic balance tests were correlated with the COP displacement time during the stance phase. At obstacle heights of 10 and 40 cm during loading response and at all heights during pre-swing, there were correlations with dynamic balance ability. However, dynamic balance ability did not affect the COP displacement time during mid-stance and terminal stance. [Conclusion] People with a lower dynamic balance ability show a larger COP displacement time during loading response and pre-swing. Therefore, dynamic balance ability can be predicted by measuring the COP displacement time.

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  • Title: ➤  The Correlation Between Dynamic Balance Measures And Stance Sub-phase COP Displacement Time In Older Adults During Obstacle Crossing.
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45The Relation Between Brain Weight And The Time Required For Habit Formation In The Albino Rat..

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This article is from Journal of Physical Therapy Science , volume 25 . Abstract [Purpose] This study examined the relationship between the center of pressure (COP) displacement time during the stance subphases and dynamic balance ability when elderly cross obstacles 0, 10, and 40 cm in height. [Subjects] Fifteen older adults were enrolled in this study (≥65 years of age). [Methods] An F-Scan System was used to measure the COP displacement time when subjects crossed obstacles 0, 10, and 40 cm in height, and the Dynamic Gait Index, Berg Balance Scale, and Four Square Step Test were used to measure dynamic balance ability. [Results] The Dynamic Gait Index, Berg Balance Scale, and Four Square Step Test were correlated with each other. Dynamic balance tests were correlated with the COP displacement time during the stance phase. At obstacle heights of 10 and 40 cm during loading response and at all heights during pre-swing, there were correlations with dynamic balance ability. However, dynamic balance ability did not affect the COP displacement time during mid-stance and terminal stance. [Conclusion] People with a lower dynamic balance ability show a larger COP displacement time during loading response and pre-swing. Therefore, dynamic balance ability can be predicted by measuring the COP displacement time.

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46The Time In Between

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This article is from Journal of Physical Therapy Science , volume 25 . Abstract [Purpose] This study examined the relationship between the center of pressure (COP) displacement time during the stance subphases and dynamic balance ability when elderly cross obstacles 0, 10, and 40 cm in height. [Subjects] Fifteen older adults were enrolled in this study (≥65 years of age). [Methods] An F-Scan System was used to measure the COP displacement time when subjects crossed obstacles 0, 10, and 40 cm in height, and the Dynamic Gait Index, Berg Balance Scale, and Four Square Step Test were used to measure dynamic balance ability. [Results] The Dynamic Gait Index, Berg Balance Scale, and Four Square Step Test were correlated with each other. Dynamic balance tests were correlated with the COP displacement time during the stance phase. At obstacle heights of 10 and 40 cm during loading response and at all heights during pre-swing, there were correlations with dynamic balance ability. However, dynamic balance ability did not affect the COP displacement time during mid-stance and terminal stance. [Conclusion] People with a lower dynamic balance ability show a larger COP displacement time during loading response and pre-swing. Therefore, dynamic balance ability can be predicted by measuring the COP displacement time.

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47Heraclitus Ridens In A Dialogue Between Jest And Earnest Concerning The Time December 18-21, 1703: Vol 2 Iss 41

Heraclitus Ridens in a Dialogue Between Jest and Earnest Concerning the Time December 18-21, 1703: Volume 2 , Issue 41. Digitized from IA1513904-05 . Previous issue: sim_heraclitus-ridens-in-a-dialogue-between-jest-and_december-14-18-1703_2_40 . Next issue: sim_heraclitus-ridens-in-a-dialogue-between-jest-and_december-21-28-1703_2_42 .

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48Time Series Analysis Of The Admission To The Emergency Department Due To Respiratory And Cardiovascular Diseases Between 2010 And 2014 In Kırklareli, Turkey

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Aim: The aim of this study was to estimate the admissions to the emergency department due to cardiovascular and/or respiratory diseases for the next twelve months.  Material and Method: This research was characterized as an ecological study. The data were obtained from the hospital database between years 2010 and 2014. Emergency department admissions (N=148.169) from ≥15 years due to cardiovascular and/or respiratory diseases were evaluated according to the monthly average. Multiplicative Seasonal Auto-Regressive Integrated Moving Average (SARIMA) modeling method was used for the research.  Results: It is observed that the emergency department admissions display seasonal changes. ARIMA(1,1,2)(1,0,1)12 model (MAPE=98,039) was ascertained to be the most suitable model with the success of 99.6% in the predictions. It was predicted that the admissions would be higher in the winter period. Model success for admissions according to disease groups vary between 75.2% and 89.2% and was estimated the highest level of admissions in January and February. The most suitable models used to estimate the number of admissions were the ARIMA(2,1,3)(1,0,0)12 for respiratory diseases, the ARIMA(2,1,2)(1,0,0)12 for cardiovascular diseases and the ARIMA(1,1,1)(1,0,0)12 for both for cardiovascular and respiratory diseases. It was estimated that the admissions due to cardiovascular diseases which had a conjuncture structure would increase mostly in April and the admissions due to respiratory diseases and both of the diseases would be higher mostly in the winter period.  Discussion: SARIMA models are a good prediction model that can be used to estimate emergency department admissions due to cardiovascular and/or respiratory diseases. The estimations derived comprise a good evidence-based source for policymakers and health service providers.

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49ERIC ED609245: TIMSS 2019 U.S. Highlights Web Report. NCES 2021-021 The Trends In International Mathematics And Science Study (TIMSS) Is An International Comparative Study That Measures Trends In Mathematics And Science Achievement At The 4th And 8th Grades Every 4 Years. TIMSS Is Designed To Align Broadly With Mathematics And Science Curricula In The Participating Education Systems And, Therefore, To Reflect Students' School-based Learning. The United States Has Participated In Every Administration Of TIMSS Since Its Inception In 1995, And The Study Provides Valuable Information On How U.S. Students Compare To Students Around The World. As The 2019 TIMSS Results Show, The United States Had Higher Average Scores Than Most Participating Countries In Both Mathematics And Science At Both The 4th And 8th Grades. However, In 2019, The United States Had Relatively Large Score Gaps Between The Top- And Bottom-performing Students In Both TIMSS Subjects And Grades. Looking At Changes Over Time In Mathematics At Both Grades 4 And 8, U.S. Average Scores Have Increased Over The Long Term--with Higher Average Scores In 2019 Than In 1995--but Show No Significant Changes Between 2015 And 2019. The Results In This Web Report Present Descriptive Data On Student Achievement Designed To Provide Useful Information To A Broad Audience, Including Members Of The General Public. [The Intended Use Of This PDF Is To Allow Readers To Easily Print All Report Text; However, For Optimal Figure Viewing, Please View The Web Report. Cover Title Varies: "TIMSS 2019 U.S. Results." For The 2015 Results, See "Highlights From TIMSS And TIMSS Advanced 2015: Mathematics And Science Achievement Of U.S. Students In Grades 4 And 8 And In Advanced Courses At The End Of High School In An International Context. NCES 2017-002" (ED570893).]

By

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that measures trends in mathematics and science achievement at the 4th and 8th grades every 4 years. TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. The United States has participated in every administration of TIMSS since its inception in 1995, and the study provides valuable information on how U.S. students compare to students around the world. As the 2019 TIMSS results show, the United States had higher average scores than most participating countries in both mathematics and science at both the 4th and 8th grades. However, in 2019, the United States had relatively large score gaps between the top- and bottom-performing students in both TIMSS subjects and grades. Looking at changes over time in mathematics at both grades 4 and 8, U.S. average scores have increased over the long term--with higher average scores in 2019 than in 1995--but show no significant changes between 2015 and 2019. The results in this web report present descriptive data on student achievement designed to provide useful information to a broad audience, including members of the general public. [The intended use of this PDF is to allow readers to easily print all report text; however, for optimal figure viewing, please view the web report. Cover title varies: "TIMSS 2019 U.S. Results." For the 2015 results, see "Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context. NCES 2017-002" (ED570893).]

“ERIC ED609245: TIMSS 2019 U.S. Highlights Web Report. NCES 2021-021 The Trends In International Mathematics And Science Study (TIMSS) Is An International Comparative Study That Measures Trends In Mathematics And Science Achievement At The 4th And 8th Grades Every 4 Years. TIMSS Is Designed To Align Broadly With Mathematics And Science Curricula In The Participating Education Systems And, Therefore, To Reflect Students' School-based Learning. The United States Has Participated In Every Administration Of TIMSS Since Its Inception In 1995, And The Study Provides Valuable Information On How U.S. Students Compare To Students Around The World. As The 2019 TIMSS Results Show, The United States Had Higher Average Scores Than Most Participating Countries In Both Mathematics And Science At Both The 4th And 8th Grades. However, In 2019, The United States Had Relatively Large Score Gaps Between The Top- And Bottom-performing Students In Both TIMSS Subjects And Grades. Looking At Changes Over Time In Mathematics At Both Grades 4 And 8, U.S. Average Scores Have Increased Over The Long Term--with Higher Average Scores In 2019 Than In 1995--but Show No Significant Changes Between 2015 And 2019. The Results In This Web Report Present Descriptive Data On Student Achievement Designed To Provide Useful Information To A Broad Audience, Including Members Of The General Public. [The Intended Use Of This PDF Is To Allow Readers To Easily Print All Report Text; However, For Optimal Figure Viewing, Please View The Web Report. Cover Title Varies: "TIMSS 2019 U.S. Results." For The 2015 Results, See "Highlights From TIMSS And TIMSS Advanced 2015: Mathematics And Science Achievement Of U.S. Students In Grades 4 And 8 And In Advanced Courses At The End Of High School In An International Context. NCES 2017-002" (ED570893).]” Metadata:

  • Title: ➤  ERIC ED609245: TIMSS 2019 U.S. Highlights Web Report. NCES 2021-021 The Trends In International Mathematics And Science Study (TIMSS) Is An International Comparative Study That Measures Trends In Mathematics And Science Achievement At The 4th And 8th Grades Every 4 Years. TIMSS Is Designed To Align Broadly With Mathematics And Science Curricula In The Participating Education Systems And, Therefore, To Reflect Students' School-based Learning. The United States Has Participated In Every Administration Of TIMSS Since Its Inception In 1995, And The Study Provides Valuable Information On How U.S. Students Compare To Students Around The World. As The 2019 TIMSS Results Show, The United States Had Higher Average Scores Than Most Participating Countries In Both Mathematics And Science At Both The 4th And 8th Grades. However, In 2019, The United States Had Relatively Large Score Gaps Between The Top- And Bottom-performing Students In Both TIMSS Subjects And Grades. Looking At Changes Over Time In Mathematics At Both Grades 4 And 8, U.S. Average Scores Have Increased Over The Long Term--with Higher Average Scores In 2019 Than In 1995--but Show No Significant Changes Between 2015 And 2019. The Results In This Web Report Present Descriptive Data On Student Achievement Designed To Provide Useful Information To A Broad Audience, Including Members Of The General Public. [The Intended Use Of This PDF Is To Allow Readers To Easily Print All Report Text; However, For Optimal Figure Viewing, Please View The Web Report. Cover Title Varies: "TIMSS 2019 U.S. Results." For The 2015 Results, See "Highlights From TIMSS And TIMSS Advanced 2015: Mathematics And Science Achievement Of U.S. Students In Grades 4 And 8 And In Advanced Courses At The End Of High School In An International Context. NCES 2017-002" (ED570893).]
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  • Language: English

“ERIC ED609245: TIMSS 2019 U.S. Highlights Web Report. NCES 2021-021 The Trends In International Mathematics And Science Study (TIMSS) Is An International Comparative Study That Measures Trends In Mathematics And Science Achievement At The 4th And 8th Grades Every 4 Years. TIMSS Is Designed To Align Broadly With Mathematics And Science Curricula In The Participating Education Systems And, Therefore, To Reflect Students' School-based Learning. The United States Has Participated In Every Administration Of TIMSS Since Its Inception In 1995, And The Study Provides Valuable Information On How U.S. Students Compare To Students Around The World. As The 2019 TIMSS Results Show, The United States Had Higher Average Scores Than Most Participating Countries In Both Mathematics And Science At Both The 4th And 8th Grades. However, In 2019, The United States Had Relatively Large Score Gaps Between The Top- And Bottom-performing Students In Both TIMSS Subjects And Grades. Looking At Changes Over Time In Mathematics At Both Grades 4 And 8, U.S. Average Scores Have Increased Over The Long Term--with Higher Average Scores In 2019 Than In 1995--but Show No Significant Changes Between 2015 And 2019. The Results In This Web Report Present Descriptive Data On Student Achievement Designed To Provide Useful Information To A Broad Audience, Including Members Of The General Public. [The Intended Use Of This PDF Is To Allow Readers To Easily Print All Report Text; However, For Optimal Figure Viewing, Please View The Web Report. Cover Title Varies: "TIMSS 2019 U.S. Results." For The 2015 Results, See "Highlights From TIMSS And TIMSS Advanced 2015: Mathematics And Science Achievement Of U.S. Students In Grades 4 And 8 And In Advanced Courses At The End Of High School In An International Context. NCES 2017-002" (ED570893).]” Subjects and Themes:

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50DTIC ADA454737: Discrete-Time Filtering For Linear Systems In Correlated Noise With Non-Gaussian Initial Conditions: Asymptotic Behavior Of The Difference Between The MMSE And LMSE Estimates

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We consider the one-step prediction problem for discrete-time linear systems in correlated plant and observation noises, and non-Gaussian initial conditions. We investigate the asymptotic behavior of the expected square Et of the difference between the MMSE and LMMSE (or Kalman) estimates of the state given past observations. We characterize the hrnit of the error seqnence {Et, t = 0,1,...) and obtain some related rates of convergence, with complete analysis being provided for the scalar case. The discussion is based on the explicit representations which were obtained by the authors in [ , ] for the MMSE and LMMSE estimates, and which explicitly display the dependence of these quantities on the initial distribution.

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  • Title: ➤  DTIC ADA454737: Discrete-Time Filtering For Linear Systems In Correlated Noise With Non-Gaussian Initial Conditions: Asymptotic Behavior Of The Difference Between The MMSE And LMSE Estimates
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  • Language: English

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1Current Superstitions

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No matter how enlightened, chances are you've been raised around superstitious lore of one kind or another. Fanny Dickerson Bergen was one of the original researchers of North American oral traditions relating to such key life events and experiences as babyhood and childhood, marriage, wishes and dreams, luck, warts and cures, death omens and mortuary customs, and "such truck," as Huck Finn would say.<br /><br /> You'll be surprised at how many of these old saws you'll know. Here's a quote from Chapter One, Babyhood:<br /><br />Monday’s child is fair of face,<br />Tuesday’s child is full of grace,<br />Wednesday’s child is sour and sad,<br />Thursday’s child is merry and glad,<br />Friday’s child is loving and giving,<br />Saturday’s child must work for a living;<br />But the child that is born on the Sabbath day<br />Is blithe and bonny, good and gay.<br />--Baldwinsville, N. Y.<br /><br /> All of these readings are as short as 5 minutes and no longer than 15 minutes, with plenty of pithy one-liners in the form of proverbs, always given with the locale they came from in Canada or the United States (with clear influences in British tradition). (summary by Denny Sayers)

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  • Title: Current Superstitions
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  • Language: English
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  • Format: Audio
  • Number of Sections: 21
  • Total Time: 4:36:26

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  • libriVox ID: 533

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  • Number of Sections: 21 sections

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  • Total Time: 4:36:26
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2Story of Japan

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Robert van Bergen was one of the first Americans to enter Japan after the country opened its borders to foreign visitors following centuries of isolation. He taught English to Japanese aristocrats, eventually becoming principal of the Nobles' School in Tokyo. This book, which he wrote for young readers during his stay in the country, was first published in 1897. It includes many illustrations.<br><br> From the preface: "Our schoolbooks on geography and general history touch but lightly upon the Japanese Empire, and it is for the purpose of enabling children to obtain a correct idea of the people, and of the impulses leading to the rapid progress of the past quarter of a century, that "The Story of Japan" has been written. [...] While the thread of historical events runs throughout this book, many incidents and characteristic stories have been cited to illustrate the manners and customs of the various periods. As the book is designed for children, the stories are clothed in simple form and language, which will, it is hoped, render them attractive to the young mind." (Summary by Kazbek)

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  • Title: Story of Japan
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  • Format: Audio
  • Number of Sections: 38
  • Total Time: 06:30:52

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