...William Golding, Piggy is characterized as both smart and sensitive. When the kids get on the island, Piggy acts like the only one that knows what most things are and what to do. Piggy seems like the only one with common sense. Piggy says, “ an’ this is an island. Nobody don’t know we’re here. Your dad don’t know, nobody don’t know−” (14) Piggy is the only one that thinks no one knows the kids are on the island. This shows Piggy is very clever because he is using common sense and proving his point. Piggy also knows what the shell they find is, and shows common sense towards it, “−a conch; ever so expensive. I bet if you wanted to buy one you’d have to pay pounds and pounds and pounds− he had it on his garden wall, and my auntie−” (16) This quote shows that Piggy knows what the conch is. Therefore, he is characterized as smart. During this same scene, Piggy tells Roger what to use the conch for, "We can use this to call the others. Have a meeting. They’ll come when they hear us—" (16) this quote tells us that Piggy appears very intelligent because he knows how to use the conch. He knows that the conch is loud enough for everyone on the island to hear it and come together. Piggy is also characterized as very sensitive. He gets bullied a lot and ganged up on by the people on the island. This is why Piggy gets very easily offended by people. The one person that is especially mean to Piggy is Ralph. Piggy gets very frustrated with Ralph, “About being called Piggy. I said I didn’t...
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...for someone to know that something is the case. Is the standard analytic approach to WK the right approach? If not, what would be a better way of doing things? These are the questions I’m going to tackle here. I want to look at some criticisms of SA and consider the prospects for a different, non-standard analytic approach (NA) to WK. Here is one objection to SA: the concept of knowledge can’t be analysed, at least if analysis is understood in the way that (B) understands it.[i] (B) assumes a reductive conception of analysis, according to which analysing a concept is a matter of breaking it down into more basic concepts. Let’s say that a concept C1 is more basic than another concept C2 just if one can grasp C1 without grasping C2 but one can’t grasp C2 without grasping C1. Proponents of SA tend to assume that concepts like truth, belief, and justification are in this sense more basic than the concept knows and that that is why they can be used to specify non-circular necessary and sufficient conditions for knowing. If it turns out that such conditions can’t be given, and therefore that the concept of knowledge can’t be analysed, the net result of combining (A) and (B) will be to make WK unanswerable. If this question is one that we are capable of answering then there must be some other way of answering it. This objection to SA raises the following questions: 1) Is it true that the concept of knowledge can’t be reductively analysed? 2) How should WK be...
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...such as more instructional time, minimum course requirements for high school diplomas, and an emphasis on local planning efforts to promote efficiency and effectiveness. The desire to improve student achievement was there, but the focus on content-that is, a comprehensive, specific vision of what students actually needed to know and be able to do-was lacking. Standards are a bold initiative. Through content standards in the core subjects, California began to redefine the state’s role in public education. For the first time, the knowledge and skills that students needed to acquire were explicitly stated for the most part by grade level, although science standards at the high school level were organized by discipline. The standards are rigorous. Students who master this content are on a par with those in the best educational systems in other states and nations. The content is attainable by all students, given sufficient time, except for those few who have severe disabilities. We continue to regard the standards as firm but not unyielding; they will be modified in future years to reflect new research and scholarship. Standards describe what to teach, not how to teach it. Standards-based education maintains California’s tradition of respect for local control of schools. To help students achieve at high levels, local...
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...#1. [Provide feedback using the criteria below] #2 [Provide feedback using the criteria below] #3 on [Repeat above] You are expected to complete these steps for at least one draft posted to your group’s Wiki by Monday, April 6 by midnight for possible five points credit. Be sure to answer the “Specific Questions” below the first ten questions here depending on which essay prompt you are reading for a draft. 1. Does the author/student have all of the “front matter” needed in the draft? (i.e, Does it give an author tag with the title of the poem in quotes or name of book in italics and name of film in italics being worked with in the essay, for example and the author(s) name of text being discussed in the first one or two sentences of introduction)? If this is information is missing, let the author know here and also provide an example please of how it could be better. 2. Are the introductory sentences attention-grabbing? If they are not attention-grabbing, please point out this to the author here and provide any suggestions. What is the issue being discussed? Do you understand immediately what the issue is about to be explored? Does it get your attention in the opening lines? Could an interesting question or quote be used? If this is information is missing, let the author know here and also provide an example please...
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...technical and clinical understanding. CPAS2014 is an update to the original CPAS requirements published in 2005 to include new technologies and developments. The requirements are split up in two sections: A) Technical (IT) and B) Clinical. A. Technical (IT) requirements 1. Computer basics (20%) 1.1 Hardware: A computer has hardware components, i.e. CPU, memory, Disk, removable media, display card and display and data entry devices (aka peripherals) such as keyboard and mouse and others. There are several standard interfaces, such as serial and parallel ports, FireWire and several choices of disk and network interfaces. – Know how to distinguish between these components and interfaces and the function and characteristics of each of them. 1.2 CPU and Memory: The CPU and memory determine to a high degree the performance of the computer. – Know impact of the number of parallel processors, their speed and I/O path width (in bits) of the different processor types, the impact of dedicated processing boards and performance impact of memory speed and capacity. 1.3 Disk technology: Disk performance is typically determined by...
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...You are what you think The truth about life is the truth about ourselves. If you know the enemy and know yourself, you need not fear the results of a hundred battles. In life, we go through many battles, not necessarily the real ones, but the battles with our own problems and others around us. Here we will see a little how to have strength, know ourselves better and then apply the knowledge to life. It is really important to know ourselves, to know how we will react to the challenges we face, and to have a good image of ourselves, since we are what we think. First, it is important that we have a good example to look up to and learn with. We will talk about heroes as they are a good example. A hero is a person who does something special, or out of the ordinary in order to help others. It could also be someone who is admired for a characteristic about them, be it physical or mental. They are individuals that normal everyday people can look up to. This being the case, a superhero is nothing more than someone who helps many people. We have always looked up to our heroes. Some of us become heroes and that is thanks to the strength we take from them. They are great examples for kids and grownups. The humanity should keep taking the good things heroes have to share with us, and apply them in our lives. Second, “Having control of yourself”, is very important. Then we know how to control ourselves, our fears, and our excitement. We shouldn’t be blocked from doing something...
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...question of “what is virtue?” but rather “how and if virtue can be taught.” He then attempts to discover an exact definition of virtue because before one can discuss the subsequent questions about it, one must have an exact definition. Plato brings forth the idea of anamnesis, which states the soul is eternal and already knows everything, and in order to learn one must simply recollect what they already know. Throughout the dialogue Meno proposes many definitions of virtue, all of which are turned down by Socrates because he tends to use the word he is defining in the definition. As a result, the question is raised of whether it is even possible to seek for something one does not know yet, attempting to find a definition of virtue. By the end of the dialogue the two come to the conclusion that they still do not have a clear definition; however, they do not now that they do not know. This introduces the objection proposed by Meno discussing the entire definitional search in the form of what has been called “The Paradox of Inquiry.” The argument appeared to be very mature and developed, but Plato critiqued it harshly. His response to the objection is as follows, one cant come to know something that they did not already know; inquiry never produces new knowledge, but only recalls things that it already knows. The objection made by Meno can be restated as if one knows what they’re looking for, inquiry is unnecessary; if one does not know what...
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...kitchen of his house. There was no murder weapon found on the scene of the death. When other members of One Direction were asked about the death of their former friend. They said they knew nothing of what could have happened to him. They said “he seemed like totally fine” What they did know was that he said he had to meet someone in a cemetery 10 minutes before he died. No one knows if that could have been the reason of his death. One month later police think they have a lead on the semi-recent shocking death of Harry Styles. A knife was found next to the dead body of Harry Styles. His body for some reason was found next to a tombstone that said Niall Horan on it. A little weird? The knife had no fingerprints on it and the body had no blood on it and looked completely fine. Then what could have caused this mysterious death? The grave under the tombstone that said Niall Horan on it was dug up by investigators and another clue was found. A hammer was inside the grave with a dent on it and the initials Z.M which could have stood for Zayn Malik. No one knows why that would be. Two months after the death of Harry Styles investigators have another lead on the investigation. Behind the tombstone that had the name Niall Horan on it was a gun that had the name Liam Payne on it ironically. Investigators asked Liam if this was his gun and he said no. Whose gun could it be? We don’t know. Three months after this death a car was parked next to the grave with the hammer inside it. The...
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...Canyon University * Education Administration Foundation and Framework * EDA 534 * December 17, 2014 * * * * * * * * * * * * * * * * * * * * * * * * Standard One: Lead With Vision- A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. ( ISSLLC 2008: 1ELCC1) | Knowledge | Skills | Enduring Understandings | Essential Questions | Administrators will know… | Administrators will be able to … | Administrators will understand that… | | An administrator will know how to communicate with his/her faculty. | collaborativelydevelop andimplement a sharedvision and mission (ISSLLC 2008:1ELCC1). Teachersand parents willrecognize the broadacademic andoperationalassurances of thevision, as well as itscommitment to itsstudents andcommunity. This willenable stakeholdersto apply the missionpromptly andcorrectly.Furthermore, create alinkage between theschool andcommunity. | Looking at Standard One, the administrators will develop a shared vision, plan and implement activities around their vision, allocate resources to support their vision, collect and use data, and monitor progress and revisit when necessary. (Green, 2013) | Does the administrator engage stakeholders when developing...
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...rules for the home, school and the community. They will be able to tell when a situation is an emergency and what to do in case of an emergency at home, school, and in the community. The Students will be able to explain ways to stay safety when riding a bus or any other vehicle. They will learn the different between appropriate and inappropriate touching on his or hers own body. They will be able to recognize when they or others are being bullied. The students will also be able to recognize a stranger and not to trust them. The Student will also learn the danger of weapons and know how tell an adult if they see someone with a gun or a knife. Materials * A Move on “Stranger Danger” * A picture power point on safety ( covering Safety for the home, school, community and safe riding in a vehicle) * A picture power point on weapon safety * A Large two cardboard boxes (Two make one bus and one car, Students will help make the vehicle in craft time) * Marker and paint * No materials need for safety drills Resources Kindergarten Standard: Essential Concepts http://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf * 1.1. S Describe characteristics of safe and unsafe places. * 1.2. S Identify...
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...the one minute manager: getting good results without taking much time, being efficient behave like one: set goals, give praise and reprimand behaviors, encourage people, speak the truth, laugh, work, enjoy one minute is a symbolic term, key elements could take longer autocratic manager: interested in results democratic manager: interested in people productivity: both quality and quantity, best results through people 3 SECRETS: one minute goals: - when you feel good produce good results manager spends time with employee at the beginning of new task or responsibility agree on your goals see what good behavior looks like in observable and measurable terms write out each of your goals on a single sheet using less than 250 words read and re read each goal which requires only an min or so each time take a min every once in a while out of day to look at your performance see whether or not your behavior matches your goal one minute praising: - motto: help people reach full potential, catch them doing something right - tell people upfront you are going to let them know how they are doing praise immediately makes brief contact, touch or shake in way to show clear support tell exactly what they did right shares with them how good you feel about what you did and how helps responds to where they are not just to where you is at the time encourage them to do more of the same one minute reprimands working long time and know how to do it well and make...
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...everything to me Words cannot explain how I feel I must be dreaming when I'm awake Your heart is fixing me Without saying anything My worries fall like rain As these melodies run through your veins Let me take you far - just hold onto me And we'll take this world and you will see That in the end, I'll be there for you I love you, it's true You mean everything to me Words cannot explain how I feel I must be dreaming when I'm awake There's a sunshine floating I see clearly now So clearly now There's so much more That I hoped I'd ever find I love you, it's true You mean everything to me Words cannot explain how I feel I must be dreaming when I'm awake Echos My minds at erase And my thoughts are done Ive been meaning to tell you this Since my lies begun The way I feel inside Reflects of the souls in your eyes Ive been meaning to tell you this All of my life To think of who I am Shows much of what you were too Slowly I realize Ill be fine without you I gave you your chances And you just put them aside To find out too late Of who I am inside Show me yourself come show me who you are These are the times we wish it never went this far Hidden by your words oh god please let me see How someone plays with feelings oh so carelessly Give me your heart to come and be in one Vulnerable I was please come and steal and run Just as we laughed, kissed I looked deep in your eyes To tell you how I felt, came one without reply Echos is all I...
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...Dr.Himanshu Raninga Assistant Professor in Economics Smt.J.J.Kundalia Arts & Commerce College, Rajkot-India Economics Of Knowledge Knowledge and information appear in economic models in two different contexts. The mostfundamental assumption of standard microeconomics is that the economic system is based on rational choices made by individual agents. Thus, how much and what kind of information agents have about the world in which they operate and how powerful their ability to process the information is crucial issues. The other major perspective is one in which knowledge is regarded as an asset. Here, knowledge may appear both as an input (competence) and output (innovation) in the production process. Under certain circumstances, it can be privately owned and/or bought and sold in the market as a commodity. The economics of knowledge is to a high degree about specifying the conditions for Knowledge to appear as “a normal commodity”, i.e. as something similar a producible and reproducible tangible product. One reason for the interest in this issue is that it is crucial for defining the role of government inknowledge production. If knowledge is a public good that can be accessed by anyone, there is noincentive for rational private agents to invest in its production. If it is less costly to imitate than to produce new knowledge, the social rate of return would be higher than the private rate of return and, again, private agents would invest too little. Nelson’s (1959) and...
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...PERSUASION Ramit Sethi: Everybody, welcome! This is Ramit Sethi here from I Will Teach You to Be Rich and Earn 1k. We are going to get started in about 25 seconds, I’m here with BJ Fogg, just give us couple seconds to finalize our tech, and then we’ll get started. So, BJ, welcome ethically, greasing the persuasion process, so that when we met someone he would know exactly what to say. BJ Fogg: Thank you. Ramit Sethi: I’m thrilled to have you here tonight. Okay, everybody! Welcome to the webcast. This is Ramit Sethi from I Will Teach You to Be Rich and BJ Fogg: Thank you, I’ve been looking forward to Earn 1k, I’m thrilled to have one of my professors, this. one of my mentors online with me, Dr. BJ Fogg, and I want to introduce him to you. BJ Fogg is a Ramit Sethi: Alright, now before we get started, Stanford Psychologist and Director of the Stanford let me just mention a couple ways that you can Persuasive Technology Lab. He is the father of the connect with BJ Fogg. BJ Fogg is on Twitter at field of Captology, also known as Computers as BJFogg. He also has a website: www.BJFogg.com Persuasive Technologies, which show how techand a newly-redesigned website for the Stanford nology has unique characteristics that allow them Psychology ofLab that he founded: www.captology.stanford.edu. Persuasion to persuade us and change our behaviors. YOUR WAY TO THE TOP Live Webinar with BJ Fogg, Phd Alright, BJ—I’m excited! This isn’t only about selling things by the way, it’s Transcript...
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...(CHAPTER 1 – MUNRO E-BOOK) Know the definition of population, sample, parameter, & statistic Be able to identify and/or provide examples of descriptive statistics & inferential statistics Know the properties of & be able to identify or provide examples of quantitative vs. categorical variables BASIC CONCEPTS (CHAPTER 2 – MUNRO E-BOOK) Know the definition of data, individuals, variables, independent variable, dependent variable, random assignment, treatment group, and control group. Know the properties of the 4 levels of measurement (nominal, ordinal, interval, ratio) Know the properties of discrete and continuous variables Know and understand the properties that distinguish experimental methods from correlational methods DISPLAYING DATA (CHAPTER 2 – MUNRO E-BOOK) Know what a distribution is and why examining a distribution can be helpful/useful Know how to interpret information from: Simple frequency distributions (grouped & ungrouped*) Relative frequency distributions (proportions* & percents*) Cumulative frequency distributions* Histograms Bar graphs* Stem-and-leaf displays You also should know how to construct those with an * beside them Know the definition of percentile rank Be able to identify and/or describe different shapes of distributions: Normal, symmetrical, skewed, unimodal, & bimodal distributions CENTRAL TENDENCY (CHAPTER 2 – MUNRO E-BOOK) Understand conceptually each of the 3 measures of central tendency: Mode, Median & Mean Know how to compute the mean, median...
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