iSEEK - Education

take the objects from the top shelf in order and place them one at a time. A new bin is created whenever the algorithm cannot use an existing bin. This initial set of candidate objects is used for the illustrations that follow. The First Fit algorithm plac...

www.cs.arizona.edu/icon/oddsends/bpack/bpack.htm

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Chinese Soccer Finally Scores

National Geographic Magazine @ nationalgeographic.com [an error occurred while processing this directive] Delve deeper into hot topics featured in June’s Geographica articles with help from our all-new Resources. Click on a link, pick up a periodical, browse throu...

magma.nationalgeographic.com/ngm/0206/resources_geo2.html

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Career/Technical Education Standards (CA Dept. of Education)

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Energy and Environmental Technology Pathway B. Energy and Environmental Technology Pathway The Energy and Environmental Technology Pathway prepares students for employ ment or advanced training in a variety of energy and environmental industries. B1.0 Students understand energy resources and the effects of these resources and systems on the environment: B1.1 Know how to classify various conventional energy resources by type: depletable, nondepletable, renewable, and nonrenewable. B1.2 Know the

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agricultural system (as producers, consumers, or decomposers). G9.2 Understand the elements of conventional, sustainable, and organic production systems. G9.3 Understand the components of “whole-system management.” G10.0 Students understand local crop management and production practices: G10.1 Understand local cultural techniques, including monitoring, pruning, fertiliza tion, planting, irrigation, harvest treatments, processing, and packaging practices for various tree, grain, hay, and vegetable classes

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Electromechanical Installation and Maintenance Pathway PATHWAY STANDARDS A. Electromechanical Installation and Maintenance Pathway The Electromechanical Installation and Maintenance Pathway prepares students for employment or advanced training in a variety of electromechanical installation and maintenance industries. A1.0 Students understand the advantages and disadvantages of energy resources currently in use or under research that influence or will influence electromechanical installation and

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Energy and Environmental Technology Pathway B. Energy and Environmental Technology Pathway The Energy and Environmental Technology Pathway prepares students for employ ment or advanced training in a variety of energy and environmental industries. B1.0 Students understand energy resources and the effects of these resources and systems on the environment: B1.1 Know how to classify various conventional energy resources by type: depletable, nondepletable, renewable, and nonrenewable. B1.2 Know the

141 0 http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=141 www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=141

fault analysis. B4.3 Interpret circuit, plant, process, and systems drawings and diagrams. B4.4 Understand oil and gas exploration, extraction, distillation, and distribution processes and systems. B4.5 Understand the essential elements of a chemical-control program. B4.6 Understand the principles of an auditable calibration program in an energy or utilities context. 132

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Public Utilities Pathway C. Public Utilities Pathway The Public Utilities Pathway prepares students for employment or advanced training in a variety of opportunities in the public utilities industry. C1.0 Students understand the advantages and disadvantages of energy resources in use or under research that influence or will influence the public utilities industry: C1.1 Know the new and emerging energy resources used in the public utilities indus try. C1.2 Understand the advantages and

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conveyors, elevators, and related alternative transport systems used in energy extraction processes, energy conser vation systems, and energy storage. C5.3 Understand the concept of and need for maintenance and fault analysis skills and the related need and requirements for maintaining a calibration program in the public utilities industry. C5.4 Understand and interpret circuit, process, and structural drawings, diagrams, and blueprints used in the public utilities industry. C5.5 Understand the

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...13.50 001255 Taking Charge: A Disaster Preparedness Guide for Child Care and Development Centers (1996) ...10.25 001541 Teachers on Teaching (companion video to Prekindergarten Learning and Development Guidelines) (2003) ...15.95 001548 Visual and Performing Arts Content Standards for California Public Schools, Prekindergarten Through Grade Twelve (2001

www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=140

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Coloring Pages - Sports

Sports Coloring Pages and Tracer Pages 25 Newest Activities Top 10 Activities [List of all Paper Crafts] [Sports Index] [Bowling Games] [Coloring Pages] [Crafts] [Printables] DLTK's Crafts for Kids Sports Coloring Pages, Posters and Tracer Pages You can use th...

www.dltk-kids.com/sports/msportsposter.html

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For full Report: South Africa

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65A Policy Framework on Growth, Labor Intensity and Poverty Reduction expand employment opportunities within the country, it also justifiably seeks to promote productivity growth and the utilization of modern technologies. These two purposes can be in competition, given that, at a given level of output, the increasing utilization of machines in production will entail relatively less de- mand for workers. To balance these potentially competing purposes, it will be desirable to promote the growth of some

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61A Policy Framework on Growth, Labor Intensity and Poverty Reduction toward more labor intensive methods rather than promoting labor-intensive ac- tivities within an overall program of increased expenditures. Put in other terms, there will not be a significant improvement in the jobs situation unless there are significant increases in spending from somewhere in the economy. Something like a large-scale EPWP can be a significant feature of a broader initiative to increase spending, growth, and employment

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65A Policy Framework on Growth, Labor Intensity and Poverty Reduction expand employment opportunities within the country, it also justifiably seeks to promote productivity growth and the utilization of modern technologies. These two purposes can be in competition, given that, at a given level of output, the increasing utilization of machines in production will entail relatively less de- mand for workers. To balance these potentially competing purposes, it will be desirable to promote the growth of some

www.undp-povertycentre.org/publications/reports/South%20Africa.pdf#page=9...

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Some Genes are Dominant

Some genes are dominant :: DNA from the Beginning Home Concept 4 Some genes are dominant. CONCEPT ANIMATION GALLERY VIDEO BIO PROBLEM LINKS Mendel believed that genes behave like atoms that compose a pure substance. Genes can combine in various ways, but always main...

www.dnaftb.org/dnaftb/4/concept/

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Biotechnology Learning Center

new science called biotechnology. Watch this lively newscast told from a bug's perspective to learn more about this new science. infoZone Pathfinder for Kids: Biotechnology Find book, video and website information to learn more about biotechnology. [an error occurred...

www.childrensmuseum.org/themuseum/biotech/teachers_activities.htm

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Visual and Performing Arts Framework (CA Dept. of Education)

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environment and in works of art, empha sizing line, color, and shape/form. 1.0 Artistic Perception Kindergarten Content Standards 1.2 Perform basic 1.3 Understand and 1.1 Use the vocabulary of 1.3 Identify the elements Indicates a key content standard for...

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environment and in works of art, empha sizing line, color, and shape/form. 1.0 Artistic Perception Kindergarten Content Standards 1.2 Perform basic 1.3 Understand and 1.1 Use the vocabulary of 1.3 Identify the elements Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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33 a useful learning experience. In that activity they perform a silent, motionless depiction of a scene from, for example, a story, a famous painting, or a moment in history. In the process they identify the cultural and geographic origins of stories. Visual Arts Students, working in flat, two-dimensional formats, create three-dimensional works of art, using texture and color. Along with learning the elements of art, such as line, color, shape, and texture, students describe a variety of

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big/small, high/low). 1.2 Observe and describe the traits of a character. 1.3 Identify the elements of art in objects in nature, in the environ- Development of Dance Vocabulary ment, and in works of art, emphasizing line, color, shape/form, and 1.3 Name basic locomotor texture. and axial movements (e.g., skip, slide, stretch, roll). Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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nature, the environ ment, and works of art, emphasizing line, color, shape/form, texture, and space. 1.0 Artistic Perception Grade Two Content Standards 1.3 Perform short 1.2 Read, write, and 1.1 Use the vocabulary 1.3 Identify the elements Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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Artistic Perception Grade Three Content Standards 1.1 Combine and perform basic 1.3 Perform short movement 1.1 Read, write, and 1.3 Identify melody, 1.1 Use the vocabulary 1.3 Identify and describe 1.4 Compare and Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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specific move ing form, as they are ment, using appropriate aural examples of musical used in works of art dance vocabulary. forms, including rondo. and found in the environment. phrasing in dances learned or observed. 1.6 Identify, define, and use Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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Principles of Design 1.3 Use their knowledge of all the elements of art to describe similarities and differences in works of art and in the environment. 1.0 Artistic Perception Grade Five Content Standards 1.4 Incorporate the 1.1 Read, write, and per 1.4 Analyze the use of 1.1 Use the vocabulary 1.1 Identify and describe Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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and differences in media. 1.3 Describe how artists can show the same theme by using different media and styles. Analyze Art Elements and Principles of Design is effectively used in a work of art (e.g., symmetrical, asymmetrical, radial). 1.0 Artistic Perception Grade Six Content Standards 1.1 Demonstrate focus, 1.4 Use the principles of 1.2 Read, write, and 1.1 Use the vocabulary 1.4 Describe how balance Indicates a key content standard for the grade level. See page 23 for information on

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a drawing or video/com- puter documentation.) Students read, notate, listen to, analyze, and describe music and other aural infor mation, using the terminology of music. Read and Notate Music 1.1 Read, write, and perform intervals, chordal pat terns, and harmonic progressions. 1.2 Read, write, and perform rhythmic and melodic notation in duple, triple, and mixed meters. 1.3 Transcribe simple aural examples into rhythmic notation. in the treble or bass clef (level of difficulty: 1 on a

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relate to meaning in video, film, or electronic media. 1.0 Artistic Perception Grade Eight Content Standards 1.2 Demonstrate capacity 1.4 Analyze gestures and 1.4 Sight-read accurately 1.5 Analyze and compare 1.1 Use the vocabulary 1.2 Analyze and justify Indicates a key content standard for the grade level. See page 23 for information on key content standards. California Department of Education

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111 High School Arts Content Standards—Theatre Component Strand: 1.0 Artistic Perception Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre. Proficient Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre Development of the Vocabulary of Theatre 1.1 Use the vocabulary of

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117 Proficient Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environ ment and in works of art, including their own. 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination. Analyze Art Elements and Principles of

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and learning music include a variety of traditional and new media. Quickly becoming the standard for the music industry, CD and DVD technology is playing an increasingly important role in music education. When teachers have access to both digital and analog technologies, they are better able to make use of the best in video and audio productions. Along with necessary playback equipment, a well-equipped music library is essential for teaching and learning. To learn about music, teachers and students

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175 Multiple Measures of Student Progress in the Arts Selected response items: Multiple choice, true-false, matching, enhanced choice Brief constructed responses: Fill in the blanks (words, phrases); write short answers (sentences, paragraphs); label a diagram or visual representa tion (Web, concept map, flowchart, graph or table, illustration). Products: Produce an essay, a research paper, a log or journal, a report, a story or play, an exhibit, a project, artwork, a model, a dance, a video or

www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=39

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Soccer Spot - Head into Summer

the official website for the United States Soccer Federation. Information includes news, schedules, teams, leagues, and more. FIFA History Every soccer player needs to know the history of the game. Soccer Trivia Game Fun for fans of all ages, this webs...

sln.fi.edu/qa98/spotlight6/spotlight6.html

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Soccer Spot - Head into Summer

www.fi.edu/qa98/spotlight6/spotlight6.html

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