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Inventor Profiles: Louis Renault
1898 and establishing the Renault Motor Company. Invention Impact Renault’s numerous patents revolutionized the automotive industry. Chief among his designs were hydraulic shock absorbers, the drum brake and the turbocharger. His hydraulic shock absorber is still a common fe...
 Environmental Mentoring: Benefits, Challenges, and Opportunities
most resource-intensive and may reach fewer mentees. One-to-many mentoring, on the other hand, is less resource-intensive than one-to-one mentoring and reaches a greater number of mentees. One-to-many mentoring programs that focus on issues common to an industry or across industries are likel...
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most resource-intensive and may reach fewer mentees. One-to-many mentoring, on the other hand, is less resource-intensive than one-to-one mentoring and reaches a greater number of mentees. One-to-many mentoring programs that focus on issues common to an industry or across industries are likely to have greater impact than one-to-many programs that provide more general and less industry-specific information. In both types of one-to-many mentoring there may be a tendency to provide information that focuses on
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http://www.neefusa.org/pdf/envmentorbco.pdf#page=7
www.neefusa.org/pdf/envmentorbco.pdf#page=7
most resource-intensive and may reach fewer mentees. One-to-many mentoring, on the other hand, is less resource-intensive than one-to-one mentoring and reaches a greater number of mentees. One-to-many mentoring programs that focus on issues common to an <span class="highlight">industry</span> or across industries are likely to have greater impact than one-to-many programs that provide more general and less <span class="highlight">industry</span>-specific information. In both types of one-to-many mentoring there may be a tendency to provide information that focuses on
Core Content For Mathematics Assessment
CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 121 Italics – Supporting Content Standard Communication/Technology PL-06-4.3.1 Students will identify careers that are impacted by scientific and technological changes (e.g., n...
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CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 121 Italics – Supporting Content Standard Communication/Technology PL-06-4.3.1 Students will identify careers that are impacted by scientific and technological changes (e.g., nursing, meteorologist, radio & television broadcaster, journalist). PL-07-4.3.1 Students will explain how scientific and technological changes impact specific careers (e.g., construction worker, automotive
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124
CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 121 Italics – Supporting Content Standard Communication/Technology PL-06-4.3.1 Students will identify careers that are impacted by scientific and technological changes (e.g., nursing, meteorologist, radio & television broadcaster, journalist). PL-07-4.3.1 Students will explain how scientific and technological changes impact specific careers (e.g., construction worker, <span class="highlight">automotive</span>
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reasons for successes and failures of the various plans. d. Assess th4 lasting impact of the Civil War and Reconstruction. Era 6 - The Development of the Industrial United States (1870-1900) 5.5.03 Understand the development of Industrial America. a. Analyze the effects of immigration, migration, an...
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reasons for successes and failures of the various plans. d. Assess th4 lasting impact of the Civil War and Reconstruction. Era 6 - The Development of the Industrial United States (1870-1900) 5.5.03 Understand the development of Industrial America. a. Analyze the effects of immigration, migration, and resources on the economic development and growth of the United States. b. Identify individual leaders of business and industry. c. Explain how industry and mechanization changed ways of life in America and
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=12
www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=12
reasons for successes and failures of the various plans. d. Assess th4 lasting impact of the Civil War and Reconstruction. Era 6 - The Development of the Industrial United States (1870-1900) 5.5.03 Understand the development of Industrial America. a. Analyze the effects of immigration, migration, and resources on the economic development and growth of the United States. b. Identify individual leaders of business and <span class="highlight">industry</span>. c. Explain how <span class="highlight">industry</span> and mechanization changed ways of life in America and
Microsoft Word - RI_Civics_GSEs_HS-_9-12__Final_Version
(e.g., public school funding in RI or U.S.) How does our understanding of the past inform/instruct our actions in the future? What’s the point of studying history? • Gaming in the state constitution • Separation of powers • Environmental impacts of/on the fishing industry...
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(e.g., public school funding in RI or U.S.) How does our understanding of the past inform/instruct our actions in the future? What’s the point of studying history? • Gaming in the state constitution • Separation of powers • Environmental impacts of/on the fishing industry • Housing stock and affordable housing • Bridges and highways and their impacts on growing/declining communities b. formulating a position or course of action on a current issue from a choice of carefully evaluated options
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http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Version.pdf#page=10
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Ve...
(e.g., public school funding in RI or U.S.) How does our understanding of the past inform/instruct our actions in the future? What’s the point of studying history? • Gaming in the state constitution • Separation of powers • Environmental impacts of/on the fishing <span class="highlight">industry</span> • Housing stock and affordable housing • Bridges and highways and their impacts on growing/declining communities b. formulating a position or course of action on a current issue from a choice of carefully evaluated options
Indiana Academic Standards-Social Studies-Grade 8
and subsequent land development during different historical periods. Example: Cattle industry in the West and cotton industry in the South 8.3.7 Using maps identify changes influenced by growth, economic development and human migration in the eighteenth and nineteenth centuries. Exampl...
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and subsequent land development during different historical periods. Example: Cattle industry in the West and cotton industry in the South 8.3.7 Using maps identify changes influenced by growth, economic development and human migration in the eighteenth and nineteenth centuries. Example: Westward expansion, impact of slavery, Lewis and Clark exploration, new states added to the union, and Spanish settlement in California and Texas 8.3.8 Gather information on the ways people changed the physical
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade08.pdf#page=9
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
and subsequent land development during different historical periods. Example: Cattle <span class="highlight">industry</span> in the West and cotton <span class="highlight">industry</span> in the South 8.3.7 Using maps identify changes influenced by growth, economic development and human migration in the eighteenth and nineteenth centuries. Example: Westward expansion, impact of slavery, Lewis and Clark exploration, new states added to the union, and Spanish settlement in California and Texas 8.3.8 Gather information on the ways people changed the physical
INTRODUCTION TO BIOLOGY
(DOK 2) d. Describe the chemical compounds extracted from plants, their economical importance, and the impact on humans. (DOK 3) • Plant extracts, their function, and origin • Impact of the timber industry on local and national economy
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(DOK 2) d. Describe the chemical compounds extracted from plants, their economical importance, and the impact on humans. (DOK 3) • Plant extracts, their function, and origin • Impact of the timber industry on local and national economy
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=54
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
Stoneville Pedigreed Seed Company in Stoneville, MS • Catfish Genetics Research Unit at the Thad Cochran National Warm Water Aquaculture Center in Stoneville, MS g. Research and draw conclusions about the use of single-celled organisms in <span class="highlight">industry</span>, in the production of food, and impacts on life. (DOK 3) h. Describe how an organism gets energy from oxidizing its food and releasing some of its energy as heat. (DOK 1)
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=98
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
(DOK 2) d. Describe the chemical compounds extracted from plants, their economical importance, and the impact on humans. (DOK 3) • Plant extracts, their function, and origin • Impact of the timber <span class="highlight">industry</span> on local and national economy
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
Illinois Social Science Assessment Framework for Grades 5, 8, and 11 39 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 U.S. HISTORY (STANDARDS B–D) 40% 29% 24% 16.11.43 Understand the dimensions of the Holocaust and the Allies’ response to the Holocaust and war crimes. 16.11.44...
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Illinois Social Science Assessment Framework for Grades 5, 8, and 11 39 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 U.S. HISTORY (STANDARDS B–D) 40% 29% 24% 16.11.43 Understand the dimensions of the Holocaust and the Allies’ response to the Holocaust and war crimes. 16.11.44 Understand the impact of World War II on the home front (e.g., impact of mobilization for war, including the location of industry, the use of resources, war bond drives, and women and minorities in the workforce
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=39
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=39
Illinois Social Science Assessment Framework for Grades 5, 8, and 11 39 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 U.S. HISTORY (STANDARDS B–D) 40% 29% 24% 16.11.43 Understand the dimensions of the Holocaust and the Allies’ response to the Holocaust and war crimes. 16.11.44 Understand the impact of World War II on the home front (e.g., impact of mobilization for war, including the location of <span class="highlight">industry</span>, the use of resources, war bond drives, and women and minorities in the workforce
Microsoft Word - Full_Social Studies.rtf
accommodations (Great Wall of China, Netherlands polders, canals) • Identify viewpoints that influence the management of Earth’s resources. Example: Greenpeace, OPEC, Sierra Club versus Lumber industry, PETA (Analysis) 9-12.G.2.3. Students are able to explain how human migration im...
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accommodations (Great Wall of China, Netherlands polders, canals) • Identify viewpoints that influence the management of Earth’s resources. Example: Greenpeace, OPEC, Sierra Club versus Lumber industry, PETA (Analysis) 9-12.G.2.3. Students are able to explain how human migration impacts local and global politics, environment, economies, societies, and regions. • The differing characteristics in developing and developed countries • How cooperation and conflict among people influence the division and control
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=91
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=91
accommodations (Great Wall of China, Netherlands polders, canals) • Identify viewpoints that influence the management of Earth’s resources. Example: Greenpeace, OPEC, Sierra Club versus Lumber <span class="highlight">industry</span>, PETA (Analysis) 9-12.G.2.3. Students are able to explain how human migration impacts local and global politics, environment, economies, societies, and regions. • The differing characteristics in developing and developed countries • How cooperation and conflict among people influence the division and control
Microsoft Word - ssstdh.docssstdh.pdf
the modern United States (1890 - 1930). High School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1. (A) examines topics in the transformation of American society in the rise of big business, heavy industry, and mechanized farming in the late 19 t...
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the modern United States (1890 - 1930). High School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1. (A) examines topics in the transformation of American society in the rise of big business, heavy industry, and mechanized farming in the late 19 th century (e.g., Social Darwinism, Gospel of Wealth, “Robber Barons” or “Captains of Industry”, Sherman Antitrust Act, muckrakers). 2. (A) explains the rise of the American labor movement (e.g., Samuel
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=31
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
the modern United States (1890 - 1930). High School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1. (A) examines topics in the transformation of American society in the rise of big business, heavy <span class="highlight">industry</span>, and mechanized farming in the late 19 th century (e.g., Social Darwinism, Gospel of Wealth, “Robber Barons” or “Captains of <span class="highlight">Industry</span>”, Sherman Antitrust Act, muckrakers). 2. (A) explains the rise of the American labor movement (e.g., Samuel
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