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 Lighting for Libraries
Likewise, don't ask for “full-spectrum” lamps; these lamps, which have enhanced UV output and are claimed to have health benefits, might have some value in Scandinavia where it is dark for many months of the year, but in California they don't offer any strong...
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Likewise, don't ask for “full-spectrum” lamps; these lamps, which have enhanced UV output and are claimed to have health benefits, might have some value in Scandinavia where it is dark for many months of the year, but in California they don't offer any strong advantages. Taking a walk at lunchtime, for example, is more beneficial than sitting under enhanced-UV lighting. If replacement lamps for the library will be purchased on a citywide or countywide basis, it is worth coordinating the lamp color
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http://www.librisdesign.org/docs/LightingLibraries.pdf#page=6
www.librisdesign.org/docs/LightingLibraries.pdf#page=6
Likewise, don't ask <span class="highlight">for</span> “full-spectrum” lamps; these lamps, which have <span class="highlight">enhanced</span> UV output <span class="highlight">and</span> are claimed to have health benefits, might have some value in Scandinavia where it is dark <span class="highlight">for</span> many months of the year, but in California they don't offer any strong advantages. Taking <span class="highlight">a</span> walk at lunchtime, <span class="highlight">for</span> example, is more beneficial than sitting under <span class="highlight">enhanced</span>-UV lighting. If replacement lamps <span class="highlight">for</span> the library will be purchased <span class="highlight">on</span> <span class="highlight">a</span> citywide or countywide basis, it is worth coordinating the lamp <span class="highlight">color</span>
Peter Doyle - Mathematics, Univ. of California at San Diego
currents in infinite networks (pdf) (source) Frustration solitaire (pdf) (source) The number of Latin rectangles (pdf) (source) Application of Rayleigh's short-cut method to Polya's recurrence problem (pdf) (source) A 27-vertex graph that is vertex-transitive and edge-transitive bu...
NYTimes People: Ramos, Tab
and archival articles published in The New York Times. ARTICLES ABOUT TAB RAMOS Newest First | Oldest First Page: 1 | 2 | 3 | Next >> Joya, a Promising U.S. Player, Makes a Mark in Mexico By BRIAN SCIARETTA The Liga MX season is now in its ninth week and Cali...
Independent Evaluation of the Alignment of the California Standards Tests (CSTs) and the C...
CST and CAPA Alignment Report (DRAFT 2-5-2007) Depth-of-Knowledge (DOK) Descriptions for CAPA DOK Level 1 Requires students to recall or observe facts, definitions, terms. Involves simple one- step procedures. Involves computing simple algorithms (e.g., sum, quotient). DOK Level 2 This...
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CST and CAPA Alignment Report (DRAFT 2-5-2007) Depth-of-Knowledge (DOK) Descriptions for CAPA DOK Level 1 Requires students to recall or observe facts, definitions, terms. Involves simple one- step procedures. Involves computing simple algorithms (e.g., sum, quotient). DOK Level 2 This level includes the engagement of some mental processing beyond a habitual response. The item requires students to make some decisions as to how to approach a problem or activity. Keywords: classify, organize estimate
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=60
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=60
CST <span class="highlight">and</span> CAPA Alignment Report <span class="highlight">For</span> the performance tasks, reviewers used the CAPA Performance Task Ratings Sheet to record ratings of each task <span class="highlight">on</span> four dimensions. These included: • how well the task matched to the specific California content standards; • the Depth-of-Knowledge, or cognitive complexity, expected of students to respond to the assessment items relative to content standards; • item quality using <span class="highlight">a</span> scale range; <span class="highlight">and</span> • an overall rating of alignment <span class="highlight">for</span> each test item per
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=194
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=194
CST <span class="highlight">and</span> CAPA Alignment Report (DRAFT 2-5-2007) Depth-of-Knowledge (DOK) Descriptions <span class="highlight">for</span> CAPA DOK Level 1 Requires students to recall or observe facts, definitions, terms. Involves simple one- step procedures. Involves computing simple algorithms (e.g., sum, quotient). DOK Level 2 This level includes the engagement of some mental <span class="highlight">processing</span> beyond <span class="highlight">a</span> habitual response. The item requires students to make some decisions as to how to approach <span class="highlight">a</span> problem or activity. Keywords: classify, organize estimate
Career/Technical Education Framework (CA Dept. of Education)
85 Chapter 3 Administrative and Support Services Part 1 Career Technical Education for California’s Twenty-first Century be released during the other teacher’s preparation period for several days to complete a specific task, such as curriculum alignment, with...
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85 Chapter 3 Administrative and Support Services Part 1 Career Technical Education for California’s Twenty-first Century be released during the other teacher’s preparation period for several days to complete a specific task, such as curriculum alignment, with the classes being covered by a substitute for the period. Additionally, technology allows for au- dio and video conferencing, which saves time and travel if the teachers work at different sites. And online courses can be used to address CTE
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=105
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=105
85 Chapter 3 Administrative <span class="highlight">and</span> Support Services Part 1 Career Technical Education <span class="highlight">for</span> California’s Twenty-first Century be released during the other teacher’s preparation period <span class="highlight">for</span> several days to complete <span class="highlight">a</span> specific task, such as curriculum alignment, with the classes being covered by <span class="highlight">a</span> substitute <span class="highlight">for</span> the period. Additionally, technology allows <span class="highlight">for</span> au- dio <span class="highlight">and</span> <span class="highlight">video</span> conferencing, which saves time <span class="highlight">and</span> travel if the teachers work at different sites. <span class="highlight">And</span> online courses can be used to address CTE
Health Promotion and Disease Prevention: HIV/AIDS Lesson Plan
Health Promotion and Disease Prevention: HIV/AIDS" 5 Standards: The following standards as listed in the Health Framework for California Public Schools are identified as outcomes for the lesson. • Standard 1: The student understands and demonstrates ways...
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Health Promotion and Disease Prevention: HIV/AIDS" 5 Standards: The following standards as listed in the Health Framework for California Public Schools are identified as outcomes for the lesson. • Standard 1: The student understands and demonstrates ways in which his or her health and well-being can be enhanced and maintained. • Standard 2: The student understands and demonstrates behaviors that prevent disease and speed recovery from illness. • Standard 3: The student will understand and
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http://www.lausd.k12.ca.us/lausd/offices/itd/cti/middle_school/m_pc/lesson_plans/lp_powerpoint/lp_p_s_hivaides/mc2_unit_edit.pdf#page=6
www.lausd.k12.ca.us/lausd/offices/itd/cti/middle_school/m_pc/lesson_plans...
Health Promotion <span class="highlight">and</span> Disease Prevention: HIV/AIDS" 5 Standards: The following standards as listed in the Health <span class="highlight">Framework</span> <span class="highlight">for</span> California Public Schools are identified as outcomes <span class="highlight">for</span> the lesson. • Standard 1: The student understands <span class="highlight">and</span> demonstrates ways in which his or her health <span class="highlight">and</span> well-being can be <span class="highlight">enhanced</span> <span class="highlight">and</span> maintained. • Standard 2: The student understands <span class="highlight">and</span> demonstrates behaviors that prevent disease <span class="highlight">and</span> speed recovery from illness. • Standard 3: The student will understand <span class="highlight">and</span>
Foreign Language Framework (CA Dept. of Education)
64 Selected References Simulation, Gaming, and Language Learning. 1990. Edited by David Crookall and Rebecca L. Oxford. Boston: Heinle Thomson Learning. Teacher Preparation in Languages Other Than English: Quality and Effectiveness Standards for Subject Matter Programs in...
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64 Selected References Simulation, Gaming, and Language Learning. 1990. Edited by David Crookall and Rebecca L. Oxford. Boston: Heinle Thomson Learning. Teacher Preparation in Languages Other Than English: Quality and Effectiveness Standards for Subject Matter Programs in California. 1994. Handbook for Teacher Educators and Program Reviewers. Sacramento: Commission on Teacher Credentialing. Teaching Languages with Computers. 1989. Edited by Martha C. Pennington. Houston: Athelstan
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http://www.cde.ca.gov/re/pn/fd/documents/foreign-language.pdf#page=73
www.cde.ca.gov/re/pn/fd/documents/foreign-language.pdf#page=73
64 Selected References Simulation, Gaming, <span class="highlight">and</span> Language Learning. 1990. Edited by David Crookall <span class="highlight">and</span> Rebecca L. Oxford. Boston: Heinle Thomson Learning. Teacher Preparation in Languages Other Than English: Quality <span class="highlight">and</span> Effectiveness Standards <span class="highlight">for</span> Subject Matter Programs in California. 1994. Handbook <span class="highlight">for</span> Teacher Educators <span class="highlight">and</span> Program Reviewers. Sacramento: Commission <span class="highlight">on</span> Teacher Credentialing. Teaching Languages with Computers. 1989. Edited by Martha C. Pennington. Houston: Athelstan
Reading/Language Arts (CA Dept. of Education)
Chapter 1 Introduction to the Framework 1 1 Introduction to the Framework The framework uses the English- Language Arts Content Standards for California Public Schools as its curricular platform and aligns curriculum, assessment, instruction, and organizatio...
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Chapter 1 Introduction to the Framework 1 1 Introduction to the Framework The framework uses the English- Language Arts Content Standards for California Public Schools as its curricular platform and aligns curriculum, assessment, instruction, and organization to provide a comprehensive, coherent structure for language arts teaching and learning.
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=10
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=10
Chapter 1 Introduction to the <span class="highlight">Framework</span> 1 1 Introduction to the <span class="highlight">Framework</span> The <span class="highlight">framework</span> uses the English- Language Arts Content Standards <span class="highlight">for</span> California Public Schools as its curricular platform <span class="highlight">and</span> aligns curriculum, assessment, instruction, <span class="highlight">and</span> organization to provide <span class="highlight">a</span> comprehensive, coherent structure <span class="highlight">for</span> language arts teaching <span class="highlight">and</span> learning.
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