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Newer Technologies for School Security. ERIC Digest Number 145.
and smart cards, (2) metal detectors, (3) alarm systems, and (4) surveillance equipment. Before resorting to high-tech security solutions, school officials should think carefully about the possible (and unintended) consequences of security technologies. They may reinforce fear, underm...
IBM: Biometrics
IBM Exploratory Computer Vision Select a country/region: United States IBM® Search for: Research people Research projects/groups Search IBM Exploratory Computer Vision We have on-going work in a number of fields related to Computer Vision. Many members of our group are actively working on...
Scholastic: Buzzworthy Products and News from FETC
navigation controls, and a 12-key texting pad, the small wireless handheld lets students respond not only with the expected yes/no, ordering, and multiple choice answers, but also with short phrases, symbols, and numbers. Teachers can message individuals or the entire class, and the device dovetails...
Scholastic: Saluting Tech-Savvy Districts
Kyrene School District developed a comprehensive, three-prong plan for putting its numbers to use. Part one of the data solution includes a data warehouse from Tetra Data that provides an intuitive web-based tool for collecting student demographic and summative assessment information. Using t...
Secrecy and U.S. Satellite Reconnaissance, 1958-1976
system involved the security procedures for handling the images it produced. The first memo provides data on the TALENT Security System, first established to protect the product of U-2 missions, and the TALENT-KEYHOLE (TK) compartment created to safeguard the imagery from CORONA...
 Microsoft Word - Math GLE K-8 8-08.doc
and models to demonstrate doubles Number sense: • Develop efficient strategies for counting (e.g., skip counting by 1s, 2s, 5s and 10s) • Demonstrate an understanding that our number system is based on combinations of ones and tens—place value • Use combinations o...
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and models to demonstrate doubles Number sense: • Develop efficient strategies for counting (e.g., skip counting by 1s, 2s, 5s and 10s) • Demonstrate an understanding that our number system is based on combinations of ones and tens—place value • Use combinations of one- and two-digit numbers to build larger (two-digit) numbers • Use multiple strategies to compare size of two numbers (counting up, counting back) • Connect number words for fractions with pictures and numerals (1/2, 1/3
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=6
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
August 2008 2 Mathematics Design Team – Understanding by Design (UbD) Enduring Understandings and Essential Questions Enduring Understandings: Numeric Reasoning 1. Numbers can be represented in multiple ways. 2. The same operations can be applied in problem situations that seem quite different from one another. 3. Being able to compute fluently means making <span class="highlight">smart</span> choices about which tools to use and when to use them. 4. Knowing the reasonableness of an answer comes from using good number sense
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=8
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
and models to demonstrate doubles Number sense: • Develop efficient strategies for counting (e.g., skip counting by 1s, 2s, 5s and 10s) • Demonstrate an understanding that our number <span class="highlight">system</span> is <span class="highlight">based</span> on combinations of ones and tens—place value • Use combinations of one- and two-digit numbers to build larger (two-digit) numbers • Use multiple strategies to compare size of two numbers (counting up, counting back) • Connect number words for fractions with pictures and numerals (1/2, 1/3
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=11
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
computers. Enduring Understandings: Numbers can be represented in multiple ways. The same operations can be applied in problem situations that seem quite different from one another. Being able to compute fluently means making <span class="highlight">smart</span> choices about which tools to use and when to use them. Knowing the reasonableness of an answer comes from using good number sense and estimation strategies. Essential Questions: What makes an estimate reasonable? What makes an answer exact? What makes a strategy both
Numbers, Number Sense, and Computation
Glossary Hyperbole: A figure of speech that uses intentional exaggeration for effect (e.g., “She cried buckets of tears.”) Hypothesis: An assumption made to test its logical consequences Idiom: An expression that does not mean what it literally says (e.g., “I ran into Joe the oth...
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Glossary Hyperbole: A figure of speech that uses intentional exaggeration for effect (e.g., “She cried buckets of tears.”) Hypothesis: An assumption made to test its logical consequences Idiom: An expression that does not mean what it literally says (e.g., “I ran into Joe the other day.”) Imagery: The process or result of words forming mental images while reading, writing, or listening to a story Inference: A logical assumption based on observed facts and one’s own knowledge and
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=24
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=24
assistance, make inferences and draw conclusions about setting and plot <span class="highlight">based</span> on evidence. 3.2.1 I/L Identify • setting • sequence of events I/L With assistance, identify conflict. I/L With assistance, identify resolution. I/L With assistance, identify how one <span class="highlight">event</span> may cause another <span class="highlight">event</span>. I/L With assistance, make
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=25
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=25
Describe main plot and subplots. E/I/S Describe how one <span class="highlight">event</span> may cause another <span class="highlight">event</span>. E/I/S Explain an author’s use of flashback. I/L With assistance, analyze an author’s use of flashback. E/I/S Analyze an author’s use of foreshadowing. I/S Make inferences and draw conclusions about setting and plot <span class="highlight">based</span> on evidence. 3.8.1 E/I/S
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=89
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=89
Glossary Hyperbole: A figure of speech that uses intentional exaggeration for effect (e.g., “She cried buckets of tears.”) Hypothesis: An assumption made to test its logical consequences Idiom: An expression that does not mean what it literally says (e.g., “I ran into Joe the other day.”) Imagery: The process or result of words forming mental images while reading, writing, or listening to a story Inference: A logical assumption <span class="highlight">based</span> on observed facts and one’s own knowledge and
Microsoft Word - Math GLE 9-12 8-08.doc
computers. Enduring Understandings: Numbers can be represented in multiple ways. The same operations can be applied in problem situations that seem quite different from one another. Being able to compute fluently means making smart choices about which tools to use and when to use them. Kn...
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computers. Enduring Understandings: Numbers can be represented in multiple ways. The same operations can be applied in problem situations that seem quite different from one another. Being able to compute fluently means making smart choices about which tools to use and when to use them. Knowing the reasonableness of an answer comes from using good number sense and estimation strategies. Essential Questions: What makes an estimate reasonable? What makes an answer exact? What makes a strategy both effective
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%209-12%208-08.pdf#page=4
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%209-...
computers. Enduring Understandings: Numbers can be represented in multiple ways. The same operations can be applied in problem situations that seem quite different from one another. Being able to compute fluently means making <span class="highlight">smart</span> choices about which tools to use and when to use them. Knowing the reasonableness of an answer comes from using good number sense and estimation strategies. Essential Questions: What makes an estimate reasonable? What makes an answer exact? What makes a strategy both effective
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
solving a problem Supplementary angles Two angles whose measures total 180 degrees Surface area The total area of the faces (including the bases) and curved surfaces of a three-dimensional figure Symmetry (See line symmetry or rotational symmetry.) Technology Tools used to enhance teaching: calcula...
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solving a problem Supplementary angles Two angles whose measures total 180 degrees Surface area The total area of the faces (including the bases) and curved surfaces of a three-dimensional figure Symmetry (See line symmetry or rotational symmetry.) Technology Tools used to enhance teaching: calculators, interactive graphics programs, spreadsheets, Smart-Board, etc. Theoretical probability Identifying, using mathematical expectations, the number of possible ways an event can happen compared to all of the
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=69
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=69
(2) When comparing two figures, angles in the same relative position are corresponding angles. (If the figures are similar or congruent, then the corresponding angles are congruent.) Cube A polyhedron with six square faces Cylinder A three-dimensional figure shaped like a can of soup Decimal number <span class="highlight">system</span> A place value number <span class="highlight">system</span> <span class="highlight">based</span> on groupings by powers of ten
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=74
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=74
solving a problem Supplementary angles Two angles whose measures total 180 degrees Surface area The total area of the faces (including the bases) and curved surfaces of a three-dimensional figure Symmetry (See line symmetry or rotational symmetry.) Technology Tools used to enhance teaching: calculators, interactive graphics programs, spreadsheets, <span class="highlight">Smart</span>-Board, etc. Theoretical probability Identifying, using mathematical expectations, the number of possible ways an <span class="highlight">event</span> can happen compared to all of the
Standard 1: Number and Operation
probability (also called the Rectangular coordinate system or Cartesian coordinate system) - the ratio of the number of times an event occurs to the total number of trials in an experiment. Explicit formula - a formula for a sequence in which the definition for each term in the...
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probability (also called the Rectangular coordinate system or Cartesian coordinate system) - the ratio of the number of times an event occurs to the total number of trials in an experiment. Explicit formula - a formula for a sequence in which the definition for each term in the sequence is based on the term number. For example, the sequence 3, 6, 12, 24, … is defined explicitly by the following formula: 1 23 − ⋅= n n a Exponential function - A function that has an equation of the form y= axn. These
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http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=53
www.dpi.state.nd.us/standard/content/math/math.pdf#page=53
Students record results of activities involving chance and make predictions <span class="highlight">based</span> on data with many significant errors. 2.3.5. Describe the likelihood of an <span class="highlight">event</span>, e.g., cloudy, it may rain Students describe in extensive detail the likelihood of an <span class="highlight">event</span>. Students describe in adequate detail the likelihood of an <span class="highlight">event</span>. Students describe in some detail the likelihood of an <span class="highlight">event</span>. Students describe in limited detail the likelihood of an <span class="highlight">event</span>. Grade 3 DATA COLLECTION, DISPLAY, AND
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http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=91
www.dpi.state.nd.us/standard/content/math/math.pdf#page=91
probability (also called the Rectangular coordinate <span class="highlight">system</span> or Cartesian coordinate <span class="highlight">system</span>) - the ratio of the number of times an <span class="highlight">event</span> occurs to the total number of trials in an experiment. Explicit formula - a formula for a sequence in which the definition for each term in the sequence is <span class="highlight">based</span> on the term number. For example, the sequence 3, 6, 12, 24, … is defined explicitly by the following formula: 1 23 − ⋅= n n a Exponential function - A function that has an equation of the form y= axn. These
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