iSEEK - Education

pensions. The results show that such a universal pension schem e would have cost 1.16 and 1.38 percent of G D P in 1994 and 1997, respectively. As expected, when eligibility is reduced to elderly over 60, costs fall to less than 1 percent of G D P per capita in both periods. For com parison, in India, the total expenditure on various safety net program s including old age pensions am ounted to 1.5 – 2 percent of G D P. Brazil, Nam ibia and South Africa spend 1, 2, and 1.4 percent of G D P, respectively, on

5 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=5 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=5

national incom e would cost about 1% of G D P. Expanding this to 50% of per capita G D P would raise the cost proportionally to just above 2% of G D P. This represents a sizable but feasible portion of current tax revenues that are now just above 20% of G D P. If a pension program provided cash transfers to all elderly 55 years old and over, there would be about 1.5 and 1.7 m illion beneficiaries in 1994 and 1997, respectively. Such a program would have a m ajor im pact on poverty rates and levels for the

42 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=42 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=42

pensions. The results show that such a universal pension schem e would have cost 1.16 and 1.38 percent of G D P in 1994 and 1997, respectively. As expected, when eligibility is reduced to elderly over 60, costs fall to less than 1 percent of G D P per capita in both periods. For com parison, in India, the total expenditure on various safety net program s including old age pensions am ounted to 1.5 – 2 percent of G D P. Brazil, Nam ibia and South Africa spend 1, 2, and 1.4 percent of G D P, respectively, on

www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=42

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Stanford Encyclopedia of Philosophy: automated

program will be required to solve—the problem domain. The domain can be very large, as would be the case for a general-purpose theorem prover for first-order logic, or be more restricted in scope as in a special-purpose theorem prover for...

plato.stanford.edu/entries/reasoning-automated/

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21st Century Skills for 21st Century Jobs

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21st Century Skills for 21stCentury Jobs T h e C h a n g in g E co n o m y 3 The sources for this demand are many. Certainly, enormous advances in technology are a significant reason. Many products today incorporate advanced technologies such as digital circuits and advanced materials. Their manufacture relies on an array of automated technologies that control production and check quality. Materials delivery and product distribution also require understanding and applying sophisticated computerized

8 0 http://inpathways.net/21stjobs.pdf#page=8 inpathways.net/21stjobs.pdf#page=8

21st Century Skills for 21stCentury Jobs T h e C h a n g in g E co n o m y 3 The sources for this demand are many. Certainly, enormous advances in technology are a significant reason. Many products today incorporate advanced technologies such as digital circuits and advanced materials. Their manufacture relies on an array of automated technologies that control production and check quality. Materials delivery and product distribution also require understanding and applying sophisticated computerized

inpathways.net/21stjobs.pdf#page=8

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Smithsonian: In Search of the Giant Squid Curriculum Guide

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“expert” per team. Scientists always use the metric system for measurements, temperatures, and distances, so you will be expected to include metric measures. 1. Giant squid are often found with in nets with certain fish species (e.g., hoki, orange roughy) and in the stomachs of sperm whales. How might such clues help us find the giant squid? 2. How has “squid detection” technology changed over time? 3. Could water temperature determine whether or not a squid might be found in a specific location? Why? 4. How

22 0 http://www.sites.si.edu/exhibitions/gaint_squid_curriculum_guide.pdf#page=22 www.sites.si.edu/exhibitions/gaint_squid_curriculum_guide.pdf#page=22

“expert” per team. Scientists always use the metric system for measurements, temperatures, and distances, so you will be expected to include metric measures. 1. Giant squid are often found with in nets with certain fish species (e.g., hoki, orange roughy) and in the stomachs of sperm whales. How might such clues help us find the giant squid? 2. How has “squid detection” technology changed over time? 3. Could water temperature determine whether or not a squid might be found in a specific location? Why? 4. How

www.sites.si.edu/exhibitions/gaint_squid_curriculum_guide.pdf#page=22

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SCOPE AND SEQUENCE

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the appropriate tools and techniques to collect, analyze, and interpret data DOK: 2 d. Judge whether measurements and computation of quantities are reasonable DOK: 2 e. Calculate the range, average/mean, percent, and ratios for sets of data DOK: 1 f. *Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results) DOK: 2

30 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page=30 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...

the appropriate tools and techniques to collect, analyze, and interpret data DOK: 2 d. Judge whether measurements and computation of quantities are reasonable DOK: 2 e. Calculate the range, average/mean, percent, and ratios for sets of data DOK: 1 f. *Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results) DOK: 2

dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...

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Core Content For Mathematics Assessment

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global economy. PL-HS-4.3.2 Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact product...

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124 0 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

and jobs. DOK 3 PL-07-4.3.2 Students will explain the purposes of technology tools (e.g., word processing, data bases, spreadsheets, Internet, email, automated phone systems) and analyze how these impact productivity in homes, schools, and jobs. DOK 3 PL-08-4.3.2 Students will explain the purposes of technology tools (e.g., multi-media, Internet, digital camera, teleconferencing, debit/credit cards) and analyze how these impact productivity in homes, schools, and jobs. DOK 3 PL-06-4.3.3

133 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133

global economy. PL-HS-4.3.2 Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact productivity in homes, schools, and jobs. DOK 3

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133

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K-12 Reading

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with cues provided by the print or the context (e.g., syntax/ language structure, semantics/ meaning, picture) (Local) R:RS:1:1.2: Subsumed in R:RS:1:1.1 R:RS:2:1.1: Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/ language structure, semantics/ meaning, or other context cues [e.g., pictures], etc.) (Local) R:RS:1:1.2: Subsumed in R:RS:2:1.1

22 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=22 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

with cues provided by the print or the context (e.g., syntax/ language structure, semantics/ meaning, picture) (Local) R:RS:1:1.2: Subsumed in R:RS:1:1.1 R:RS:2:1.1: Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/ language structure, semantics/ meaning, or other context cues [e.g., pictures], etc.) (Local) R:RS:1:1.2: Subsumed in R:RS:2:1.1

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

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K-12 Social Studies

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E: Cultural Development, Interaction, and Change, H: Individualism, Equality and Authority, I: Patterns of Social and Political Interaction) SS:HI:6:5.4: Describe similarities and differences in the immigrant experience for various ethnic groups, e.g., the English or Chinese. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction) SS:HI:8:5.1: Analyze how societal changes have influenced the family, e.g

68 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=68 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

E: Cultural Development, Interaction, and Change, H: Individualism, Equality and Authority, I: Patterns of Social and Political Interaction) SS:HI:6:5.4: Describe similarities and differences in the immigrant experience for various ethnic groups, e.g., the English or Chinese. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction) SS:HI:8:5.1: Analyze how societal changes have influenced the family, e.g

92 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=92 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

and relevance of the past and to envision a better future. Standard Grades 9-12 SS:HI:1: Political Foundations and Development Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation. SS:HI:12:1.1: Account for the rise and fall of political parties and movements and their impact, e.g., the Whig Party or the Progressive Movement. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

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Microsoft Word - MathStandards--Approved05-17-04.rtf

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in an addition or multiplication problem, e.g., cbacba ++=++ )()(; cbacbax ××=× )()(. Axiom A basic assumption about a mathematical system from which theorems can be deduced. For example, the system could be the points and lines in the plane. Then an axiom would be that given any two distinct points in the plane, there is a unique line through them. Bar graph A graph form using rectangular bars to summarize data; specifically to show how many observations fall into a particular category. Box

177 0 http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=177 doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...

in an addition or multiplication problem, e.g., cbacba ++=++ )()(; cbacbax ××=× )()(. Axiom A basic assumption about a mathematical system from which theorems can be deduced. For example, the system could be the points and lines in the plane. Then an axiom would be that given any two distinct points in the plane, there is a unique line through them. Bar graph A graph form using rectangular bars to summarize data; specifically to show how many observations fall into a particular category. Box

doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...

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KINDERGARTEN

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reasons for the decline and fall of the Roman Empire, (e.g., the invasions of the Visigoths and Vandals). Standard 6: The student will analyze the interactions and relationships between the Muslim world and Christendom from the seventh to the eleventh century C.E. 1. Describe the origin, theological foundations, traditions, customs, beliefs, and spread of Islam. 2. Identify religious, political, and economic influences in the Mediterranean region. null Standard 7: The student will describe

43 0 http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=43 sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=43

reasons for the decline and fall of the Roman Empire, (e.g., the invasions of the Visigoths and Vandals). Standard 6: The student will analyze the interactions and relationships between the Muslim world and Christendom from the seventh to the eleventh century C.E. 1. Describe the origin, theological foundations, traditions, customs, beliefs, and spread of Islam. 2. Identify religious, political, and economic influences in the Mediterranean region. null Standard 7: The student will describe

sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=43

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