...THROUGHOUT THE COURSEREADING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]SPEAKING AND LISTENING STANDARDS Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others’ ideas and expressing their own...
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...voting and elections. This lesson will serve as a foundation for this unit because this lesson focuses on key vocabulary terms necessary for the continuation of upcoming lessons. Ohio/Common Core Standard(s): 1.8 Government Individuals are accountable for their actions. 1.9 Government Collaboration requires group members to respect the rights and opinions of others. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topics, and provide some sense of closure. SL.1.1 Participate in collaborative conversation with divers partners about grade 1 topics and texts with peers and adults in small and larger groups. • Scoring Guidelines (Long term): By the end of this unit, students will understand and define...
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...American culture before Europeans came. Questions from DOK for the source: 1. Level 1- How did the Native Americans document what happened in their lives? Use evidence from the video to answer the question. 2. Level 2- Make observations to answer the question, why do we need to know about Native American early culture? 3....
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...looked at an ELA concept that students are expected to learn in third grade. The concept that we looked at was students responding appropriately to a text question. My cooperative teacher explained to me how important this concept is for her third graders because for the state test, they will be required to read articles and respond to the text questions using evidence to support their answer. My teacher spends most of her class days practicing how to appropriately respond to text questions and having her students practice using evidence to support their answers. With this topic being so important in third grade, I wanted to see where she found the information and how she taught the concept of responding appropriately to a text question to her students....
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...BUILDING EVIDENCE-BASED ARGUMENTS DEVELOPING CORE PROFICIENCIES ENGLISH LANGUAGE ARTS / LITERACY UNIT GRADE 7 “Doping can be that last 2 percent.” OD LL DUCATION www.odelleducation.com OD LL DUCATION Page 1 EVIDENCE-BASED ARGUMENTATION Literacy – the integrated abilities to read texts closely, to investigate ideas and deepen understanding through research, to make and evaluate evidence-based claims, and to communicate one’s perspective in a reasoned way – is fundamental to participation in civic life. Thus, the importance of a literate citizenry was understood and expressed by Thomas Jefferson early in the life of our democratic nation. Today, students face the prospect of participating in a civic life that stretches beyond the boundaries of a single nation and has become increasingly contentious, characterized by entrenched polarization in response to complex issues. Citizens have access to a glut of information (some of which is nothing more than opinion passed off as fact) and are often bombarded by bombast rather than engaged in reasoned and civil debate. Learning the skills and habits of mind associated with argumentation – how to conceive and communicate “arguments to support claims, using valid reasoning and sufficient evidence” [CCSS W1] as well as how to “delineate and evaluate the argument[s]” and “the validity of the reasoning and relevance and sufficiency of the evidence” presented by others [CCSS R8] – is therefore...
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...C h a p t e r One The Nature of Econometrics and Economic Data C hapter 1 discusses the scope of econometrics and raises general issues that result from the application of econometric methods. Section 1.3 examines the kinds of data sets that are used in business, economics, and other social sciences. Section 1.4 provides an intuitive discussion of the difficulties associated with the inference of causality in the social sciences. 1.1 WHAT IS ECONOMETRICS? Imagine that you are hired by your state government to evaluate the effectiveness of a publicly funded job training program. Suppose this program teaches workers various ways to use computers in the manufacturing process. The twenty-week program offers courses during nonworking hours. Any hourly manufacturing worker may participate, and enrollment in all or part of the program is voluntary. You are to determine what, if any, effect the training program has on each worker’s subsequent hourly wage. Now suppose you work for an investment bank. You are to study the returns on different investment strategies involving short-term U.S. treasury bills to decide whether they comply with implied economic theories. The task of answering such questions may seem daunting at first. At this point, you may only have a vague idea of the kind of data you would need to collect. By the end of this introductory econometrics course, you should know how to use econometric methods to formally evaluate a job training...
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...education, and crime examples. These examples also contrast experimental and nonexperimental data. Students studying business and finance tend to find the term structure of interest rates example more relevant, although the issue there is testing the implication of a simple theory, as opposed to inferring causality. I have found that spending time talking about these examples, in place of a formal review of probability and statistics, is more successful (and more enjoyable for the students and me). 3 CHAPTER 2 TEACHING NOTES This is the chapter where I expect students to follow most, if not all, of the algebraic derivations. In class I like to derive at least the unbiasedness of the OLS slope coefficient, and usually I derive the variance. At a minimum, I talk about the factors affecting the variance. To simplify the notation, after I emphasize the assumptions in the population model, and assume random sampling, I just condition on the values of the explanatory variables in the sample. Technically, this is justified by random...
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...to education, and crime examples. These examples also contrast experimental and nonexperimental data. Students studying business and finance tend to find the term structure of interest rates example more relevant, although the issue there is testing the implication of a simple theory, as opposed to inferring causality. I have found that spending time talking about these examples, in place of a formal review of probability and statistics, is more successful (and more enjoyable for the students and me). 3 CHAPTER 2 TEACHING NOTES This is the chapter where I expect students to follow most, if not all, of the algebraic derivations. In class I like to derive at least the unbiasedness of the OLS slope coefficient, and usually I derive the variance. At a minimum, I talk about the factors affecting the variance. To simplify the notation, after I emphasize the assumptions in the population model, and assume random sampling, I just condition on the values of the explanatory variables in the sample. Technically, this is justified by random sampling...
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...This page intentionally left blank Quantitative Models in Marketing Research Recent advances in data collection and data storage techniques enable marketing researchers to study the characteristics of a large range of transactions and purchases, in particular the effects of household-specific characteristics and marketing-mix variables. This book presents the most important and practically relevant quantitative models for marketing research. Each model is presented in detail with a self-contained discussion, which includes: a demonstration of the mechanics of the model, empirical analysis, real-world examples, and interpretation of results and findings. The reader of the book will learn how to apply the techniques, as well as understand the latest methodological developments in the academic literature. Pathways are offered in the book for students and practitioners with differing statistical and mathematical skill levels, although a basic knowledge of elementary numerical techniques is assumed. PHILIP HANS FRANSES is Professor of Applied Econometrics affiliated with the Econometric Institute and Professor of Marketing Research affiliated with the Department of Marketing and Organization, both at Erasmus University Rotterdam. He has written successful textbooks in time series analysis. RICHARD PAAP is Postdoctoral Researcher with the Rotterdam Institute for Business Economic Studies at Erasmus University Rotterdam. His research interests cover applied (macro-)econometrics...
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...A Guide to Modern Econometrics 2nd edition Marno Verbeek Erasmus University Rotterdam A Guide to Modern Econometrics A Guide to Modern Econometrics 2nd edition Marno Verbeek Erasmus University Rotterdam Copyright 2004 John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England Telephone (+44) 1243 779777 Email (for orders and customer service enquiries): cs-books@wiley.co.uk Visit our Home Page on www.wileyeurope.com or www.wiley.com All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except under the terms of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP, UK, without the permission in writing of the Publisher. Requests to the Publisher should be addressed to the Permissions Department, John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England, or emailed to permreq@wiley.co.uk, or faxed to (+44) 1243 770620. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the Publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required,...
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...Moore−Parker: Critical Thinking, Ninth Edition 5. Persuasion Through Rhetoric: Common Devices and Techniques Text © The McGraw−Hill Companies, 2009 Chapter Persuasion Through Rhetoric 5 It’s just the way things are: Images and impressions tend to sell more products than good arguments do. At least some of the images are fun. Common Devices and Techniques W hen the military uses the phrase “self-injurious behavior incidents” regarding detainees at Guantánamo Bay, it means what most of us call “attempted suicides.” In fact, when the word “detainees” is used, it means what most of us call “prisoners.” “Waterboarding” sounds at first like something you’d expect to see young people doing on a California beach, not a torture technique that involves forced simulated drowning. Less remarkable, perhaps, but possibly more relevant for most of us, we’ve heard the term “downsized” used when someone is fired or laid off. “Ethnic cleansing” covers everything from deportation to genocide. What we have to say may be important, but the words we choose to say it with can be equally important. The examples just given are cases of a certain type of linguistic coercion—an attempt to get us to adopt a particular attitude toward a subject that, if described differently, would seem less attractive to us. Words have tremendous persuasive power, or what we have called their rhetorical force or emotive meaning—their power to express and elicit images, feelings, and emotional...
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...Effectively with Legacy Code Michael C. Feathers Agile Java™: Crafting Code with Test-Driven Development Jeff Langr Agile Principles, Patterns, and Practices in C# Robert C. Martin and Micah Martin Agile Software Development: Principles, Patterns, and Practices Robert C. Martin Clean Code: A Handbook of Agile Software Craftsmanship Robert C. Martin UML For Java™ Programmers Robert C. Martin Fit for Developing Software: Framework for Integrated Tests Rick Mugridge and Ward Cunningham Agile Software Development with SCRUM Ken Schwaber and Mike Beedle Extreme Software Engineering: A Hands on Approach Daniel H. Steinberg and Daniel W. Palmer For more information, visit informit.com/martinseries Clean Code A Handbook of Agile Software Craftsmanship The Object Mentors: Robert C. Martin Michael C. Feathers Timothy R. Ottinger Jeffrey J. Langr Brett L. Schuchert James W. Grenning Kevin Dean Wampler Object Mentor Inc. Writing clean code is what you must do in order to call yourself a...
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...military school educators and students, and civilian corporations around the United States. As United States Air Force employees, it is important we communicate clearly and effectively to carry out our mission. This handbook together with AFMAN 33-326, Preparing Official Communications, will provide the necessary information to ensure clear communications— written or spoken. The use of the name or mark of any specific manufacturer, commercial product, commodity, or service in this publication does not imply endorsement by the Air Force To all you enthusiastic users worldwide, keep up the good fight! SUMMARY OF REVISIONS This revision improved organization; rearranged layout; updated quotes, art and word lists; and added material on preparing to write and speak, writing with focus, communicating to persuade, research, meetings, briefings and listening; updated information on electronic communication and e-mail, and added information on Air Force writing products such as awards, decorations and performance reports. Supersedes AFH 33-337, 30 June 1997. OPR: ACSC/DEOP (Mrs. Sharon McBride) Certified by: ACSC/DEO (Lt Col Bart Kessler) Pages: 378 /Distribution F Acknowledgements The Tongue and Quill has been a valued Air Force...
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...provides directions for author registration and online submission of manuscripts. Full Author Instructions are posted on the Society for Scientific Exploration’s website at http://www.scientificexploration.org/documents/instructions_for_authors.pdf for submission of items for publication in the Journal of Scientific Exploration (including “Writing the Empirical Journal Article.” Before you submit a paper, please familiarize yourself with the Journal by reading JSE articles. (Back issues can be browsed in electronic form with SSE membership login at http://journalofscientificexploration.org, click on Archive link; issues before 2008 are freely accessible at http://www.scientificexploration.org/journal/articles.html) Electronic files of text, tables, and figures at resolution of a minimum of 300 dpi (TIF or PDF preferred) will be required for online submission. You will also need to attest to a statement online that the article has not been previously published and is not submitted elsewhere. AIMS AND SCOPE: The Journal of Scientific Exploration publishes material consistent with the Society’s mission: to provide a professional forum for critical discussion of topics that are for various reasons ignored or studied inadequately within mainstream science, and to promote improved understanding of social and intellectual factors that limit the scope of...
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...grateful for permission to use copyright material. We would like to acknowledge the original sources of text material listed below. Permission has been sought to reproduce all material whose source could be identified. Information that will enable the publishers to rectify any error or omission in subsequent editions will be welcome. We would like to acknowledge the support of the following people: The nine Band Score descriptions on page 12 are reproduced from The IELTS Handbook, a joint publication of the University of Cambridge Local Examinations Syndicate, The British Council, and IDP Education Australia: IELTS Australia. The reading passage "Regional Student Survey" on page 97, is adapted from The ELICOS Student Contextualised - Facts & Figures by Ms. CM. Bundesen, with permission of the author. Bruce Bell, HelenkaPiotrowski, Laurent Seibert, Andrew Thomas (Sydney English Language Centre), and Soon-Young Yoon. ABOUT THE AUTHORS Terry Peck and Garry Adams have extensive IELTS coaching experience, both having been involved in implementing and designing IELTS coaching programmes. Terry Peck was an IELTS examiner for a number of years in Sydney, Australia. AVAILABLE BY THE AUTHORS: '101 Helpful Hints for IELTS - Academic Module' International Edition - Practice Book & Cassette Book: ISBN # 0 9587604 6 2 Cassette: ISBN # 0 9578980 0 2 '101 Helpful Hints for IELTS - Academic Module' International Edition - Practice CD-ROM and Manual '101...
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