Question about Annotating . Good. Reader. Hi All,I have a question about annotating Word files in Good. Reader. I’ve been loving it for PDF files since I can highlight, write notes, etc. Do I need to convert them into PDFs before uploading? Thanks for your help! A tutorial on how to edit and annotate a.pdf document in the app, Goodreader on the iPad. Another Goodreader tutorial: File management on the iPad using. Download a file to Goodreader Download a pdf file into Goodreader from either the internet or from a cloud service like Google. I can edit / annotate it. Over 1 million people use iAnnotate, to read, mark up and share PDF, DOC, PPT and image files on the go. I have tried several programs to annotate PDFs. You should be able to control pen. Download GoodReader - PDF. Download GoodReader - PDF Reader, Annotator and File Manager. I have been using GoodReader for many years to both read and annotate. GoodReader 4 review: An excellent universal app for PDF management. GoodReader 4 is a universal. Hi, I'm very familiar with GoodReader; it's a great app! PDF annotation ala Good Reader is not something that we can rule out, but it's not on our short term mobile. One of the most-useful things you can do with an iPad is view and annotate PDF documents. Easy Annotate and GoodReader, though.
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Why Not Teach Intensive Phonics? James A. Chapman's Grammar and Composition series and vocabulary books are used by Christian schools across the country: over 1. Grammar and Composition worktexts. Besides writing textbooks, he also taught English and Literature at Pensacola Christian College for 2. Chapman. Is the teaching of beginning reading so mysterious and complicated that we still do not know for sure how to proceed? Such is the conclusion of Robert C. A STUDY OF PHONICS INSTRUCTION: TEACHING PHONICS DANCE TO AT-RISK ELEMENTARY LEARNERS TO IMPROVE DECODING SKILLS A thesis submitted in partial fulfillment of the requirements for the degree of Masters of Education By BRITTANY. The National Reading Panel reviewed the findings of 38 published studies on phonics instruction. The effect size of synthetic phonics programs that teach letter-phoneme correspondences. From Sounds to Spelling: A teaching sequence. There have been several different studies done to show that the phonics reading programs work better than the old memorization method. The phonics method teaches children the sounds of the different letters and then shows them. Phonics: Theory and Practice Ching Kang Liu. Systematic Synthetic Phonics Programs What is the Best Phonics Program? Many government organizations around the word have published reports citing the various benefits of using systematic synthetic phonics. Aukerman after he reviewed 1. He says that he suspects that some of the 1. He says that until we can understand and apply the psychology of learning to the methods of research, we must be content with our “primitive means” and go ahead and do “the best we can”. He gives one note of optimism: “We certainly can do better than we are doing at present.”1. That we “can do better than we are doing at present” seems to be an understatement, considering the growing numbers of Americans who cannot read or write properly. An additional 3. 0 million are only marginally capable of being productive workers. Demographers say the number of illiterates is steadily mounting, swelled by 1 million school dropouts a year.”2 The National Assessment of Education Progress survey published in 1. The Adult Performance Level study of 1. As you can see, the illiterates plus the slow readers are now a majority of the U. S. But Professor Aukerman’s conclusions about what one must do in order to try to do better must be extremely disheartening to those who do not know the “secret” of teaching reading. He says that a “surprising number of . He thinks that it is necessary that we have knowledge of all of the new approaches, and that “each new approach deserves a chance to prove itself under reasonable research conditions and in normal classroom environments.” We must make “every effort to explore the good in each approach and give each a chance to prove itself in our own hands.” If we do otherwise, we “may be rejecting the very messiah for whom we have so long been watching and waiting.”5 Earlier, in his introduction, Professor Aukerman set the stage for his reviews by saying that any findings presented in his book “as evidence that one approach to beginning reading is superior to another, or that any approach is effectual as a means of helping children learn to read are, at best, educated guesses.”6 These are discouraging words, if true. Aukerman’s conclusions indicate that even if one were able to personally experiment with all known approaches to reading and listen to the ideas of experts from every field imaginable, one still would be able only to guess at how to go about teaching reading. But is this pessimism justified? Let us first point out that although Aukerman refers to 1. Within these two systems there are, of course, variations which may be difficult to evaluate, but the central elements of these two approaches not only can be evaluated but already have been. It is unconscionable and silly to pretend that we still do not know which of these two basic approaches is superior. The earlier whole- word (look- and- say or sight- reading) method has been thoroughly discredited and shown to be the major cause of the reading problems in America today (see the overwhelming evidence in the books by Blumenfeld, Chall, Flesch, and Terman and Walcutt listed at the end of this article). But now we have a modified whole- word approach that came into being after Rudolph Flesch and others made such a strong case for phonics. The whole- word establishment decided to camouflage their old approach to make it appear that they are now teaching phonics. In reality they are not. According to Aukerman, they are including some strands of phonics, but the phonics elements are only casually related to the whole- word approach which they still use. Flesch says, “In contrast to the phonics- first texts, which teach all of phonics; look- and- say materials teach only a small part. By now I estimate that on the average they offer 2. True phonics, in contrast, has been called “intensive phonics” because it teaches all of the main sound- symbol relationships intensively from the very beginning of reading instruction. Because of the “slick” promotion of this new method, many people may not realize that the method is still the whole- word (look- and- say or sight- reading) method. They may believe that since it has some phonics in it, it may now be all right. The intent of this article is to show why the whole- word (gradual- phonics) method should be scrapped, and intensive phonics put in its place. This method is predicated on the belief that a reader perceives new words as wholes (i. The devotees of this method assume that because adult readers see words as wholes and do not always have to analyze the parts, a beginning reader must learn new words as wholes. Walcutt, Lamport, and Mc. Cracken dispute that assumption. But the adult reader sees all the letters (never a mere shape or outline) because he has learned the words as left- to- right sequences of letters, and he understands them that way. Now he sees them as “whole- word units.” But he did not learn them that way. In 1. 84. 4, Samuel Stillman Greene wrote an excellent essay refuting the whole- word approach, which at that time was being vigorously advocated by Horace Mann. Mann, attempting to prove that printed words should be learned as whole objects, gave this example: “When we wish to give to a child the idea of a new animal, we do not present successively the different parts of it—an eye, an ear, the nose, the mouth, the body, or a leg; but we present the whole animal, as one object.”1. Professor Greene showed the flaws in Mann’s thinking with this reply. Grant, that he does not, in learning to distinguish a tree from a rock, or any other dissimilar object, form his idea of it by inspecting the parts separately, and then by combining trunk, bark, branches, twigs, leaves, and blossoms. In learning to read, however, he is to distinguish between objects which resemble each other, and in many instances, very closely, as in the case of the words, hand, band; now, mow; form, from; and scores of others. To make the illustration good, it would be necessary to place the child in a forest, containing some seventy thousand trees, made up of various genera, species, and varieties, among which were found many to be distinguished only by the slightest differences. Or, if it will suit the case any better, let him be placed in a grove, containing seven hundred trees, having, as before, strong resemblances; if, then, this general survey of each of them, as a whole object, will enable him to distinguish them rapidly from each other, whatever may be their size, or the order in which he may cast his eyes upon them, we will acknowledge the aptness of the illustration. The reader can easily see how Greene’s analogy applies to the perception of words. One can tell the difference between a word written on a page and a fly walking across the page without examining the parts of either one: he can perceive each of them as wholes. But one can reliably and consistently distinguish one word from another only by being able to recognize the parts that make up each word. Now, here is one final proof that we do not perceive words as wholes when learning to read. Everyone knows that our language is an alphabetic language; that is, the written words are made up of symbols that represent the sounds of audible words. If we can determine how we perceive audible words (whether as wholes or as individual sounds), we should be able to infer that we perceive written words (which represent the audible words) in the same way. After all, in both instances the brain is doing the same work of translation: in the first instance through the ear; in the second, through the eye. Recent scientific studies give conclusive answers to this question. Experimental results confirm that in the perception of speech we are ordinarily aware of discrete phonemic categories rather than of the continuous variation in each acoustic parameter: we perceive speech categorically. These mechanisms yield the forerunners of the phonemic categories that later will enable the child unthinkingly to convert the variable signal of speech into a series of phonemes and thence into words and meanings. There you have it. A human being perceives speech signals as separate sounds, and then converts the series of sounds into words. He does not perceive audible words as wholes. It should be clear that it would indeed be strange and unnatural if we do not perceive the written symbols of words in the same way that we perceive the audible sounds. Thus a system that makes children try to read by perceiving words as wholes must be viewed as grossly unnatural and pernicious. The intensive- phonics method has been proved successful everywhere it has been used. Many experienced teachers and administrators testify to its effectiveness. Burkhardt, director of the Department of Reading (K- 1. City School District Rochester, New York, tells about the tremendous results achieved when she got rid of the look- say and eclectic (combination phonics and sight- reading) programs and replaced them with intensive phonics programs. Now it is 3. 5,0. I am sure that you have often heard it said that the percentage of children who are minority influences the degree of reading failure in a given school or district. Reality is that whether children are “advantaged” or “disadvantaged,” black or white, rich or poor, does not have anything to do with how successfully children learn to read. Based on my professional experiences, such statements are only excuses for not teaching children to read. In spite of the teachers’ hard work and the children’s readiness and willingness to learn, children were having trouble learning to read. In fact, remedial readers were being generated in my school faster than I could remediate them. Phonics and Word Recognition Instruction in Early Reading Programs. Guidelines for Accessibility. Phonics and Word Recognition Instruction in Early Reading. Programs: Guidelines for Accessibility. David J. Chard University of Texas at Austin Jean Osborn Center for the Study of Reading University of Illinois. Learning Disabilities Research. Practice. A Publication of the Division for Learning Disabilities, Council for. Exceptional Children. Copyright 1. 99. 9, Lawrence Erlbaum Associates, Inc. Reprinted with permission. Many teachers will be using supplemental phonics and. This article examines the content and instructional. Information is provided about the content of effective word- . Guidelines are included based on this information as. These guidelines. The goals of reading instruction are many, but certainly. For example. children take part in oral language activities that concentrate on concept and. Other experiences focus on word recognition of printed. Children take part in phonics lessons and word- recognition. They learn that the sounds in spoken words relate to the. As they read books and other print materials, children learn to combine. It is evident that no one aspect of a beginning. WORD- RECOGNITION INSTRUCTIONMany publishers - both large and small - have developed. Some of the phonics and. Many teachers teach phonics and word recognition by using the. These programs often contain phonics and. These commercially published basal reading programs are. Recent. reviews of the major commercial programs (Smith et al., in press; Stein. Johnson, & Gutlohn, 1. These. programs are commonly used with students identified as having reading. Many parents seek out such programs to use at home if they are. There are literally hundreds of supplementary programs on the market. These programs take many forms. Many appear. in traditional print form that feature board and card games, flash cards, word. Some combine traditional instructional. The purpose of the article, however. Rather, the purpose of the article is to help. Such an examination can provide information about the content of. THE CONTENT OF PHONICS AND WORD- RECOGNITION. INSTRUCTIONAlthough the relation of systematic phonics and. Snow, Bums, &. Griffin, 1. 99. 8). The main goal of such instruction is to help children figure. English and become comfortable with that. Lyon, 1. 99. 8). The authors of Becoming a Nation of. Readers (Anderson, Hiebert, Scott, & Wilkinson, 1. The goal of phonics is not that children be able to state. Rather, the purpose. Phonics ought to be conceived as a technique for getting. It follows that phonics instruction should aim to teach only the most. Once. the basic relationships have been taught, the best way to get children to. Phonics then is the system of instruction used to teach. Snow et al., 1. 99. We do. want to warn the reader, however, that this term is entirely abused and has. A generally agreed on definition. THE ALPHABETIC PRINCIPLEAn important part of helping children with reading. Adams, 1. 99. 0; Ehri & Mc. Cormick. 1. 99. 8; Liberman, Shankweiler, & Liberman, 1. This means, to understand. English, words are composed of patterns of letters that. English words. Some children seem to figure out. They. also benefit from word - recognition instruction that offers practice with, for. Additionally. children with reading disabilities benefit from opportunities to apply what. Such. texts contain a high proportion of words that reflect the letters, sounds, and. Elements of Phonics and Word- Recognition Instruction. To help children map the relations between letters and. Each of these elements of phonics and word- recognition. Each discussion is followed by a set. We. relied on the following sources for determining what is most important to. The National Academy of Sciences. Preventing. Reading Difficulties in Young Children (Snow et al., 1. Beginning. to Read: Thinking and Learning About Print (Adams, 1. At this point, it is important to note that, although many of these. ALPHABETIC KNOWLEDGEChildren must become expert users of the letters they will. Lyon, 1. 99. 8). Children's. Adams, 1. 99. 0). That is, children who begin first grade able to quickly and. Children whose knowledge of letters is not well. Guidelines for Alphabetic Knowledge Instruction. A beginning reading program should include the following. A variety of alphabetic knowledge activities in which children learn. Games, songs, and other activities that help children learn to name. Writing activities that encourage children to practice writing the. A sensible sequence of letter introduction that can be adjusted to. PHONEMIC AWARENESSChildren's ability to think about individual words as. Liberman & Shankweiler, 1. Snow et al., 1. 99. Toward that. understanding, children learn to identify rhyming words and to create their own. They also learn that sentences are made up of separate words, words are. Finally, they learn that sounds. Some children have a great deal of difficulty learning to. O'Connor, Notari- Syverson, & Vadasy, 1. However, it is this very aspect. Smith, Simmons. & Karneenui, 1. It is important to make some clear distinctions: Phonemes. They are the smallest units of. The onset is the initial single phoneme or initial consonant cluster in. Rimes are. larger than phonemes, but smaller than syllables. For example, take bat and. In contrast: bat contains three phonemes - /b/. Most sequencing of phonemic awareness instruction begins. Not all programs include the same content. For example. some programs introduce onsets and rimes before requiring students to identify. Some. programs do not include onset and rime activities. In many programs. After practicing with initial sounds, the. Still other programs have children learn to segment and then. Phonemic awareness activities usually involve oral tasks. In some programs, however, the instruction directs the. Elkonin boxes, blocks) to. At the. more advanced levels of instruction (segmenting and blending), the relations of. Guidelines for Phonemic Awareness Instruction. A beginning reading program should include the following. Activities that follow a sequence of instruction that progresses. Rhyming words. Auditory (e. Activities to teach the relationship of letters to sounds in more. For children who are having difficulty, a sequence of instruction. Starts with continuous sounds (for example, m, s, i, f) that. SOUND- LETTER RELATIONSChildren's early reading development is dependent on their. English. Many. children with reading disabilities benefit from explicit and systematic. Children with reading disabilities benefit from a sequence of. Carnine, Silbert, & Kameenui, 1. Chard, Simmons, & Kameenui, 1. Phonics instruction is usually categorized as explicit or. In explicit phonics instruction, the sounds associated with the. For example, students. I. and /p/ can utilize a blending strategy. Typically, students are asked to. For example, in teaching the sound for m. Write man on the. Have the students say man. Elicit from the students that the letter m makes the sound /m/. In implicit phonics, children are often encouraged to. Most supplementary programs employ explicit. Rate and Sequence of Introduction. There is no set rule about how quickly or how slowly to. Obviously, it is important to gauge the rate. Furthermore, there is no agreed on order in which to. The advice most often given is to avoid. Rather, the sound- letter relations should be selected so that. That is, the initial. For. are of high utility, whereas gh as in through, ey. It should be noted that programs that present all of. An effective program may start with two or more single. The children can read words that are. Then, more single consonants and more short vowels. As each new sound- letter relation. For example. if the relationships for a, f, n, s, and t. Then if the relations for m. Stop sounds at the beginning. Consonant blends or clusters may be harder for some children to learn. For some children, being presented with consonant. The number of possible variations is enormous. The point. is that the order of introduction should be logical and consistent with the. Furthermore, the sound- letter relations. Guidelines for Examining Sound- Letter Relations. Instruction. Plan of instruction. A beginning reading program. I. Common sound- letter relations taught directly and explicitly. Advanced phonemic awareness activities combined with the presentation. Opportunities for children to practice sound- letter relations in. Practice opportunities that include new sound- letter relations as. Opportunities early and often for children to apply their expanding. A suggestion that the teacher or students point to the letters as. Rate of instruction. A beginning reading program. Recognize that children learn sound- letter relations at different. Introduce sound- letter relations at a reasonable pace (e. Encourage teachers to informally assess children's application of. Sequence of instruction. A beginning reading program. Introduce consonants and vowels in a sequence that permits the. Choose consonants and vowels that can be combined to make words for. Teach a number of high- utility sound- letter relations first and add. Introduce consonant blends or clusters in sepa- rate lessons. Provide blending instruction with words that contain the sound- letter. WORD- RECOGNITION STRATEGIESEffective word- recognition strategies permit children to. Vandervelden & Siegel, 1. Children must learn to. Stanovich, 1. 98. As children learn to read more and. Children should also have opportunities to work. More advanced word- identification strategies focus on structural. Children need to recognize some common words. The program should introduce some. These words should be. Presenting some words as sight words should not overshadow the importance. Guidelines for Addressing Word- ldentif ! Strategies. A beginning reading program should include. Opportunities to practice word recognition, including words with. Opportunities for children to learn to use word order (syntax) and. Adams, 1. 99. 8). Plies - The Real Testament - 2. Descargar, Bajar, Download (Rapidshare)Tracklist. The Real Testament Intro. Runnin My Momma Crazy. Shawty (featuring T- Pain)0. You (featuring Tank)1. Hypnotized (featuring Akon)1. Plies - The Real Testament. Plies - The Real Testament (2007) 01. The Real Testament Intro (prod. I Know U Workin (prod. 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I hope to demonstrate that the process of writing a Macro is the same as that of writing a Script. All you really need to automate Auto. CAD is a good understanding of the sequence of commands that you need to complete to get the job done. â Auto. CAD scripts can contain long lists of instructions for Auto. CAD to follow. Auto. CAD scripts can be stored in a central location on your server.FAQ for the Microsoft Visual Basic for Applications module for the AutoCAD 2010 product line. Find frequently asked questions related to the download. Free AutoLISP code snippets that can help you on the way with Visual LISP in AutoCAD. Listing 16.1 is written in AutoCAD VBA code and uses variables. Exchange between AutoCAD and Excel (ActiveX Controls) (AutoCAD VBA). AutoCAD 360 is a 2D CAD software app that lets you create and share stunning drawings and DWG files from any mobile device. Download the free iOS, Android or Windows. AutoCAD VBA Programming Tutorial. This tutorial shows step by step how to create a program in AutoCAD VBA. In this a program is created to draw rectangle. This is the snippet Export Excel Data to AutoCad DXF Files on FreeVBCode. The FreeVBCode site provides free Visual Basic code, examples, snippets, and articles on a. Should you want to update a Script file, you only need to change it in one place for everyone to get the changes. Auto. CAD scripts can contain comments, to remind you what the script does.
The Bad . Some internal training will be required to run your Scripts. Auto. CAD Macros. Auto. CAD Command Macro. Macros can contain pauses for user input, but be careful . We end up with this script to create an A1 PDF plot in our default plotting location:
DWG To PDF. ISO A1 (8. 41. 0. MM) To write the same routine as a macro, we would put it all on one line, like this:
Wow release of the pre- expansion 5. Wo. W Insider is reporting that the World of Warcraft: Mists of Pandaria . Talent changes and shared mounts/pets will be the major feature of the 5. Takralus. Please be aware that with the release of the pre- expansion 5. Wednesday, August 2. This means that you will not be able to extend a raid lockout beyond the week before the patch release. With the release of Patch 5.0.4, a number of features and changes that aren't connected to the continent of Pandaria have been added to World of Warcraft, including major revisions to the talent system and the abilities of. Come chat with the Playtest Team and share your take on Patch 6.18. About League Of Legends; Prepaid Cards. In Patch 5.0.4 and beyond. Retrieved from 'http://wow.gamepedia.com/index.php?title=Patch WoW Marke: Patch 6.0 Warlords of Draenor: 14.10.2014: Garnison: Charakteraufwertung: . Patch 5.0 Mists of Pandaria: 28.08.2012: Neues Talentsystem: Klassen Patch 1.4 Release Notes. Reaper of Souls cooldown decreased from 3 seconds to 0.5 seconds. World of Warcraft; Spiel; Patchnotes. Patch 6.0 Warlords of Draenor; Patch 5.4 Schlacht um Orgrimmar; Patch 5.3 Eskalation; Patch 5.2 Der Donnerk. World of Warcraft Patch 5.0.5. World of Warcraft Patch 5.0.4. In Patch 5.0.4 and beyond, the majority of your character's Achievements, pets, and mounts will be shared with your other characters. Please read: Bringing Achievements to the Account Level, by Greg 'Ghostcrawler' Street World. Patch Release date (US) Version Interface.toc Highlights & notes; Patch 7.0.3: February 18, 2016: 21108: 70000: Closed Alpha: Patch 7.0.1: November 20, 2015. 5.0.5; 5.0.5a; 5.0.5b; 5.1.0. 5.1.0a; 5.2.0; 5.3.0; 5.4. Systems client was released on July 13th, 2012 and had the same build 15851 number as the Beta, but the patch version was changed to Patch 5.0.3. Build 15464 was available on the beta server on March 22. There are many versions of MSXML around, and you may install one or more of them. MSXML 6.0 support follows the support policy of the OS into which it. MSXML versions that are included with other Microsoft.MSXML Version Check This script checks the installed version(s) of the MSXML object in Windows Internet Explorer. MSXML is installed, yet Quest complained that it wasn't. User Discussion > Microsoft Core XML Services (MSXML) 6.0 required. Shop > Home & Home Office.
Could anyone guide me how can i find whether my window server MSXML installed or not? How can i find or where to find for MSXML in window 2008 server? How do I install msxml 6.0? How do I check if it is installed? Energy efficiency is a low-cost way to save money. National Lab scientists are building special sensors to see and hear inside turbine engines. While this report was sponsored by the Building Technologies Program within the U.S. Department of Energy’s. EPA’s ENERGY STAR program has been America. Improving your home's energy efficiency with ENERGY STAR can help. The ENERGY STAR National Building. Energy efficiency in British housing. Housing in the United Kingdom; Category:Low-energy building in the United Kingdom; Code for Sustainable Homes; Energy Saving. Energy Efficiency in Buildings . For current information, please visit eco. ENERGY or contact us. Table of Contents. Section 1. The Benefits of Good Energy Management. Section 2. Managing Energy in Schools. Section 3. Improving Energy Efficiency. By improving the energy efficiency of buildings. Community Energy Efficiency Program. Grant Recipients; Energy Efficiency. What is energy efficiency? Energy efficiency is 'using less energy to provide the same service'. There are other definitions, but this is a good operational one. Section 4. Renewable Energy Sources. Section 5. Energy Efficiency Programs and Other Resources. Best Practices Guide for School Facility Managers is part of a pilot energy benchmarking and best practices program for the school sector. This Guide, which should be used in conjunction with Benchmarking Guide for School Facility Managers, was developed to help facility managers in the school sector to plan an energy management campaign. It includes tips on opportunities for energy savings and their potential economic returns. Best practices often result in benchmarks. Schools can emulate other organizations that incorporate best practices in an effort to lower their own costs. Benchmarking Guide for School Facility Managers states that energy performance at or below the average (either below the regression line or the average equation, i. Wh/m. 2) may be showing . Best and good practices may be obtained using the information provided in this Guide. Therefore, by benchmarking energy performances, you can determine where there are opportunities for cost savings. If such opportunities exist, this Guide will provide you with ideas on how to best maximize savings or increase already existing savings. The Benefits of Good Energy Management. Good energy management avoids unnecessary costs. This Guide will help facility managers avoid overspending by identifying waste and provide tips on the following: reducing consumption through good management practices; reducing the unit price of energy; achieving better value for money; and comparing consumption and cost with similar schools. Good energy management also improves the local and national environment by reducing carbon dioxide (CO2) emissions that result from energy use. Benefits to Schools. Energy costs are, to a large extent, manageable. Prudent schools are saving significant financial resources by avoiding energy costs. Practising good energy management also has the following benefits: avoids energy costs to help provide more funds for books and equipment; provides valuable curriculum opportunities; strengthens quality management; and increases physical comfort levels. By managing energy more effectively, many schools can reduce their energy costs by 1. Building Energy Codes Program. BUILDING ENERGY CODES. Progress on commercial building energy efficiency has been good. The Southwest Energy Efficiency Project. Utah Program; Energy Efficiency Opportunities. Improving Building Energy Codes Throughout the Southwest. The Building Technologies Office. Efficiency & Renewable Energy Forrestal Building.Energy waste results from inefficient plant operations, poor controls, poor energy awareness and poor or outdated practices. Canadian schools spend about $5. The Environmental Picture. In 1. 99. 2, at the United Nations Conference on Environment and Development in Rio de Janeiro, the nations of the world signed up for Agenda 2. In Chapter 2. 8 of the Agenda, local communities are encouraged to adopt the principles of sustainable development. Each school should do its part to help achieve these goals. At the Kyoto Climate Summit in 1. Based on its 1. 99. Canada set a target of a 6 percent reduction, representing 3. M tonnes of CO2emissions. Managing Energy in Schools. Good energy management ensures that energy use and energy costs are as low as possible and that standards of comfort and service are maintained or improved. A combined approach generates commitment at all levels to reduce costs and pollution. Figure 1 outlines a strategic approach to involve the whole school in energy management. A workshop offered by Natural Resources Canada's (NRCan's) Office of Energy Efficiency (OEE), . A comprehensive policy should include the following: a statement of commitment; an outline of objectives; an energy management action plan or master plan; agreed- upon targets for energy consumption and costs; a policy review process; and the responsibilities and resources necessary to make the action plan happen. An effective energy management program should involve the entire school population. However, someone must coordinate central activities such as data collection and communications. This role may fall to the premises manager or physical plant manager. During initial development, teaching and non- teaching staff should be consulted in order to obtain commitment. In addition, ideas from pupils could be useful, and their involvement should be encouraged. An initial one- year plan for resource management should outline objectives, identify responsibilities and resources available and highlight the review process. Publicity and promotion of the policy throughout the school should ensure wide commitment. In the planning framework, set preliminary goals, collect base data, design a tracking system, spot low- cost opportunities and plan project implementation. Then take action and start working on a longer- term plan. Remember to publicize and promote the policy throughout the school. Getting started also involves seeing how the school is presently performing. Benchmarking Guide for School Facility Managers will help identify current performance, and how it compares with other similar schools. It also indicates what energy costs could be avoided by adopting . The Energy Management Matrix. An energy management matrix is a tool to establish your current situation. The matrix (see Table 1) will provide you with the overall position of energy management within your school. It comprises six columns, each of which covers a key area in management, and five rows that represent increasing levels of achievement to identify where your school stands. Complete the matrix by making a cross in each of the columns at the point where you feel present practices at the school best fits on each issue. Join the crosses to form your profile, which will highlight areas that need the most attention. Aim to climb the matrix in a balanced fashion, i. Ask others within the school to complete the matrix from their perspectives - this may ensure a wider view. Developing the Energy Master Plan (or Energy Management Action Plan)A master plan helps focus activities and gain commitment. Guidelines and templates are available from the OEE to help schools complete action plans. An officer from the OEE's Energy Innovators Initiative can also help schools develop their plans. Here are some tips to start the campaign once the energy coordinator has been appointed. Make sure that energy data are collected regularly - weekly or monthly - to correspond with utility meter readings and/or fuel deliveries. Update records and profile the school energy performance over 1. Compare these figures with benchmark values. Check energy bills for the last year. Are the correct rates being charged? Set up a winning team to oversee the campaign, encourage motivation and maintain progress. Choose members from all areas - teaching and non- teaching staff and students. Start regular walk- through tours (see Section 2. Agree upon good housekeeping measures room by room, and explain them to teaching and administrative/support staff and students. Update lists of items that need maintenance, servicing, repair or replacement. Set priorities for investment. Where there are plans for building retrofits, incorporate energy- saving measures at little extra cost. Have teaching staff and students nominate energy monitors to switch off lights, etc. Talk to teaching staff about direct involvement of older students through curriculum projects. Keep people informed on progress. Give staff and students regular feedback through newsletters, posters and other communications items. Set targets for energy cost savings and/or CO2 savings. Compare overall performance with best practice benchmarks. Set up regular and continuous staff training. Rocky View School Division No. Calgary, Alberta, has attained VCR Inc.'s Gold Level Champion status in the school sector. The board has embarked on an aggressive energy efficiency program that incorporates leading- edge technologies with reduced energy consumption. The reduction of greenhouse gas emissions figures are a key component of the board's energy management action plan. It was estimated that by 2. CO2emissions will be reduced from 1. Energy Monitoring and Tracking. An effective monitoring and tracking system can help to achieve the following: collect data from meters and utility bills; continually analyse energy and water consumption; include observations from students' surveys or walk- through tours; help identify problems; detect discrepancies in billing; analyse energy performance from indices; and set targets for the following year. Outputs from the system can demonstrate specific successes to encourage building users and provide evidence for decision making and future planning for the school. The OEE's . Adapt a checklist, similar to the list in Table 2, to make an organized and thorough inspection of each room and circulation area. Note the following: where energy is being wasted (i. When Should You Do a Walk- Through Energy Audit? Aim to audit your school at least twice a year - before the start of the heating season and at the end. If possible, tour more often, e. Stagger the times of inspections - at lunchtime, at the close of the school day, during cleaning periods or evening use, on the weekend and even during holidays. What Should You Look For? First, draw a simple block plan of your school. Mark how the school is divided up in zones for heating and lighting. As you make your tour, identify the position of the following: the school's boiler room; all gas, electricity and water meters, on/off valves and stop controls; fuel storage tanks and their contents gauges; any zone controls or switches for heating and lighting; and all boiler controls, time clocks and thermostats. Use this plan to familiarize members of your team on how the school is heated, lighted and ventilated, and the location of any major items of equipment that consume energy. This is useful because it will allow staff to have a better knowledge of the school. Have members of the team read each type of meter you have. Read these regularly (once a week). The slow recovery after the economic downturn of 2. In this climate, building executives’ attention to energy efficiency remained steady in 2. Institute for Building Efficiency’s 2. Energy Efficiency Indicator (EEI) survey (Figure 1). Figure 1: Attention to Energy Efficiency: 2. Source: Institute for Building Efficiency (click image to zoom)With stable energy prices and relatively little government incentive, building owners did not pursue energy efficiency as aggressively as in the past. However, innovations like PACE financing options may remove the barrier to capital for energy efficiency investment that has slowed North American investment in recent years. Building executives in the EEI survey expect advanced lighting and smart building technologies to achieve the greatest increase in market adoption in the next 1. United Kingdom. Electricity prices today are higher in the UK than in the United States (Figure 2), although the nation’s Office of Gas and Electricity Markets (Ofgem) forecasts prices to fall modestly in the coming years. Reasons include policies to increase supply- side competition and reduced wholesale energy costs, and European Union (EU) minimum energy efficiency standards expected to reduce demand. However, electricity prices could increase if the EU Emissions Trading Scheme allows the price of coal to rise. The Carbon Reduction Commitment (CRC) Energy Efficiency Scheme required large energy users to develop carbon reduction plans by March 2. An added efficiency incentive is a building labelling program that requires public disclosure of whole- building energy performance. Figure 2: Electricity Prices (2. Source: NUS Consulting Group- Electricity Trends, Shenzen Government Online , EIA, Ofgem (click image to zoom)The 2. EEI survey showed attention to energy efficiency declining: 4. UK executives were paying “a lot more attention” to energy efficiency, versus 4. Large- scale efficiency retrofits are hindered by legal and regulatory barriers, lack of capital amid challenges facing Europe’s economy, and uncertainty about whether such projects can yield the energy savings promised. As a result, building executives are focused on quick- payback technologies with low capital needs. For example, 4. 0 percent of UK executives in the EEI survey expect advanced lighting technologies to have the greatest increase in adoption in the next 1. China. Steadily increasing demand for electricity continues to push electricity prices slowly upward. The national government’s 1. Five Year Plan, launched in 2. GDP by 1. 6 percent. As a result, building owners’ attention to energy efficiency more than doubled: 6. EEI respondents said they were paying “a lot more attention” to energy efficiency, versus 2. Energy efficiency is also being driven by concern for public health related to air pollution from coal- fired power plants. Accordingly, the focus is on energy efficient components that can be deployed in buildings regardless of size. In the EEI survey, technologies expected to see the greatest increase in adoption were smart building technologies such as sensors and smart meters, and solar thermal and photovoltaic systems. China leads the world in expectations around the market penetration of solar energy. Australia. Australia forecasts the largest increase in electricity prices among the four countries, mainly because of a transition from coal- based generation to cleaner natural gas, now being piped from remote parts of the country. The economic downturn affected Australia less than most developed nations, and meanwhile the country has installed innovative energy efficiency regulations, including a progressive PACE financing program. The government also established a $9 billion Clean Fund to support a range of clean energy and energy efficiency programs. Private- and public- sector energy retrofits are being embraced, and utilities sponsor various demand response programs. Technologies expected to see the greatest market adoption include high- efficiency lighting, advanced building materials, and solar energy. Conclusion. Building executives need to understand global energy efficiency trends but must also consider what energy improvements make sense for them in light of local energy prices, government policies, and economic conditions. Resources and motivations differ greatly. In Australia and China, the central governments are aggressively driving efficiency into the building stock; the U. S. Chinese companies can access subsidies to help pay for efficiency components; U. S. Irrespective of energy prices and regulatory schemes, the basic fact remains that energy efficiency is the highest returning investment for buildings globally – and it can be adapted to meet each building’s local needs. PERANCANGAN PROGRAM PENINGKATAN UPSR 2011 PROGRAM OBJEKTIF HURAIAN TARIKH TINDAKAN Motivasi Pelajar *Dapat memotivasikan dan memberi pe. Program peningkatan akademik upsr tahun 2008 sekolah kebangsaan seri bayu, kompleks sekolah wawasan manjung, seri manjung, perak. Written by Administrator Program ini adalah salah satu langkah untuk mempertingkatkan prestasi akademik pelajar MRSM Langkawi Program Khas Peningkatan Tahun 2012 : -. Bicaraku: Program Peningkatan. Program Peningkatan KIA2. M (Kelas Intervensi Awalan Membaca dan Menulis)1. Pengenalan. Dalam era teknologi maklumat serta zaman siber dunia tanpa sempadan, setiap individu dalam masyarakat berusaha dan berlumba- lumba untuk mengguna dan mengaplikasikan kemudahan dan peralatan canggih yang ada dalam persekitaran mereka. Namun begitu, kemudahan ini besar kemungkinannya kurang bermanfaat kepada individu yang menghadapi masalah pembelajaran khususnya masalah membaca, menulis dan mengira (3. M). Secara ringkasnya dapatlah dikatakan bahawa kemahiran 3. M adalah sangat pentingbiarpun betapa canggihnya sesuatu zaman itu. Bagi tujuan ini Program Kelas Intervensi Awal Membaca dan Menulis (KIA2. M) diperkenalkan untuk murid tahun satu manakala murid tahun dua hingga enam pula dilibatkan dengan Kelas Pemulihan Khas.
Program Peningkatan Akademik Kemahiran HidupDalam masa tiga bulan mengikuti program ini, murid di Sekolah Kebangsaan diperuntukkan sebanyak sembilan belas waktu seminggu untuk mempelajari Bahasa Melayu. Jika sesebuah sekolah itu mempunyai ramai murid yang tidak menguasai 3. M maka sekolah tersebut tidak mungkin akan mencapai keputusan peperiksaan yang cemerlang. Sehubungan itu kemahiran asas yang diajar di sekolah, sejak zaman berzaman yang lalu, ialah menguasai kemahiran membaca dan menulis. Para pendidik bersetuju bahawa membaca merupakan petanda pencapaian akademik yang paling signifikan. Program Peningkatan Akademik Sejarah SpmNamun begitu, walaupun penekanan diberikan terhadap kemahiran- kemahiran tersebut, sehingga kini masih terdapat murid- murid yang tidak dapat menguasai kemahiran tersebut. Telah menciptakan manusia daripada segumpal darah. Bacalah dan Tuhanmu amat pemurah, yang mengajarkan (menulis) dengan pena, yang mengajarakan kepada manusia apa- apa yang tiada diketahuinya. Walau bagaimanapun, berdasarkan kajian yang dilakukan didapati masih terdapat sebilangan murid- murid yang masih belum menguasai kemahiran asas membaca dan menulis sepenuhnya walaupun ada di antara mereka telah berada di tahap dua iaitu di darjah 4, 5 dan 6. Dalam situasi pendidikan negara, mencapai kemahiran literasi dinyatakan secara jelas dalam Dasar Pendidikan Rendah Negara. Mereka ini bukan hanya terdiri daripada murid pemulihan khas tetapi juga dari kalangan murid yang hanya perlukan pemulihan dalam kelas. Oleh itu strategi pengajaran dan pembelajaran yang hendak digunakan perlulah sesuai dengan keperluan untuk membantu murid ini menguasai kemahiran asas ini dengan seberapa segera yang boleh. Strategi berikut boleh digunakan mengikut kesesuaian; a. Berpusatkan Guru. Guru merancang dan menjalankan tugas secara individu dan murid akan belajar berdasarkan apa yang disampaikan dan diarahkan oleh guru sahaja. Berpusatkan Murid. Murid diberi galakan untuk melibatkan diri secara aktif dalam aktiviti yang dirancangkan sama ada secara individu, kumpulan kecil ataupun kelas. Berpusatkan Bahan. Bahan- bahan pembelajaran yang diperlukan telah disusun, sesuai dengan perancangan yang dibuat. Murid diberi penerangan yang jelas tentang keperluan aktiviti yang akan dijalankan. Pendekatan. Dalam pelaksanaan Kelas Intervensi Asas Membaca dan Menulis (KIA2. M), pendekatan secara kelas, kumpulan dan juga individu perlu digunakan mengikut kesesuaian dari segi kebolehan murid, aktiviti yang dirancang dan juga kemahiran yang hendak diajar. Pendekatan secara kelas. Pendekatan secara kelas perlu juga dijalankan supaya murid dapat melibatkan diri dan meningkatkan keyakinan diri dalam aktiviti berkumpulan yang lebih besar. Aktiviti ini lebih sesuai dijalankan di awal dan di akhir waktu belajar. Pendekatan secara berkumpulan. Konsep pengajaran dan pembelajaran berkumpulan berasaskan kepada perubahan strategi pengajaran yang berpusatkan guru kepada strategi yang berpusatkan murid. Guru menjalankan pengajaran dengan menggunakan modul pengajaran yang disediakan. Pendekatan secara individu. Guru menumpukan perhatian kepada murid secara individu bagi membantu membimbing untuk mengatasi masalah yang dihadapinya. Selain itu bantuan daripada rakan sebaya juga boleh digunakan jika perlu. Teknik. Pengendalian suatu perancangan untuk menyampaikan bahan- bahan pengajaran yang telah dipilih untuk mencapai sesuatu objektif. Antara teknik pengajaran bahasa yang dicadangkan ialah: * teknik bercerita * teknik menyanyi* teknik latih tubi * teknik lakonan* teknik tunjuk cara * teknik kuiz* teknik bersoal jawab* teknik main peranan. Rancangan Pengajaran Secara Kumpulan. Kumpulan Cepat Sederhana lambat. Langkah 1 Interaksi guru Secara kelas Secara kelas. Langkah 2 kerja bertulis Interaksi guru Secara kumpulan kecil. Langkah 3 Pengukuhan Kerja bertulis Interaksi guru secara individu. Bahasa Melayu Merentas Kurikulum. Fokus KIA2. M adalah untuk membolehkan murid menguasai kemahiran asas Bahasa Melayu secara intensif. Oleh itu konsep pengajaran Bahasa Melayu merentas kurikulum mestilah dijalankan sepenuhnya dengan menggunakan strategi penggabungjalinan. Pergerakan menggunakan abjad, suku kata dan perkataan. Permainan dalaman - dam abjad, suku kata, perkataan. Lambung dan sambut pundi kacang/ bola berabjad/ suku kata. Pendidikan Muzik: 1. Nyanyi Lagu - lagu abjad, mengeja, kanak- kanak. Bunyi- bunyian berirama. Pendidikan Seni: 1. Binaan - menggunakan . Catan - melukis bentuk- bentuk abjad, suku kata. Capan - mengecap bentuk. Tampalan - menampal bentuk abjad dan kolaj. Projek yang dijalankan semasa Program Sandaran NPQEL Januari hingga Jun 2. SK Batu Muda, Kuala Lumpurby Zalati Abdullah. Bibliografi: Abdulah Hassan & Ainon Mohd., Guru Sebagai Pendorong Dalam Darjah , PTS Publications & Distributors Sdn. Christopher Bowring- carr John West – Burnham, Pembelajaran Berkesan di Sekolah, Annuar Ayub (penterjemah), Ampanf Press Sdn. K. L., 1. 99. 9Hussein Mahmood, Kepimpinan dan Keberkesanan Sekolah, Dewan Bahasa dan Pustaka, 2. Rashidi Azizan & Abdul Razak Habib, Pengajaran Dalam Bilik Darjah – Kaedah dan Strtegi, Masa Enterprise 1. Tn. Haji Mohd Hamidi bin Hj. Abdul Hamid, Pengurusan Sekolah Cemerlang Menurut Islam , Percetakan Zahar Sdn. Buku Panduan Pelaksanaan Kelas Intervensi Awal Membaca dan Menulis Tahun 1,Kementerian Pelajaran Malaysia. Senarai Kemahiran Program Kelas Intervensi Awal Membaca dan Menulis (KIA2. M) Tahun 1, Pusat Perkembangan Kurikulum, Kementerian Pelajaran Malaysiahttp: //www. KIA2. Mhttp: //www. Corak- dan- gaya- pembelajarankajian- tindakan. Datacard Personalized customer loyalty and membership cards solutions help retailers, casinos and other organizations to provide and build lasting relationships with. Customer loyalty programs began with simple punch cards you kept in your pocket. Starting a Customer Rewards Program: Using Your Loyalty Data. Customer loyalty should be a go-to strategy for any small business, but the truth is, regardless of if the program is digital or an old-school punch card, small. Customer Loyalty Program. The concept behind a customer loyalty programs is to increase the customer retention and spending by individual marketing and a rewards. Cool Apps to Boost Customer Loyalty. All users of our online services subject to Privacy Statement and agree to be bound by Terms of Service. Loyalty Program for Online Retailers. Reward your customers for purchases and more! Get started in minutes, no credit card required for trial. LoyaltyOne is the coalition loyalty programs experts. Your source for retail marketing insights, customer analytics (Precima) and consulting services. Increase Sales Loyalty Card Apps are a proven way to get more and new customers by simply rewarding your customer's loyalty. Membership cards are a quick. Do Customer Loyalty Programs Really Work? Read Our Expert Reviews and User Reviews of the most popular cool things to post on your facebook wall here, including features. Facebook status like you would with any web link you want to share on your Wall. Code Your Page Using. How to post HTML message in Facebook wall using facebook c# sdk? I can post plain text to wall using facebook. However, if you want to include a. How to Upload PDF Documents to Facebook for Sharing. You'll only have a link to your document, not the actual document itself. How to post a PDF to Facebook. That's easy with Pdf2Social. Why Pdf2Social is the service you need to publish your PDF to Facebook. Your PDF is posted as regular images. How to Convert a PDF File Into a Photo for Facebook Uploading. Upload images rather than documents so contacts can easily share them. Justin Sullivan/Getty Images News/Getty Images. If you want to share a PDF such as a quarterly report on Facebook, you can just upload it as a document to a Facebook group. Converting PDFs into photos, however, lets you share them more widely than documents. You can upload them to your page's timeline, to customers' timelines or to your own personal timeline. You can insert them into notes, make them into albums and tag contacts in them. One way to make these images is by using the Windows Snipping Tool, which copies a PDF's content directly from your screen. Step 1. Open the PDF file in a PDF reader and maximize the display window. Step 2. Select the option for viewing an entire page on one screen. In Adobe Reader X, for instance, you would press the icon for . If you need to convert PDFs to high- resolution images, use an online tool. After you upload your PDF to one of these sites, the tool lets you download the converted image files. About the Author. Ryan Menezes is a professional writer and blogger. He has a Bachelor of Science in journalism from Boston University and has written for the American Civil Liberties Union, the marketing firm In. Segment and the project management service Assembla. He is also a member of Mensa and the American Parliamentary Debate Association. Photo Credits. Justin Sullivan/Getty Images News/Getty Images. Nicest Cities to Live: girlsshoesizesvswomens My. Heritage Face Recognition Celebrity matches comforcare senior services charlotte nc My. Heritage Face Recognition Celebrity matches pre- marriage counseling questions christian My. Heritage Face Recognition Celebrity matches Report Identity Theft. Bible Verse Godly Counsel. Same Height Couple being single at 6. Facebook Celebrity Look Alike Generator Signs of Relationship Anxiety My. Heritage Face Recognition Celebrity matches.. |
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