Sentences with phrase «different values measuring»

What are the Key Performance Indicators To Monitor from 64 different values measuring every second?

Not exact matches

This metric is a way of measuring the value of a company and it can be used to compare timber producers with wildly different debt levels, capital bases and tax burdens.

The Basics for Investing in Stocks Different flavors of stocks The importance of diversification How to pick and purchase stocks Key measures of value and finding growth When to sell What's your return?

So, for one thing, he talks about how to value the investment portfolio of another company and how that is measured how that is accounting for their financial statements which are by the way different the kind of rules that you use today.

Different flavors of stocks The importance of diversification How to pick and purchase stocks Key measures of value and finding growth When to sell What's your return?

Performing the measurements that yield the spin values making up sets A and C precludes in principle performing measurements that yield the spin values making up sets B and D. Furthermore, the principles of quantum mechanics also forbid postulating that a neutron really «has» definite spin values in two such different directions whether they can both be measured or not — if these postulated spin values are taken as (possible) parts of a theoretical account of the neutron which has experimentally testable implications.

players like Ozil always present the fans with a bit of a conundrum, especially when times are tough... if you look around the sporting world every once in awhile there emerges a player with incredible skill, like Ozil, Matt Sundin or even Jay Cutler, who have a different way about themselves... their movement seemed almost too lackadaisical, so much so that it seemed to suggest indifference or even disinterest on the part of the player... their posture always appears somewhat mopey and they generally have an unflattering «sour puss» expression on their face... for some their above average skills are enough to keep them squarely in the mix, as their respective teams try desperately to find a way to get the best out of them visa vie player acquisitions or the reworking of tactics... when things go according to planned the fans usually find a way to accept their unique disposition, whereas when things go awry they become easy targets for fans and pundits alike... in the case of Ozil and Sundin, their successes on the international stage and / or with their former teams led many to conclude that if we surrounded such talented individuals with players that have those skills that would most likely bring the best of these players success would surely follow... unfortunately both the Maple Leafs and our club chose to adopt half - measures, as each were being run by corporations who valued profitability over providing the best possible product on the field... for them, they cared more about shirt sales and season tickets than doing whatever was necessary... this isn't, by any stretch, an attempt to absolve Ozil of any responsibility for his failures on the pitch... there is no doubt oftentimes his efforts were underwhelming, to say the least, but this club has been inept when it comes to providing this prolific passer with the kind of players necessary for him to flourish... with our poor man's version of Benzema up front, the headless chickens in Walcott, the younger Ox and Welbeck occupying wide positions far too often and the fact that Carzola, who provided Ozil with great service and more freedom to roam, was never truly replaced, the only real skilled outlet on the pitch was Sanchez... remember to be considered a world - class set - up man goals need to be scored and for much of his time here he has been surrounded by some incredibly inept finishers... in the end, I'm not sure how long he will be in North London, recent sentiments and his present contract situation seem to suggest that he will depart at season's end, but how tragic would it be if once again we didn't put our best foot forward and failed to make those moves that could have brought championship football back to our once beloved club... so when you think about this uniquely skilled player don't be so quick to shift all the blame on his shoulders because he will not be the first or the last highly skilled player to find disappointment at the Emirates if we don't rid the club of those individuals that are truly to blame for our current woes

One is that we should be thinking about value - added in a different way, and that there's maybe an innovative way to measure more broadly the effectiveness of teachers.

How do we compare the efficacy and value of programs with different goals and outcome measures?

The Assembly supports a different measure to restrict outside income, but the Senate has rejected the concept, saying there's value to having a part - time legislature where members belong to other professions.

These include the development of a biochemical sensor that can continuously and accurately measure different substances released by the organ - like system, as well as enhancements that allow the use of multiple physical sensors, which monitor features such as temperature, oxygen levels, and pH values.

Yet the global policy and science communities do not differentiate among the relative values of different types of forest landscapes — which range from highly intact ones to those which are heavily logged, fragmented, burnt, drained and / or over-hunted — due in part to the lack of a uniform way of measuring their quality.

If they measure something different, they hunt and fiddle and tinker until they either reach Einstein's value or give up exhausted.

For Bolch, the different measurement values depend on the amounts of meltwater that remain on the plateau and do not flow away into the sea — and which his team has now managed to measure accurately for the first time.

For subsidence rates in Bangladesh, he says, «depending on how and where you measure, you might get 15 different values».

Assay, sample and side - to - side variation were quantified by analysis of variance and presumptively incorrect decisions related to high - risk disease were determined using the result from each MRD assay, the mean MRD in the patient as the measure of the true value, and each of 3 different MRD cut - off levels which have been used for making decisions on treatment.

We need to create a system based on different values, where success is measured by integrated social and environmental outcomes, not profit or GDP.

If you want to know more on glycemic index (how it's measured and its values for different foods) please consult The Glycemic Index of Foods — American Diabetes Association and The University of Sydney - GI Database.

The ORAC (Oxygen Radical Absorbance Capacity) unit, ORAC value, or «ORAC score» is a method of measuring the antioxidant capacity of different foods and supplements.

In fact, research results from our laboratory have shown that GI values measured in vivo can be significantly different for the same foods measured in vitro.

objectives include: Year 6 objectives • solve problems involving the calculation and conversion of units of measure, using decimal notation up to 3 decimal places where appropriate • use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3 decimal places • convert between miles and kilometres • recognise that shapes with the same areas can have different perimeters and vice versa • recognise when it is possible to use formulae for area and volume of shapes • calculate the area of parallelograms and triangles • calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm ³) and cubic metres (m ³), and extending to other units [for example, mm ³ and km ³] • express missing number problems algebraically • find pairs of numbers that satisfy an equation with 2 unknowns • enumerate possibilities of combinations of 2 variables • draw 2 - D shapes using given dimensions and angles • recognise, describe and build simple 3 - D shapes, including making nets • compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons • illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius • recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles • describe positions on the full coordinate grid (all 4 quadrants) • draw and translate simple shapes on the coordinate plane, and reflect them in the axes • interpret and construct pie charts and line graphs and use these to solve problems • calculate and interpret the mean as an average • read, write, order and compare numbers up to 10,000,000 and determine the value of each digit • round any whole number to a required degree of accuracy and more!

The whole point is to encourage discussion and debate about the nature of responsible public engagement, how different folks fare, how much these things matter, and how to accurately measure a policy scholar's value.

(To generate the weights, we regressed a teacher's average student - achievement gain in one class against the three different measures from another class, resulting in weights of.758,.200, and.042 on value - added, student survey, and classroom observation, respectively).

9 • solve one - step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher • recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity • recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity • Compare, describe and solve practical problems for: lengths and heights [for example, long / short, longer / shorter, tall / short, double / half]; mass or weight [for example, heavy / light, heavier than, lighter than]; capacity / volume [for example, full / empty, more than, less than, half, half full, quarter]; time [for example, quicker, slower, earlier, later]; • measure and begin to record the following: lengths and height; mass / weight; capacity and volume; time (hours, minutes, seconds) • recognise and know the value of different denominations of coins and notes • sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening) • describe position direction and movement including whole half quarter and three quarter turns PLUS MANY MORE OBJECTIVES!

We see the same lack of a relationship when we instead measure instructor quality using the «conversion rate» — an indicator capturing a very different aspect of instructor quality than the value - added measure does.

Improvements can be measured in two basic ways: the improvement in performance for a given group of students from one year to the next (known as a value - added approach), or the improvement in performance across different groups of students (which we will refer to as cross-cohort changes).

Members of the Multiple Pathways to a Diploma Coalition believe that measuring college - and career - readiness requires valuing several different and equally valid ways to evaluate students» knowledge needed for success in the workplace and higher education.

They claim that value - added studies that measure gains from one point in time to the next fail to account for the fact that «two students can have pretest scores and similar schooling conditions during a grade and still emerge with different posttest scores influenced by different earlier schooling conditions.»

It is based on a comparison of two different value - added scores for teachers: one derived from the regular state assessment (which varies by participating district) and the other from an alternative assessment that is specifically designed to measure students» depth of higher - order conceptual understanding in each subject.

This approach is different from using value - added measures of standardized tests as a significant component in an evaluation and separates the San Jose system from one favored by reform groups like StudentsFirst.

Also, value - added was found to be a reliable predictor of students» future performance on different tests that measure higher - level concepts, particularly in math.

Given that the properties of value - added measures differ across grades and subjects, policymakers should consider using different methods for calculating and using value - added in different grades and subjects.

[4] The adequacy of the adjustments across schools in value - added measures, which would allow the comparison of teachers in different schools, is less clear because schools can contribute to student learning in ways apart from the contribution of individual teachers and because students sort into schools in ways that value - added measures may not adjust for well.

The different potential uses of value - added measures can be controversial.

That «value - added (VA) measures of teacher quality show very consistent properties across different settings» is that on which Chetty et al. focus first and foremost.

Many also are likely to be interested in outcomes other than those measured by value - added, such as the number of teachers, or types of teachers that graduate from different institutions.

For one thing, using different tests to compute value - added measures for the same group of students produces very different results.

To connect different tests and measure student growth, designers of value - added models commonly assume that the curriculum in higher grades is nothing more than a harder version of that in the previous grade; in other words, 8th grade math is the same as 7th grade math, just more difficult.

Each school district that has used value - added follows slightly different methods, and supporters of the approach say it should not be used as the sole measure of a teacher's ability.

c) The system used test scores of 3rd graders from a different school to measure Ms. Cook's «value added,» though Ms. Cook had never taught any of those children.

Hence, this study was not about using «value - added» as the arbiter of all that is good and objective in measuring teacher effects, it was about selecting teachers who were distinctly different than the teachers to whom they were compared and attributing the predictable results back to the «value - added» selections that were made.

Studies from middle schools might not apply to high schools, for instance, and some teachers might teach students who are so different from other students that value - added measures fail to account for their achievement levels.

The second - place design, reflecting a very different assessment method, is called Social Detective, and aims to measure students» ability to assess other people's values, interests and perspectives based on video clips of them.

The MET report uses data from six major urban school districts to, among other things, compare two different value - added scores for teachers: one computed from official state tests, and another from a test designed to measure higher - order, conceptual understanding.

Even if we conclude that value - added measures are not confounded, we will never know the true effectiveness of a teacher working in all different classroom situations.

Value - added measures are said to be confounded if they are subject to change because of students» socio - economic backgrounds or other student - level characteristics, and also if teachers who are equally effective have persistently different value - added scores because of the types of students they tValue - added measures are said to be confounded if they are subject to change because of students» socio - economic backgrounds or other student - level characteristics, and also if teachers who are equally effective have persistently different value - added scores because of the types of students they tvalue - added scores because of the types of students they teach.

See: Lockwood, J. R., Daniel F. McCaffrey, Laura S. Hamilton, Brian Stecher, Vi - Nhuan Le, and José Felipe Martinez, «The Sensitivity of Value - Added Teacher Effect Estimates to Different Mathematics Achievement Measures,» Journal of Educational Measurement 44 (1)(2007): 47 - 67.

If differences in value - added with different tests are due to differences in the skills measured by the tests, the choice of skills to be measured is a critical one.

The sensitivity of value - added teacher effect estimates to different mathematics achievement measures

Researchers studying the validity of value - added measures asked whether value - added gave different results depending on the type of question asked.