Sentences with phrase «larger values of the school»

An excellent adjunct will reflect the larger values of the school.

Not exact matches

Topics included: early reporting on inaccuracies in the articles of The New York Times's Judith Miller that built support for the invasion of Iraq; the media campaign to destroy UN chief Kofi Annan and undermine confidence in multilateral solutions; revelations by George Bush's biographer that as far back as 1999 then - presidential candidate Bush already spoke of wanting to invade Iraq; the real reason Bush was grounded during his National Guard days — as recounted by the widow of the pilot who replaced him; an article published throughout the world that highlighted the West's lack of resolve to seriously pursue the genocidal fugitive Bosnian Serb leader Radovan Karadzic, responsible for the largest number of European civilian deaths since World War II; several investigations of allegations by former members concerning the practices of Scientology; corruption in the leadership of the nation's largest police union; a well - connected humanitarian relief organization operating as a cover for unauthorized US covert intervention abroad; detailed evidence that a powerful congressional critic of Bill Clinton and Al Gore for financial irregularities and personal improprieties had his own track record of far more serious transgressions; a look at the practices and values of top Democratic operative and the clients they represent when out of power in Washington; the murky international interests that fueled both George W. Bush's and Hillary Clinton's presidential campaigns; the efficacy of various proposed solutions to the failed war on drugs; the poor - quality televised news program for teens (with lots of advertising) that has quietly seeped into many of America's public schools; an early exploration of deceptive practices by the credit card industry; a study of ecosystem destruction in Irian Jaya, one of the world's last substantial rain forests.

Often referred to as the «Wizard of Omaha,» Buffett is chairman, CEO, and largest shareholder of Berkshire Hathaway, where he has largely made his fortune by remaining true to the principles of value investing he first learned from Professors David Dodd ’21 and Benjamin Graham while a Columbia Business School student.

Land is still its largest component — and some 80 percent of «capital» gains in the U.S. economy are land - price gains Site values are increased by public investment in streets, water and sewer facilities and transportation hubs, in school systems, by zoning restrictions, by the general level of prosperity, and most of all, by whatever bankers will lend.

In a 2006 talk, «Journey Into the Whirlwind: Graham - and - Doddsville Revisited,» Louis Lowenstein *, then a professor at the Columbia Law School, compared the performance of a group of «true - blue, walk - the - walk value investors» (the «Goldfarb Ten») and «a group of large cap growth funds» (the «Group of Fifteen»).

Yesterday I covered a 2006 talk, «Journey Into the Whirlwind: Graham - and - Doddsville Revisited,» by Louis Lowenstein *, then a professor at the Columbia Law School, in which he compared the performance of a group of «true - blue, walk - the - walk value investors» and «a group of large cap growth funds».

Hershey Entertainment & Resorts is proud to help fulfill the dream of our founder, Milton S. Hershey, by providing value to Milton Hershey School, the largest home and school in the world, as it continues to provide opportunities for children inSchool, the largest home and school in the world, as it continues to provide opportunities for children inschool in the world, as it continues to provide opportunities for children in need.

Where our kids go to school is one small fragment of a much larger ecosystem of their life choices and values.

At the same time build autonomy while — at once — recognizing the value and complexity of the interdependence between the individual self and the larger world as they ready themselves for high school.

Moreover, New Jersey aligns the salary of the superintendents of the largest school districts with the governor's salary, unlike the New York law, which ties the value to the 2003 - 04 salary of the state education commissioner.

Moreover, New Jersey aligns the salary of the superintendents of the largest school districts with the salary of the Governor of the State of New Jersey, unlike the New York law that ties the value to the 2003 - 04 salary of the Commissioner of Education.

Under STAR, $ 30,000 is taken off the assessed value of the primary residence for the purposes of school taxes, which in most locations is the largest component of the property tax burden.

«This study demonstrates the value of using the SEER database to analyze factors associated with surgery as a treatment for localized pancreatic cancer in a large number of patients over a prolonged period of time,» says Dr. Kim, who is also Chief Medical Officer of UH Seidman Cancer Center and the Charles Hubay Professor at Case Western Reserve School of Medicine.

The selection has raised larger questions about who should finance education, how schools should be held accountable, and even how we define the value of a public school system.

«The Educational Value of Field Trips,» by Jay P. Greene, Brian Kisida, and Daniel H. Bowen, which appeared in the Winter 2014 issue of Education Next, is the first large - scale randomized - control trial designed to measure what students learn from school tours of an art museum, this one in Bentonville, AR.

Responsible citizens: Schools trips provide powerful learning outcomes for young people which contribute to a sense of belonging, feeling valued and the ability to make a positive contribution in their community and society at large.

As we gain larger distribution networks, the message travels about Green Lane Diary, acquiring more interest from not only schools, but surrounding businesses which recognize the value of the program as well.»

Because they were more interested in promoting equality of opportunity than simply consumer choice, sociologist Christopher Jencks and law professors John Coons and Stephen Sugarman proposed placing some constraints on how vouchers could be used: Disadvantaged students would receive larger vouchers, and regulations would prevent any school that accepted vouchers from imposing tuition and fees beyond the value of the voucher.

They include Jim Barksdale, the former chief operating officer of Netscape, who gave $ 100 million to establish an institute to improve reading instruction in Mississippi; Eli Broad, the home builder and retirement investment titan, whose foundation works on a range of management, governance, and leadership issues; Michael Dell, the founder of Dell Computers, whose family foundation is valued at $ 1.2 billion and is a major supporter of a program that boosts college going among students of potential but middling accomplishment; financier and buyout specialist Theodore J. Forstmann, who gave $ 50 million of his own money to help poor kids attend private schools; David Packard, a former classics professor who also is a scion of one of the founders of Hewlett - Packard and has given $ 75 million to help California school districts improve reading instruction; and the Walton Family Foundation, which benefits from the fortune of the founder of Wal - Mart, and which is the nation's largest supporter of charter schools and private school scholarships (see «A Tribute to John Walton,»).

In recent years many schools have fallen victim to the widely publicised large - scale equipment leasing scandal, with some schools signing to pay as much as 10 times the value of the leased equipment.

«By and large — both in public and independent school education — there is still a tendency to focus on the disciplines separately, and, frankly, there's a lot of value in that,» says Heidi Hayes Jacobs, a highly regarded education consultant, president of Curriculum 21, and author of several influential books on improving K - 12 education, including Interdisciplinary Curriculum: Design and Implementation and Active Literacy Across the Curriculum.

Last year the BBC's Panorama programme reported that more than 169 schools had fallen victim to the widely publicised large ‑ scale equipment leasing scandal, with some schools signing deals that left them paying as much as 10 times the value of the leased computers and photocopiers.

Recent research by McKinsey on what makes successful school systems has shown that innovation makes a large impact on moving schools from «good» to «great» — so the question is, will schools remember the value of ICT in the classroom — we certainly hope so?

James Betts, managing director of Kudlian Software, agrees: «The schools that we work with value hardware that allows students to share work but it needn't be complex kit; a simple device that allows teachers to stream the screen of pupils» tablets to a projector or large screen, enables pupils to quickly and easily share what they are working on, often having a dramatic effect.»

The Times analysis used a «value added» statistical analysis of math and English scores from the school district — the nation's second largest — to estimate the effectiveness of third - through fifth - grade teachers.

After offering substantial financial incentives, they identified a subset of the high value - added teachers willing to move between schools and recruited a larger number of low - income schools willing to hire the high - value - added teachers.

A study by Jay P. Greene, Brian Kisida and Daniel H. Bowen, «The Educational Value of Field Trips,» was the first large - scale randomized - control trial designed to measure what students learn from school tours of an art museum.

Aside from the fact that she believes there is relevance and value in teaching fiction to students, even when they may not be required to deal with those sort of texts frequently in their adult lives, the largest problem everyone faces in her school, Lovdahl says, is the lack of necessary resources to effect this transformation.

In these times of austerity, to get the best value for money and the largest number of schools being redone, we are batching together schools in particular areas so we can get contractors who will agree to rebuild a whole series of schools.

And beyond the school and district accountability provisions spawned by No Child Left Behind and its kin, many states have upped the ante to incorporate teachers» contributions to their students» test performance into teacher evaluation systems, and these value - added measures require testing large numbers of students.

Many area schools are making great strides in developing a learning commons approach, and library support specialists are deepening their understanding of the unique value proposition of the library in realizing larger goals for learning.

The largest study of performance incentives based on value - added measures comes from a Nashville, Tennessee study that randomly assigned middle - school math teachers (who volunteered for the study) to be eligible for performance - based pay or not.

Schools in the United States, as a reflection of society at large, often place imbalanced value on linguistic or logical - mathematical intelligence, and learners with intelligences in other modalities risk getting lost, undervalued, or ignored.

Schools receive the largest amount of their state funding through a general fund that distributes money through a formula that gives more to districts with more students with challenges, including those who live in poverty, and less state money to districts with high property values.

L.A. Unified, the nation's second largest school district, does not now do value - added analysis of its teachers.

The American Statistical Association — the largest organization in the United States representing statisticians and related professionals — that blasted the high - stakes «value - added method» (VAM) of evaluating teachers that has been increasingly embraced in states as part of school - reform efforts.

Sustaining our democratic values and improving our education system call for a host of more coordinated and widespread education, economic, and housing policies — including policies to raise curricular standards, tackle insufficient funding for schools with a large share of low - income students, promote access to education resources from early childhood to college, improve dual language programs, provide economic support for families, and create more integrated schools and neighborhoods.

While every state and school district differs slightly, below you will find useful detail surrounding some of the Math concepts children will likely be covering in 3rd Grade Math such as: Addition and Subtraction Math Facts, Adding and Subtracting Larger Numbers, Multiplication and Division Math Facts, Skip Counting and Using a Hundreds Board, Money, Place Value, Telling Time, Measurement, Shapes and Solids, Lines and Angles, Symmetry, Fractions, Data Management and Analysis, Estimating, Area and Perimeter, Capacity and Weight, Decimals, Patterns, Circumference and Diameter, Long Multiplication, Percentages, Ordered Pairs on a Coordinate Grid, and Probability.

In examining the issues and exercise of power that are sustained in the long - standing policy of standardized testing in schools, this work provides a big picture perspective on assessment practices over time in the U. S.; by examining the rise of value - added assessment in Tennessee, a fine - grained and contemporary case is provided within that larger context.

While every state and school district differs slightly, below you will find useful detail surrounding some of the Math concepts children will likely be covering in 2nd Grade Math such as: Addition and Subtraction Math Facts, Adding and Subtracting Larger Numbers, Multiplication and Division Math Facts, Skip Counting and Using a Hundreds Board, Money, Place Value, Telling Time, Measurement, Shapes and Solids, Lines and Angles, Symmetry, Fractions, Data Management and Analysis, Estimating, Area and Perimeter, Capacity and Weight, Decimals, and Patterns.

A working paper from Jonathan Roth, a doctoral student at Harvard University, examines the impact of the rise in teacher retirements immediately following the passage of Act 10.68 He finds that in the 2011 - 12 school year, teacher value - added measures in math improved among school - grade levels in elementary schools in which a larger fraction of teachers retired.

On other tests, it will be comparatively easy for high - achieving students to make large gains, biasing value - added in favor of teachers working in those schools.

But while Goldstein assumes that the purpose of a value - added model is to assess individual teachers, it's worth noting that value - added methods can be much more useful if we focus on larger units of analysis, such as the performance of a whole school or mathematics achievement across a whole district.

Ohio's «2011 - 12 value - added results show that districts, schools and teachers with large numbers of poor students tend to have lower value - added results than those that serve more - affluent ones.»

In fact, the value of fringe benefits (as a percentage of wages) for the average public - school teacher is more than double the benefits package received by the typical worker in a large private - sector firm.

So, while large - scale quantitative studies might seem to policymakers to be more reliable sources of evidence about leadership effects, such studies systematically underestimate leadership effects in schools where it is likely to be of greatest value.

For more affluent suburban families, a large number of AP courses and a school culture that values AP coursework may be a huge draw; in addition to attending a diverse magnet school, their children will be better prepared for college matriculation and the college application process.

In this school of thought, the larger the price decline (assuming no impairment of long - term value) the less risky the investment is, not more risky simply because it is more volatile.

Yesterday I covered a 2006 talk, «Journey Into the Whirlwind: Graham - and - Doddsville Revisited,» by Louis Lowenstein *, then a professor at the Columbia Law School, in which he compared the performance of a group of «true - blue, walk - the - walk value investors» and «a group of large cap growth funds».

In a 2006 talk, «Journey Into the Whirlwind: Graham - and - Doddsville Revisited,» Louis Lowenstein *, then a professor at the Columbia Law School, compared the performance of a group of «true - blue, walk - the - walk value investors» (the «Goldfarb Ten») and «a group of large cap growth funds» (the «Group of Fifteen»).