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, it may allow a large degree of teacher control over design and implementation, but it still might cast a narrow pedagogical net because it requires little extended student and teacher involvement and does not focus on a wide range of skills and competency demands. Similarly, a system that is moderately prescribed may cast a wide pedagogical net, but the scope of the pedagogical net would depend upon how extensively the assessment is used within the classroom and the types of tasks that comprise the assessment system. At the state level, Kentucky's and Vermont's performance assessment systems cast the widest pedagogical nets, while Arizona's and Maryland's cast narrow ones. For example, one component of Kentucky's performance assessment system is a portfolio that requires extended teacher and student involvement with assessments on a regular basis. Kentucky 4th and 8th grade students must compile language arts and mathematics portfolios over the course of the academic year. The language arts portfolio requires students to include tasks that reflect different genres and styles of writing, and the mathematics portfolio requires them to include tasks that represent different types of mathematical skills. Therefore, over the course of the year, teachers must devise, assign, and score tasks that represent the full range of portfolio requirements. 8In contrast to Kentucky's portfolio assessment system, Maryland's and Arizona's performance assessment systems cast narrower nets. They consist of on demand tasks that are administered only once during the year, providing little room for extensive student and teacher involvement. At the district level, Prince William County's Applications Assessments cast a narrow pedagogical net, while the other two district level performance assessment systems cast wider nets, even though both address only specific content or competency areas. At the school level, by design, almost all performance assessment systems and assessments are intended to cast a wide pedagogical net, as most are developed and used by teachers for pedagogical purposes.
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When soda was first introduced to Americans in 1916, the serving size was 6. 5 oz. Today, however, its possible to purchase a 34 oz. can. When the first Budweiser bottle was introduced in 1976, the original size was 7 oz, compared to now, a bottle of Budweiser can be as large as 40 oz. , according to the Academy of Nutrition and Dietetics. LCCC student Jake Hendricks said he loves pizza or a burger with fries while on campus. He also added that hes usually not cautious with what he eats. Claudia Wozniak, another student at LCCC, is grateful for a fast metabolism. I never eat lunch at Lorain County Community College, Wozniak said, but I get Chipotle for lunch daily. Most do not consume enough raw and cooked vegetables, Lewis said.
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For example, shlep carry something burdensome, shalom peace/hello, and shnook a dolt. Es iz a shandeh far di kinder!Onegeblozzen means conceited, but ongepatshket means cluttered or muddled. Neal Walters offers Yiddish and Hebrew products. Visit his Beginning Hebrew website http://HebrewResources. com for more information. DisclaimerUber Articles and its partner sites cannot be held responsible for either the content nor the originality of any articles. If you believe the article has been stolen from you without your permission, please contact us and we will remove it immediately. If you have a problem with the accuracy or otherwise of the content of an article, please contact the author, not us!Also, please remember that any opinions and ideaspresented in any of the articles are those of the author and cannot be taken to represent the opinions of Uber Articles. All articles are provided for informational purposes only. None of them should be relied upon for medical, psychological, financial, legal, or other professional advice. If you need professional advice, see a professional.
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, and Eddershaw, C. 1994. Not so simple picture books: Developing responses to literature with 4 12 year olds Staffordshire, UK: Trentham Base, G. 1996. The Discovery of Dragons. New York: Viking. Bradford, C. 1993. The picture book: Some postmodern tensions. Papers, 44, 10 14. Colman, P.
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The problem with this position is that women had the right and ability to choose long before Roe and continue to have that right today. That "choice" is made several months before a woman is faced with the prospect of an abortion, if you know what I mean. Legalized abortion allows a "mistake" that could have been avoided in the first place, to simply be wiped away. No fuss, no muss. In the book Freakonomics, economist Steven D. Levitt makes the case that the legalization of abortion beginning in 1973 has a very strong statistical correlation and may explain the dramatic drop in crime rates in the 1990s. Levitt cites studies that indicate that the women most likely to have abortions post Roe were the women least likely to be able to provide a secure home environment for a child. It is children that grow up in such environments that are most likely to turn to a life of crime. Levitt's analysis, however, concludes that even if one could assign a value of 100 fetuses to equal the value of one newborn, the annual "cost" of legalized abortion is 15,000 lives, far more than the number of homicides "saved" by legalized abortion. On balance, it would seem that the loss of life and the emotional scars carried by women and their families that have abortions outweigh the benefits of reduced crime if there is a direct cause and effect and the convenience of "cleaning up a mess" of a poor decision. For all the rhetoric and hyperbole on both sides of this issue, there can never be a middle ground to the abortion debate.