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Industrial and organizational psychology - Wikipedia, the free encyclopedia. Industrial and organizational psychology (also known as I. I- O psychologists contribute to an organization\'s success by improving the performance, motivation, job satisfaction, occupational safety and health as well as the overall health and well- being of its employees. Organizational psychology is one of nine areas of specialist endorsement for psychology practice in Australia. The roots of I- O psychology trace back nearly to the beginning of psychology as a science, when Wilhelm Wundt founded one of the first psychological laboratories in 1. Leipzig, Germany. The UCLA Psychology Department offers graduate Ph.D. Rankings of Graduate Programs in I-O Psychology Based on. Ranking I-O graduate Programs on the basis of student. It\'s weirdly difficult to find a single comprehensive list of online I/O psychology Master\'s and Ph.D. Online I/O Psychology Master’s and PhD Program List. In the mid 1. 88. Wundt trained two psychologists who had a major influence on the eventual emergence of I. Walter Dill Scott, who was a contemporary of Cattell, was elected President of the American Psychological Association (APA) in 1. I. Scott, along with Walter Van Dyke Bingham worked at the Carnegie Institute of Technology, developing methods for selecting and training sales personnel. This branch crystallized during World War I, in response to the need to rapidly assign new troops to duty stations. Scott and Bingham volunteered to help with the testing and placement of more than a million army recruits. In 1. 91. 7, together, along with other prominent psychologists, adapted a well- known intelligence test, (the Stanford- Binet test, designed for testing one individual at a time) to make it suitable for mass group testing. This new test form was called the Army Alpha. After the War, the growing industrial base in the US added impetus to I. The private industry set out to emulate the successful testing of army personnel, and mental ability testing soon became a commonplace in the work setting. The Industrial-Organizational Psychology Program is one of three doctoral programs within the Department of Psychology at the University of Georgia. Graduate Students; I-O Useful Links.Industrial psychology began to gain prominence when Elton Mayo arrived in the United States in 1. These observations of workers. These studies are known as Hawthorne studies. The results of these studies ushered in a radically new movement known as the Human Relations Movement. This movement was interested in the more complicated theories of motivation, the emotional world of the worker, job satisfaction, and interviews with workers. Ranking psychology graduate programs ranking psychology graduate programs Our rankings include detailed information on more than 1,200 graduate schools. See which schools score high marks in Business, Law, Medical, Education. The 25 Best Online Psychology Degree Programs. Interested in a graduate degree in industrial and organizational psychology? See the top ranked industrial and organizational psychology programs at US News. Use the best psychology school rankings to find the right graduate. Graduate training in psychology. Graduates of the program frequently apply to Ph.D. World War II brought in new problems that led to I. The war brought renewed interest in ability testing (to accurately place recruits in these new technologically advanced military jobs), the introduction of the assessment center, concern with morale and fatigue of war industry workers, and military intelligence. Post- Second World War years were a boom time for industry with many jobs to be filled and applicants to be tested. Interestingly, however, when the war ended and the soldiers came back to work, there was an increasing trend towards labor unrest with rising numbers of authorized and unauthorized work stoppages staged by unions and workers. This caused management to grow concern about work productivity and worker attitude surveys became of much interest in the field. Following Industrial Organizational Psychology\'s admission into Division 1. American Psychological Association, there continued to be an influx of new tests for selection, productivity, and workforce stability. This influx continued unabated until the passage of the Civil Rights Act of 1. Section, Title VII dealt with employment discrimination and required employers to justify and show relevance for the use of tests for selection. The mid- 1. 96. 0s seemed to mark a line of demarcation between . During this period, the name changed from just industrial psychology to industrial and organizational psychology. The earlier periods addressed work behavior from the individual perspective, examining performance and attitudes of individual workers. Although this was a valuable approach, it became clear that there were other, broader influences not only on individual, but also on group behavior in the work place. Rigor and methods of psychology are applied to issues of critical relevance to business, including talent management, coaching, assessment, selection, training, organizational development, performance, well- being and work- life balance. During the 1. 99. Business psychology is defined as the study and practice of improving working life. It combines an understanding of the science of human behavior with experience of the world of work to attain effective and sustainable performance for both individuals and organizations. Research methods. Study designs employed by I. Quantitative methods used in I. More advanced statistical methods employed by some I. The most well- known meta- analytic approaches are those associated with Hunter & Schmidt. Although not unchallenged, validity generalization has broad acceptance with regard to many selection instruments (e. One well- known qualitative technique employed in I. Objectivity is ensured when multiple observers identify the same incidents. The observers are also asked to provide information about what the actor in the situation could have done differently to influence the outcome. This technique is then used to describe the critical elements of performance in certain jobs and how worker behavior relates to outcomes. Most notably, this technique has been employed to improve performance among aircraft crews and surgical teams, literally saving thousands of lives since its introduction. An application of the technique in research on coping with job stress comes from O\'Driscoll & Cooper. This concern, however, is misplaced due to all methods of research, either qualitative or quantitative, ultimately requiring some sort of interpretation. When a researcher is developing and researching a phenomenon, all information available should be used, regardless of its form. The key is triangulation, which is an approach looking for converging information from different sources to develop that theory. The two are not mutually exclusive. Then the analyst would have SMEs rate those examples on a Likert scale and compute inter- rater agreement statistics to judge the adequacy of each item. Each potential item would additionally be correlated with an external criterion in order to evaluate its usefulness if it were to be selected to be included in a BARS metric. As a simpler example, consider an extended observation of a worker, which might include videotaped episodes of performance . The qualitative video could easily be used to develop a frequency count of a particular behavior . The task- oriented job analysis, involves an examination of the duties, tasks, and/or competencies required by a job, whereas a worker- oriented job analysis, involves an examination of the knowledge, skills, abilities, and other characteristics (KSAOs) required to successfully perform the work. Job analysis information is used for many purposes, including the creation of job- relevant selection procedures, performance appraisals and criteria, or training programs. Position analysis questionnaire is a particular analysis that is used to determine an individual\'s job characteristics and relates them to human characteristics. Personnel recruitment and selection. Personnel recruitment is the process of identifying qualified candidates in the workforce and getting them to apply for jobs within an organization. Personnel recruitment processes include developing job announcements, placing ads, defining key qualifications for applicants, and screening out unqualified applicants. Personnel selection is the systematic process of hiring and promoting personnel. Personnel selection systems employ evidence- based practices to determine the most qualified candidates. Personnel selection involves both the newly hired and individuals who can be promoted from within the organization. Common selection tools include ability tests (e. Performance management is the process of providing performance feedback relative to expectations and improvement information (e. Performance management may also include documenting and tracking performance information for organization- level evaluation purposes. An I. With candidates for employment, individual assessment is often part of the personnel selection process. These assessments can include written tests, aptitude tests, physical tests, psycho- motor tests, personality tests, integrity and reliability tests, work samples, simulation and assessment centres. Researchers have examined the effect of physical exercise, and staying vigorous at work. Sonnentag and Niessen (2. Individuals high on their general level of vigour at work, benefited most from recovery experienced over the course of several days. Results indicated that I/O psychologists should make attempts to reduce physical demands over older employees at work, to help improve their health and well- being. Practitioners should also design intervention programmes and preventive measures that focus on how to stimulate older employees\' engagement in community activities. Evidence indicates that training is effective and that these training expenditures are paying off in terms of higher net sales and gross profitability per employee. Many organizations are using training and development as a way to attract and retain their most successful employees. Similar to performance management (see above), an I. A training program is likely to include a summative evaluation at its conclusion in order to ensure that trainees have met the training objectives and can perform the target work tasks at an acceptable level. Training programs often include formative evaluations to assess the effect of the training as the training proceeds. Formative evaluations can be used to locate problems in training procedures and help I. Learning outcomes can be organized into three broad categories: cognitive, skill- based, and affective outcomes. An example is police officers acquire declarative knowledge about laws and court procedures. Skill- based is a learning outcome that concerns procedural knowledge and the development of motor and technical skills.
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Prince of Persia: Warrior Within (Game). The Prince of Persia: Warrior Within wiki last edited by Yummylee on 0. PM. View full history. Overview. A very different tone from its predecessor. Prince of Persia: Warrior Within is an action adventure game. Like its predecessor, Prince of Persia: The Sands of Time, it has a strong emphasis on platforming and combat against numerous opponents. Both of these aspects of gameplay exemplify the Prince\'s strength, agility, and acrobatic ability. The voice actor who portrayed the Prince in The Sands of Time, Yuri Lowenthal, has here been replaced in the role with a more gravelly performance by Robin Atkin Downes. One of the most obvious aspects of Prince of Persia: Warrior Within is its departure from the bright visuals of its predecessor. Inspired by the gritty aesthetics of games such as Silent Hill, and the angry, combat- focused tone of the incredibly popular recent release God of War, it presents a much darker artistic style and story. An additional controversial change to the franchise is the Prince himself, having adopted a harsher, rougher tone and conduct. These stylistic changes are justified by the story progression of the game; for seven years, the Prince has found himself hunted relentlessly by an unstoppable force, and the stress and strain have taken its toll on the Prince\'s charm and goodwill. What\'s left is a grim determination to survive. However, despite this, Warrior Within is still considered one of the most iconic examples of . Throughout the game, the Prince will pit himself against groups of enemies and the occasional one- on- one boss. In order to dispose of these opponents, the player uses special input sequences to perform combos. He is now able to dual wield and throw weapons. Additionally, the Prince may utilize the environment to his advantage, attacking while running along walls or swinging around pillars. One of Ubisoft\'s primary concerns was to improve the combat system, which was often perceived as repetitive and simplistic in The Sands of Time. New moves and abilities facilitate far greater variety in how players can deal with multiple enemies in more complex combat arenas. When the Prince ends an enemy is a particularly grisly fashion, the game will slow down and the camera will adopt a more cinematic angle. However, a common complaint is that Warrior Within removes the most distinctive, signature element of The Sands of Time\'s combat, namely being required to finish off your immortal enemies with the magical Dagger of Time; although the story makes it entirely reasonable that the Dagger is not present, simply hacking your enemies to pieces is considered much less unique. Puzzles. Warrior Within\'s puzzle elements are not particularly difficult but do rely on a lot of movement within the environment. Like its predecessor, puzzles are usually relegated to the switch, lever, door variety: push a button to open a door then run to the door before it closes. The Dahaka Chases. At certain moments in the game the Dahaka will find the Prince. When this happens the Prince will have to run for his life. Ubisoft added this new gameplay element to change up the flow of the game from a steady mix of combat and puzzles to add adrenaline- fuelled chase sequences where players have to think on your feet in order to figure out where to platform to stay a step ahead of the Dahaka. As the Prince, these will only occur in the present but as the Sand Wraith these will occasionally occur in the past. PoP: Warrior Within 1366x768 resolution? Is there anyway to set Warrior\'s Withing game resolution to 1366x768? Widescreen Gaming Forum Wiki. Prince of Persia Warrior Within PC-Full Game PC- Direct Game downloads Prince of Persia: Warrior Within Widescreen Patch. Warrior Within - Walkthrough Part. Either way these sequences will always end when players get to a time portal as the Dahaka can not pass the small waterfalls that cover the doorway to the time portal rooms. Whenever the Dahaka speaks it is backmasked, but if players rewind time after he speaks then it will be played normally. Plot Synopsis. For the seven years after Prince of Persia: The Sands of Time, the Prince of Persia has been hunted by the invincible Dahaka, the Guardian of the Timeline, a physical manifestation of fate. In releasing the Sands of Time from their hourglass, the Prince was cursed to inevitably die, the source of the visions of the future he saw in that game where he died. However, by manipulating the Sands, the Prince was able to reverse time so that he never opened the hourglass in the first place, cheating death and preventing himself from ever being cursed. Because of this, the Dahaka has been dispatched by fate itself to kill the Prince and forcefully make him live up to his fate: . The Prince sets sail; his mission: to use the portals through time that are present on the island to go back to a time before the Sands of Time were created, and prevent the Empress of Time, lord of the Island, from creating them in the first place. This will alter the timeline and undo the Prince\'s mistakes: if the Sands of Time never existed in the first place, the Prince will never have been able to open them, so that the Dahaka will have no quarrel with him. Unfortunately, the Prince\'s ship is attacked by the Empress\' loyal lieutenant, Shahdee, and a large group of soldiers. The entire crew is slaughtered, and the ship is set ablaze. Browse and play mods created for Prince of Persia: Warrior Within at Mod DB. When the Prince faces Shahdee in combat, he gets the upper hand for a moment, but she effortlessly turns the tables, and the Prince is thrown overboard. He manages to drift ashore and follows the woman into the Fortress that the Island centres around. During his pursuit, he discovers the magical, time- manipulating portals that he came to exploit in the first place, and learns how to activate them and travel between the present and some unspecified point far in the distant past. After travelling through a portal for the first time, the Prince finds that the medallion he wears in his chestplate, a keepsake of his lost love affair with Princess Farah, has been energized with the power of the Sands of Time, and it allows him to access time- control powers similar to those granted to him in the first game by the Dagger of Time. Using the portals to travel into the deep past, the Prince encounters Shahdee attempting to murder a helpless woman in red, Kaileena. The Prince kills Shahdee, and the rescued Kaileena explains to him that she is a servant to the Empress of Time. Universal Widescreen Patcher: A Other/Misc Need for Speed: Underground 2. Warrior Within Sim City 4 Star Wars: Knights of the Old Republic Star Wars.She also explains to the Prince that to gain an audience with the Empress of Time, he must activate mechanisms in two towers, which will open the doors to her throne room. Kaileena aids the Prince by giving him weapons which are used to progress through the towers. During his quest, the Prince encounters a shadowy creature that always vanishes into the shadows, but shows signs of being hostile to him, such as throwing an axe at the Prince and just barely missing. The Prince and Kaileena. After activating the Garden Tower and Mechanical Towers, the Prince is attacked by the Dahaka and is almost killed, but the shadowy creature from before appears and is accidentally killed in his place. Immediately afterwards, the Dahaka inexplicably leaves. The Prince eventually succeeds in reaching the throne room only to discover that Kaileena is the Empress of Time. She has foreseen her own death by the Prince\'s hands while viewing the Timeline, and has been trying to avoid her fate by killing him. They engage in mortal combat, and the Prince somewhat reluctantly kills Kaileena. He returns to the present, satisfied that Kaileena will never be able to create the Sands of Time. To his horror, he discovers that Kaileena\'s body has become the Sands. The Prince, in trying to change his fate, became an instrument of both his own fate and Kaileena\'s, and turned out to be directly responsible for the Sands of Time\'s creation. Still on the Island of Time, fleeing the Dahaka, the Prince discovers the Mask of the Wraith, an ancient artifact that allows its wearer to coexist with his past self in the same timeline. Placing the mask on his face, he transforms into the Sand Wraith, the very creature the Prince witnessed die at the hands of the Dahaka. Travelling back into the past through the sand portals, the Sand Wraith relives the same moments of the story from the . Eventually, after a long, difficult, and somewhat tedious journey, the Sand Wraith returns to the moment when he witnessed the Sand Wraith\'s death. Instead of rescuing the Prince, however, he allows the Dahaka to kill his past self. Appeased, the Dahaka vanishes, and as the past Prince dies, the Sand Wraith finds that he can now remove the mask, returning to human form and becoming the Prince of Persia once more. The Sand Wraith. Still in the past, the Prince continues his quest to undo the creation of the Sands of Time. Instead of killing Kaileena, he forces her through a sand portal into the present. It is at this point the game diverges into two alternate endings, dependant on whether or not the player has found and accessed all nine health shrines and earned their upgrades. With all the health upgrades unlocked, the Prince is given one last new weapon, the Water Sword, before the final boss fight. Without them, he must face the last encounter with the Scorpion Sword he previously found. Without the Water Sword. The Dahaka. The Prince kills Kaileena again after an even more difficult battle. The Dahaka reappears and takes Kaileena\'s body since it is now she who is out of place in the timeline. In doing so, the Sands of Time are erased from history, changing the Prince\'s fate just as he hoped he could. The Dahaka also claims Farah\'s medallion, another relic of the Sands, and then fades away, his task finally complete. Free and hopeful for the first time in seven years, the Prince sets sail for his home city of Babylon, but as the Prince approaches, he sees that his kingdom is aflame. He remembers the Old Man saying . The Dahaka reappears to claim her life since it is now she who is cheating fate. The Prince, however, strikes the Dahaka in an attempt to save Kaileena, and realizes that the magic of the Water Sword can actually harm the Dahaka.
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Metodologia De La Investigacion De Sampieri Pdf WriterMetodologia De La Investigacion De Sampieri Pdf MergeContenido Sobre los autores. 4 Estamos de acuerdo en que las hip Metodologia De La Investigacion 6ta ed - Roberto Hern. Asimismo, como sus ediciones antecesoras, es resultado de la opini. Se encuentra estructurada en cuatro partes: Primera: Los enfoques cuantitativo y cualitativo en la investigaci. Segunda: El proceso de la investigaci. Se conforma por los cap. Tercera: El proceso de la investigaci. Cuarta: Los procesos mixtos de investigaci. Sampieri Metodologia de La Investigacion - Free ebook download as PDF File (.pdf), Text File (.txt) or read book online for free. Carrera Interdisciplinaria de Especializaci.
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The National Earthquake Hazards Reduction Program: Past, Present, and Future. SPEAKERSCONTENTSINSERTSPage 1. TOP OF DOC8. 6–8. PS2. 00. 3THE NATIONAL EARTHQUAKE HAZARDSREDUCTION PROGRAM: PAST, PRESENT AND FUTUREHEARINGBEFORE THESUBCOMMITTEE ON RESEARCHCOMMITTEE ON SCIENCEHOUSE OF REPRESENTATIVESONE HUNDRED EIGHTH CONGRESSFIRST SESSIONMAY 8, 2. Serial No. 1. 08–1. Printed for the use of the Committee on Science.
Available via the World Wide Web: http: //www. Page 2. PREV PAGETOP OF DOCCOMMITTEE ON SCIENCEHON. BOEHLERT, New York, Chairman. LAMAR S. SMITH, Texas. National Earthquake Technical Assistance Program (NETAP) A Resource Guide for Regional and State Earthquake Program Managers Fiscal Year 2016. NIST is designated by Congress as the Lead Agency for the National Earthquake Hazards Reduction Program (NEHRP). This Office supports the NEHRP Secretariat Office, which coordinates the NEHRP research and implementation. CURT WELDON, Pennsylvania. DANA ROHRABACHER, California. JOE BARTON, Texas. KEN CALVERT, California. NICK SMITH, Michigan. ROSCOE G. BARTLETT, Maryland. VERNON J. EHLERS, Michigan. GIL GUTKNECHT, Minnesota. GEORGE R. NETHERCUTT, JR., Washington. FRANK D. LUCAS, Oklahoma. JUDY BIGGERT, Illinois. WAYNE T. TODD AKIN, Missouri. TIMOTHY V. JOHNSON, Illinois. MELISSA A. HART, Pennsylvania. JOHN SULLIVAN, Oklahoma. J. RANDY FORBES, Virginia. PHIL GINGREY, Georgia. ROB BISHOP, Utah. Page 3. PREV PAGETOP OF DOCMICHAEL C. BURGESS, Texas. JO BONNER, Alabama. TOM FEENEY, Florida. VACANCYRALPH M. HALL, Texas. BART GORDON, Tennessee. JERRY F. COSTELLO, Illinois. EDDIE BERNICE JOHNSON, Texas. LYNN C. WOOLSEY, California. NICK LAMPSON, Texas. JOHN B. LARSON, Connecticut. MARK UDALL, Colorado. DAVID WU, Oregon. MICHAEL M. HONDA, California. CHRIS BELL, Texas. BRAD MILLER, North Carolina. LINCOLN DAVIS, Tennessee. SHEILA JACKSON LEE, Texas. ZOE LOFGREN, California. BRAD SHERMAN, California. BRIAN BAIRD, Washington. DENNIS MOORE, Kansas. ANTHONY D. WEINER, New York. JIM MATHESON, Utah. Page 4. PREV PAGETOP OF DOCDENNIS A. CARDOZA, California. VACANCYSubcommittee on Research. NICK SMITH, Michigan, Chairman. LAMAR S. SMITH, Texas. DANA ROHRABACHER, California. GIL GUTKNECHT, Minnesota. FRANK D. TODD AKIN, Missouri. TIMOTHY V. JOHNSON, Illinois. MELISSA A. HART, Pennsylvania. JOHN SULLIVAN, Oklahoma. PHIL GINGREY, Georgia. SHERWOOD L. BOEHLERT, New York. EDDIE BERNICE JOHNSON, Texas. MICHAEL M. HONDA, California. ZOE LOFGREN, California. DENNIS A. CARDOZA, California. BRAD SHERMAN, California. DENNIS MOORE, Kansas. JIM MATHESON, Utah. SHEILA JACKSON LEE, Texas. RALPH M. HALL, Texas. Page 5. PREV PAGETOP OF DOCPETER ROONEY Subcommittee Staff Director. DAN BYERS Professional Staff Member/Designee. JIM WILSON Democratic Professional Staff Member. ELIZABETH GROSSMAN, KARA HAAS Professional Staff Members. JEREMY JOHNSON Staff Assistant. C O N T E N T SMay 8, 2. Witness List Hearing Charter Opening Statements Statement by Representative Nick Smith, Chairman, Subcommittee on Research, Committee on Science, U. S. House of Representatives Written Statement Statement by Representative Eddie Bernice Johnson, Minority Ranking Member, Subcommittee on Research, Committee on Science, U. S. House of Representatives Written Statement Witnesses: Page 6. PREV PAGETOP OF DOCMr. Lowe, Administrator, Federal Insurance Mitigation Administration; Director, Mitigation Division, Emergency Preparedness and Response Directorate (Federal Emergency Management Agency), Department of Homeland Security. Oral Statement Written Statement Biography Mr. Olson, President, Robert Olson Associates, Inc. Oral Statement Written Statement Biography Financial Disclosure Dr. Cluff, Director, Geosciences Department and Earthquake Risk Management Program, Pacific Gas and Electric Company. Oral Statement Written Statement Biography Financial Disclosure Dr. O\'Rourke, President, Earthquake Engineering Research Institute; Thomas R. Briggs Professor of Engineering, Cornell University. Oral Statement Written Statement Page 7. PREV PAGETOP OF DOCBiography Financial Disclosure Dr. Reaveley, Professor and Chair, Department of Civil and Environmental Engineering, University of Utah. Oral Statement Written Statement ATC–5. The Missing Piece: Improving Seismic Design and Construction Practices by the Applied Technology Council, 2. Biography Financial Disclosure Discussion Appendix 1: Additional Statements. Dr. Geological Survey, U. S. Department of the Interior. Written Statement Biography Dr. Nelson, Senior Advisor, Directorate for Engineering, National Science Foundation. Written Statement Biography Dr. Shyam Sunder, Chief, Materials and Construction Research Division, Building and Fire Research Laboratory, National Institute of Standards and Technology. Page 8. PREV PAGETOP OF DOCWritten Statement Biography Statement of the NEHRP Coalition Statement of the American Society of Civil Engineers (ASCE) Statement of Support for NEHRP Reauthorization, submitted by the Seismological Society of America Appendix 2: Answers to Post- Hearing Questions Anthony S. Lowe, Administrator, Federal Insurance Mitigation Administration; Director, Mitigation Division, Emergency Preparedness and Response Directorate (Federal Emergency Management Agency), Department of Homeland Security Appendix 3: Additional Material for the Record Building for the Future, NEHRP, 2. Anniversary Expanding and Using Knowledge to Reduce Earthquake Losses: The National Earthquake Hazards Reduction Program, Strategic Plan 2. THE NATIONAL EARTHQUAKE HAZARDS REDUCTION PROGRAM: PAST, PRESENT AND FUTUREPage 9. PREV PAGETOP OF DOCTHURSDAY, MAY 8, 2. House of Representatives,Subcommittee on Research,Committee on Science,Washington, DC. HOUSE OF REPRESENTATIVESThe National Earthquake Hazards. Page 1. 0PREV PAGETOP OF DOCReduction Program: Past, Present, and Future. THURSDAY, MAY 8, 2. P. M.–4: 0. 0 P. M. RAYBURN HOUSE OFFICE BUILDING1. Purpose On Thursday, May 8th, 2. Research Subcommittee of the House Science Committee will hold a hearing to examine the current status of the National Earthquake Hazards Reduction Program (NEHRP) in preparation for program reauthorization later this year. NEHRP is a long- term, comprehensive, multi- agency earthquake hazards mitigation program established by Congress in 1. Four agencies participate in this effort: the Federal Emergency Management Agency (FEMA), U. S. Geological Survey (USGS), National Science Foundation (NSF), and National Institute of Standards and Technology (NIST). WITNESSES (Note: The Subcommittee will also receive written testimony from USGS, NSF, and NIST.)Page 1. PREV PAGETOP OF DOCMr. Anthony Lowe is the Administrator of the Federal Insurance Mitigation Administration (FIMA), a division of the Emergency Preparedness and Response (EPR, formerly FEMA) Directorate of the Department of Homeland Security. He will be accompanied by Mr. Craig Wingo, Director of the FEMA Engineering Science and Technology Division. Dr. Cluff is the Director of Geosciences and Earthquake Risk Management for Pacific Gas and Electric Company, and also Chair of the USGS Scientific Earthquake Studies Advisory Committee. Cluff\'s expertise includes identification of seismic faults and their potential ground motion, and a member of the National Academy of Engineering. Dr. Thomas O\'Rourke is President of the Earthquake Engineering Research Institute (EERI), a nonprofit technical society of engineers, geoscientists, architects, planners, public officials, and social scientists. He is also a Professor of Civil and Environmental Engineering at Cornell University, and a member of the National Science Foundation Engineering Advisory Committee. His research interests include geotechnical engineering, earthquake engineering, lifeline systems, underground construction technologies, and geographic information technologies. Dr. Robert Olson is President of Robert Olson Associates, where he consults on areas of earthquake hazards mitigation, emergency management, disaster operations, recovery assistance, and public policy development. Olson served as Executive Director of the California Seismic Safety Commission. He has chaired numerous committees, including the Governor\'s Task Force on Earthquake Preparedness and the Advisory Group on Disaster Preparedness to the California Joint Legislative Committee on Seismic Safety. Page 1. 2PREV PAGETOP OF DOCDr. Reaveley is Professor and Chair of the Department of Civil and Environmental Engineering at the University of Utah. OVERARCHING QUESTIONS The hearing will address the following overarching questions: 1. What have been the notable accomplishments and shortcomings in the first 2. NEHRP? What is the current status of the program, and what is the appropriate level of funding? How should this funding be prioritized among various research and mitigation activities? How can Congress improve NEHRP strategic planning and coordination to foster a more unified effort to reduce earthquake hazards? How will NEHRP be affected by the recent transition of FEMA, formerly an independent federal agency, into the Emergency Preparedness and Response Directorate of the Department of Homeland Security? How can NEHRP accelerate the implementation of knowledge and tools developed from earthquake- related research? OVERVIEW/ISSUES Damaging earthquakes are inevitable, if infrequent. Most states face at least some danger from earthquakes, and total annualized damages in the United States are estimated to be about $4. The 1. 99. 4 Northridge earthquake in California (magnitude 6. U. S. The program was originally focused on research into geotechnical and structural engineering and earthquake prediction. Over time, researchers recognized that earthquake prediction was an unrealistic goal, and its focus was significantly de- emphasized within NEHRP, while efforts were expanded to include activities such as seismic retrofitting and rehabilitation, risk assessment, public education and outreach, and code development. NEHRP Agency responsibilities include: FEMA—overall coordination of the program, education and outreach, and implementation of research results; USGS—basic and applied earth science and seismic research; NSF —basic research in geoscience, engineering, economic, and social aspects of earthquakes. NIST—problem- focused R& D in earthquake engineering aimed at improving building design codes and construction standards.
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It is important, however, to remember. List of standardized tests in the United States. Otis-Lennon School Ability Test. ACT - formerly American College Testing Program or American College Test; CLT. Standardized Testing . There are two types of standardized testing instruments: norm- referenced tests and criterion- referenced tests (IRA/NCTE Joint Task Force on Assessment, 1. The former testing instruments yield scores that compare the examinee\'s scores to that of a representative sample (the normative group) of same- age or grade peers. The latter type of testing instrument involves comparing an examinee\'s score to a predetermined criterion (such as a school curriculum). Norm- referenced Tests. Academic achievement tests and cognitive tests, commonly referred to as IQ tests, are well known examples of norm- referenced, standardized tests given to individuals. Most norm- referenced test batteries include a manual and/or computerized scoring program that (1) provides information regarding the normative, or standardization, sample; (2) provides information on reliability and validity, (3) provides language and presentation of items administration and scoring information, and (4) provides guidelines for the interpretation of the test results. A coalition of unions and government reform groups are calling for a ban on standardized testing for New York’s school children in second grade and younger. Standardized Testing and Its Victims. Standardized testing has swelled and. Norm- referenced test performance is generally summarized as one or more types of scores such as age- equivalence, grade- equivalence, percentile rankings, stanine, scaled scores, indexes, clusters, or quotients (Mercer, 1. Newer editions of test instruments follow an item- response- theory procedure in their development which can allow for a new type of scores. These scores (called W- , Growth, Change- Sensitive, Growth- Score- Value) allow an examinee\'s performance to be measured against themselves by establishing the difficulty level of the items. Criterion- referenced Tests. Criterion- referenced tests are similar to norm- referenced tests in terms of administration, scoring, and format; however, they differ in terms of interpretation. Criterion- referenced test interpretation involves evaluating an examinee\'s performance in relation to a specific criterion. For instance, if a criterion were “the ability to subtract single digit numbers,” the interpretation would involve indicating simply whether or not the student answered the administered subtraction problem items correctly. A norm- referenced test interpretation, however, would involve whether this student correctly answered more questions compared to others in the normative group. Generally, criterion- referenced performance is summarized as percentage correct or represented as a grade- equivalent score (Weaver, 1. Witt, Elliot, Daly, Gresham, & Kramer, 1. Criterion- referenced tests are sometimes misunderstood. Although these types of test can involve the use of a cutoff score (e. Rather, the criterion refers to the content area domain that the test is intended to assess (Witt et al., 1. The quality, or adequacy, of any standardized testing instrument, whether norm- referenced or criterion- referenced, is directly empirically supported by both reliability and validity studies. Professional testing associations or organizations often publish standards that practitioners can refer to when evaluating the quality of a testing instrument. For instance, in the field of psychometrics, there is a set of standards titled, “Standards for Educational and Psychological Testing” which psychologists and other related practitioners can refer to when interested in the standards of test development or construction, fairness in testing, and testing applications. Additionally, practitioners can learn about the psychometric properties (e. Mental Measurements Yearbooks and Tests in Print, both available from the Buros Institute of Mental Measurements and housed within most major libraries (Mercer, 1. Test Critiques, available from Pro- Ed Publishers. Using standardized tests to conduct assessments is advantageous for several reasons. First, because standardized tests yield quantifiable information (scores, proficiency levels, and so forth), results can be used in screening programs (e. Second, standardized test results provide information regarding an examinee\'s areas of strength and weakness. Third, standardized test results allow a student to be compared to age- or grade- peers. Finally, standardized tests can be used to assess students\' progress over time (e. IRA/NCTE Joint Task Force on Assessment, 1. Witt et al., 1. 99. The most important advantage of results from a test administered in a standardized fashion is that the results can be documented and empirically verified. This then allows for the results to be interpreted and ideas about an individual\'s skills generalized. Although standardized testing is beneficial in some situations, its use has been criticized, specifically because such measures fail to inform instruction adequately. HOW STANDARDIZED TESTING DAMAGES EDUCATION. How do schools use standardized tests? The No Child Left Behind (NCLB) era has seen an unprecedented expansion of. Standardized administrations may not be possible for some students with disabilities. Some disabled students can take some test in the established standardized way with some accommodations. Some accommodations, however, can become modifications to the trait or concept attempting to be measured. Some other common criticisms or disadvantages of standardized tests are as follows: (1) standardized test items frequently are unrelated to those tasks and behaviors required in the classroom setting, (2) standardized test results reflect behavior or ability that has been measured during a single point in time and, as such, are greatly influenced by noncognitive factors (e. Fuchs & Fuchs, 1. Haywood & Tzuriel, 1. Quinto & Mc. Kenna, 1. Tzuriel, 2. 00. 1; Tzuriel & Samuels, 2. Partly due to the criticisms of standardized testing and the need to generate information that can more directly guide instruction, alternatives to standardized testing have arisen. While there are various alternatives, three of the most commonly used alternatives are curriculum- based assessment, dynamic assessment, and alternative, or portfolio- based, assessment approaches. Curriculum- Based Assessment. Although curriculum- based assessment (CBA) falls under the umbrella of criterion- referenced testing, it is thought of as an alternative to traditional, standardized norm- referenced academic testing. Curriculum- based assessment refers to a measurement method that relies on “direct observation and recording of a student\'s performance in the local curriculum as a basis for gathering information to make instructional decisions” (Deno, 1. CBA has also been referred to as direct assessment of the mastery of academic skills, and although models of CBA may differ, all share the common foundational assumption that one should assess what is taught, or more simply, “test what one teaches.” Typically, CBA approaches involve repeated assessment of specific academic skills (Lentz, 1. In each academic area, probes are developed (e. The curricular materials from the examinee\'s immediate learning environment are used to develop CBA probes. Given this, CBA provides a structured method for evaluating students\' performances on curricular assignments used in their actual academic setting. Generally, a student\'s responses are evaluated in terms of speed or proficiency, as well as for accuracy. Performance criteria are then developed to determine acceptable levels of student performance or mastery (Witt et al., 1. Normative sampling is one procedure employed for establishing mastery criteria (Idol, 1. This procedure involves collecting samples of average or acceptable student performance in the general education setting and using such samples to decide what the absolute mastery criteria should be. In some cases, a referred student may be so far below the levels of acceptable performance that a type of changing criterion design might have to be implemented. This type of design, which would allow the mastery criteria to reflect the classroom average, would permit a lowering of the criteria for subsequent instruction, and then allow the criteria to be made more stringent until the student reached the changed classroom average. Overall, the basic assumption of a CBA approach is that in evaluating students\' progress in reading and writing, researchers should observe them reading and writing in their academic environment, and should collect such data often so that they can efficiently ascertain whether a student is progressing adequately or falling behind. The ability to generalize from the results of CBA tests is limited. Dynamic Assessment. Dynamic assessment refers to a particular type of learning assessment that involves the use of an active teaching process (Lidz, 1. The goal of this teaching process is to “modify” an individual\'s cognitive functioning and to observe subsequent changes in the examinee\'s learning and use of problem- solving strategies. The primary goals of dynamic assessment are to (1) assess a student\'s ability to understand principles underlying a problem and to use that understanding to generate a solution, (2) assess the type and amount of teaching necessary to teach a student a specific rule or principle, and (3) identify any cognitive deficits and noncognitive factors that assist in explaining performance failures and to determine whether such factors can be modified by teaching alone (Lidz, 1. Dynamic assessment directly contrasts with static assessment procedures (i. A static test is usually based on a “question, record, and score” format wherein the examiner presents the question, records the examinee\'s response, and awards a prescribed number of points, based on the examinee\'s given response. The difference between static and dynamic assessment approaches stems from the paradigms from which they emerged. Static assessment generally involves “passive acceptance,” wherein a child\'s deficits or disabilities are accepted and the environment is modified to help the child work within any identified limitations (Haywood, 1. |
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