34 resultados para Astrographic catalog and chart
Resumo:
Chart of estimate for work done on the Port Dalhousie and Thorold Railway by John Brown, contractor regarding the section between Geneva Street and the Thorold Station up to the 30th of June 1856. This document is burned on the edges. This does not affect the text, 1856
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Chart of estimate of work done on Port Dalhousie and Thorold Railway in the section between Geneva Street and Thorold Station of the Great Western Railway by John Brown for July, 1856. This is accompanied by a chart of an itemized list and a sheet of calculations, Aug. 1856.
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Chart of estimate of work done on Port Dalhousie and Thorold Railway in the section between Geneva Street and the Thorold Station of the Great Western Railway by John Brown for August, 1856.
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Chart of estimate for work done on the Port Dalhousie and Thorold Railway by Alex Morrison regarding construction of the coal wharf for the month of Jul. 1856. The document is signed by S.D. Woodruff, Aug. 24, 1856.
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Chart of estimate of work done on Port Dalhousie and Thorold Railway in the section between Geneva Street and Thorold Station of the Great Western Railway by John Brown for November, 1856. This is signed by S.D. Woodruff. The document is stained and damaged. Text is slightly affected, Nov. 1856.
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Chart of Port Dalhousie and Thorold Railway from St. Catharines to Thorold estimates. This document is slightly burnt and torn. Text is slightly affected. It is signed by S.D. Woodruff, Dec. 27, 1856.
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Chart of estimate of cost of Port Dalhousie and Thorold Railway extension Line no. 1 signed by Mr. Shanly, Mar. 12, 1857.
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Chart outlining Port Dalhousie and Thorold Railway cost of planks, bridge, railway crossing and approaches thereto, n.d.
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Chart of station 2, crop sections of the old back ditch on the south side of the feeder, station 45, station 118 and the total length from the culvert to lot no. 5. This is signed by Fred Holmes, April 13, 1857.
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Chart of final estimate of work done on section no.10, locks 24, 25 and 26 by Sharp and Quinn, contractors commenced Nov. 1843 and was finished May 1845.
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Chart of final estimate of work done between Port Dalhousie and lock no.2 by Robert Jobson, contractor. The work commenced Nov. 1846 and was finished April 1847 on sections A and B, July 1847.
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Chart of land drainage for the Welland Canal final estimate of work done on sections no.1, 2 and 3 on the road below lock no. 2 leading to Port Dalhousie. Work commenced Nov. 1846 and finished July 1847. Road work and the waste weir no.1 to Port Dalhousie work commenced Aug. 1847 and finished Sept. 1847, Nov.1, 1847.
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Chart of calculations regarding quarrying, cutting, transportation and cement, n.d.
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This research attempted to address the question of the role of explicit algorithms and episodic contexts in the acquisition of computational procedures for regrouping in subtraction. Three groups of students having difficulty learning to subtract with regrouping were taught procedures for doing so through either an explicit algorithm, an episodic content or an examples approach. It was hypothesized that the use of an explicit algorithm represented in a flow chart format would facilitate the acquisition and retention of specific procedural steps relative to the other two conditions. On the other hand, the use of paragraph stories to create episodic content was expected to facilitate the retrieval of algorithms, particularly in a mixed presentation format. The subjects were tested on similar, near, and far transfer questions over a four-day period. Near and far transfer algorithms were also introduced on Day Two. The results suggested that both explicit and episodic context facilitate performance on questions requiring subtraction with regrouping. However, the differential effects of these two approaches on near and far transfer questions were not as easy to identify. Explicit algorithms may facilitate the acquisition of specific procedural steps while at the same time inhibiting the application of such steps to transfer questions. Similarly, the value of episodic context in cuing the retrieval of an algorithm may be limited by the ability of a subject to identify and classify a new question as an exemplar of a particular episodically deflned problem type or category. The implications of these findings in relation to the procedures employed in the teaching of Mathematics to students with learning problems are discussed in detail.
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Attributed to Peter Augustus Porter--National Union Catalog, pre-1956 imprints.