945 resultados para Virginia. State Library Board


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Vibrio vulnificus is a gram-negative pathogenic bacterium endemic to coastal waters worldwide, and a leading cause of seafood related mortality. Because of human health concerns, understanding the ecology of the species and potentially predicting its distribution is of great importance. We evaluated and applied a previously published qPCR assay to water samples (n = 235) collected from the main-stem of the Chesapeake Bay (2007 – 2008) by Maryland and Virginia State water quality monitoring programs. Results confirmed strong relationships between the likelihood of Vibrio vulnificus presence and both temperature and salinity that were used to develop a logistic regression model. The habitat model demonstrated a high degree of concordance (93%), and robustness as subsequent bootstrapping (n=1000) did not change model output (P > 0.05). We forced this empirical habitat model with temperature and salinity predictions generated by a regional hydrodynamic modeling system to demonstrate its utility in future pathogen forecasting efforts in the Chesapeake Bay.

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There is a growing consensus that an appropriate classroom environment will aid the performance of the pupil with autism spectrum disorder (ASD). There are, however, very few design guidelines available when considering ASD and the school environment. Such guidelines that do exist tend only to be in general terms. Therefore, this article seeks to highlight design considerations specifically for the ASD-friendly Key Stage 1 (age five to eight) classroom. It will first highlight some of the challenges for those with autism spectrum disorder in a school environment and the triad of challenges faced by architects and designers when considering ASD-friendly classroom design. It will then go on to describe the findings and results of a two-year study carried out in conjunction with the ASD teaching staff of Northern Ireland's Southern Education and Library Board. These consist of 16 specific design considerations for the Key Stage 1 ASD-friendly classroom applicable to all classrooms for pupils between five and eight years of age.

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Architects and designers have a responsibility to provide an inclusive built environment. However for those with a diagnosis of Autism Spectrum Disorder (ASD), the built environment can be a frightening and confusing place, difficult to negotiate and tolerate. The challenge of integrating more fully into society is denied by an alienating built environment. For ASD pupils in a poorly designed school, their environment can distance them from learning. Instead, if more at ease in their surroundings, in an ASD-friendly environment, the ASD pupil stands a greater chance of doing better.

However a difficulty exists in that most architects are not knowledgeable in designing for those with ASD. Any available design guidelines for architects tend, because of the inherent difficulties associated with a spectrum, to be general in their information. Therefore, if wanting to provide an ASD-friendly learning environment, there is a need to ensure that teachers, as the experts, can most clearly and effectively impart their knowledge and requirements to architects.

This paper sets out the challenges and difficulties inherent in the design process when designing for ASD. It then sets out an alternative strategy to the usual method of drawing-centric dialogue between teacher and architect by using models instead as a basis for a more common language. An ASD Classroom Design Kit was designed and developed by Queen’s University of Belfast Architecture students. It was then used by ASD teaching staff from the Southern Education and Library Board in Northern Ireland as a case study to trial its effectiveness. The paper outlines how the study was carried out before concluding with reflections by both teaching staff and architect on using the ASD Classroom Design Kit.

It is hoped that this paper will firstly highlight the need for better dialogue between expert and architect when considering ASD and the Built Environment and secondly, that it may encourage others to consider using models to convey their ideas and knowledge when designing, not just for ASD, but for other Special Educational Needs and disabilities.

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This document gives statistics on education, wealth, and earnings for South Carolina and comparisons of other states as a persuasive argument for spending more on education.

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This handbook issued by the South Carolina State Council of Defense provides a listing of contacts for the Council and 36 essays about the history of the war, current events, the role of America in the war, and peace efforts. The handbook concludes with essays and quotes from South Carolinians and with reports on how citizens can help with the war effort.

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This executive order by Governor Carroll A Campbell, Jr. orders an election be held in Woodford to elect a new city council member.

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The South Carolina State Library reports to the governor and the General Assembly an annual report that includes an organization chart, comparative summary of statistics, 1943-2007, report of programs of the State Library, directory of public libraries, colleges and institution, and institutional libraries, and library statistics 2006-2007.

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This proclamation from Governor Mark Sanford proclaims November 7 9, 2003, as the 40th Anniversary of Bible Way Church of Atlas Road.

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This proclamation from Governor Mark Sanford proclaims November 2 - 9, 2003 as WIS-TV 50th Anniversary Week.

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This proclamation from Governor Mark Sanford proclaims October 30, 2005 as Cornerstone Baptist Church 100th Anniversary Day.

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This proclamation from Governor Mark Sanford proclaims November 8 – 14, 2004 as Penn Center Heritage Days.

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This is a reprint of a book published in 1932. The State Department of Education of South Carolina, did an intensive study during the summer of 1931 of the problems, needs, and possibilities of the type of opportunity school conducted annually in South Carolina. The purpose and scope of the study, the steps taken, and the findings and interpretations are presented in the chapters in this book.

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Each year the South Carolina Department of Natural Resources reports to the Office of State Budget that includes the agency's mission, goals and objectives to accomplish the mission, and performance measures regarding the goals and objectives.

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Each year the South Carolina Department of Natural Resources reports to the Office of State Budget that includes the agency's mission, goals and objectives to accomplish the mission, and performance measures regarding the goals and objectives.

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Each year the South Carolina Department of Natural Resources reports to the Office of State Budget that includes the agency's mission, goals and objectives to accomplish the mission, and performance measures regarding the goals and objectives.