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A Project of the Beloved Community Center 417 Arlington Street Greensboro, NC 27406 336.230.0001 office ~ 336.230.2428 fax May 8, 2015 Mr.
GREENSBORO SYMPHONY * Saturday may 2 2 shows!
¡Buenos días!, ¡Desde el observatorio ocupacional queremos decirte que han reabierto el Programa internacional de becas de Volvo Group (VOLVO INTERNATIONAL GRADUATE PROGRAMME)!, Fundamentalmente orientado a ingenieros. Puestos en Suecia y otros países. Información & solicitud: http://goo.gl/SN4CPv Para más información entra en nuestro Facebook Observatorio Ocupacional UMH (hipervínculo) Y para la revisión de CV y cover letter en INGLÉS, manda un mail a email@example.com Position Country State/Province United States North Carolina Greensboro Functional Area Logistics Sweden Västra Götaland Göteborg Logistics Group Trucks Operations Sweden Västra Götaland Skövde Engineering Group Trucks Operations United States * Flexible * Flexible Engineering Group Trucks Operations United States North Carolina Greensboro Engineering Group Trucks Operations United States Virginia Dublin Process Group Trucks Management Operations United States North Carolina Greensboro Engineering Group Trucks Operations Sweden Västra Götaland Göteborg Engineering Volvo Penta United States Virginia Dublin Engineering Group Trucks Operations United States Virginia Dublin Finance Group Trucks Operations Sweden Västra Götaland Göteborg Process Volvo Buses Management City/Town Entity International Graduate Programme – Manufacturing Logistics International Graduate Programme – Logistics Service Planner International Graduate Programme – Production Engineering Foundry International Graduate Programme – Manufacturing Engineer P&P International Graduate Programme ‐ Manufacturing Engineering P&P Mgr International Graduate Programme ‐ Material Control Business Process International Graduate Programme – Product Quality Engineer International Graduate Programme – Safety Compliance Engineer International Graduate ‐ Lean Manufacturing Analyst International Graduate Programme ‐ Senior Financial Analyst International Graduate Programme – Global Manufacturing Policy Deploym Group Trucks Operations International Graduate Programme – Logistic Developer 1 International Graduate Programme – Logistic Developer 2 International Graduate Programme – Logistic engineer International Graduate Programme–Project Mgr Manufacturing Engineering International Graduate Program – Logistics Project Manager International Graduate Programme – Continuous Improvement facilitator International Graduate Programme – Logistics Development Project Mgr International Graduate Programme – Price Management Specialist International Graduate Programme – Theoretical Optimization Specialist Sweden Västra Götaland Göteborg Logistics Group Trucks Operations Sweden Västra Götaland Göteborg Logistics Group Trucks Operations Belgium Oost‐Vlaanderen Gent (Oostakker) Logistics Group Trucks Operations Sweden Västra Götaland Skövde Engineering Group Trucks Operations United States North Carolina Greensboro Logistics Group Trucks Operations Belgium Oost‐Vlaanderen Gent (Oostakker) Logistics Group Trucks Operations India Karnataka Bangalore Logistics Group Trucks Operations Thailand Samut Prakan Bangsaothong Finance Group Trucks Sales Sweden Västra Götaland Göteborg Logistics Group Trucks Operations Andrés Brotons Llach Universidad Miguel Hernández Observatorio Ocupacional Programa HERMES prácticas y trabajo en el extranjero Edificio Rectorado y Consejo Social Avda. de la Universidad s/n 03202 Elche (Alicante) Télf.: 96 522 21 11 Email: firstname.lastname@example.org web: Programa HERMES (hipervínculo) Facebook: observatorioumh Skype: observatorio.ocupacional.umh
7:00AM-9:00AM WORKSHOP SCHEDULE PRECOR PLANT AND SHOWROOM EXPERIENCE 5704 Millstream Rd, Whitsett, NC 27377 (10 miles for campus) Tours by Advantage Sport and Fitness Workouts by Kyle Anderson, Assistant Director for Fitness, University of North Carolina Greensboro Visit the Precor Manufacturing Plant and Showcase.
CAUSE AN EFFECT Make dinner a selfless act by joining us for a fundraiser to support Greensboro Science Center.
2019 marks his fifth season managing within the Marlins system after spending four seasons as manager of the Gulf Coast Marlins and one as manager of the Single-A Greensboro Grasshoppers.
Clark, DDS, MS Greensboro, NC Jerry R.
OPEN-FACED MOLDS, GLOVE MOLDS, KEYED MOLDS, PUTTY SILICONE, LIQUID SILICONE, FILLED CANDIES, BAKING MOLDS, MOLDING SECRETS Sunday, September 27th, 12-6pm at The Forge 115 West Lewis St, Greensboro NC, 27406 Please contact Central Carolina Cake Club president LaToya Taylor via email at Buttercream2011@gmail.com ph# 336 681 4634 to sign up for this class and receive payment instructions.
experienced cloud user ➔ Project management skills with Basecamp and Microsoft Project ➔ Social media, marketing, and UX skills ➔ Excellent at troubleshooting technical problems ➔ Outstanding customer service skills Education University of North Carolina at Greensboro M.S.
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Imagine Music Festival-Atlanta, GA Iris Presents/Rush Lounge-Atlanta,GA Opera Nightclub-Atlanta, GA Lincoln Theatre-Raleigh, NC Diamond Concert Hall- Louisville, Kentucky HQ Lounge-Detroit, Michigan Peabodys Nightclub- Va Beach, Virginia The NorVA- Norfolk, VA Tempt- Murfreesboro, Tennessee The Granby Theater, Norfolk VA Mova Nightclub, DC Ibiza Nightclub, DC Raw Independent Arts festival DC Raw Independent Arts festival Richmond VA Club Orion, Greensboro NC Huntington Ale House, Huntington West Virginia The Bowery, Knoxville Tennessee Brinsons, Memphis Tennessee AND MORE Infexzion Social Media:
By God’s grace, we are also the brain behind ‘GHANA CALVARY METHODIST CHURCH’ in GREENSBORO, NORTH CAROLINA.
The last week of June, I will be in Greensboro, NC for the American Guild of Organists regional convention.
PRINCIPLES OF LEARNING AND LEARNING THEORY Principles of Learning and Learning Theory Hannah R. Hiles University of North Carolina at Greensboro 1 PRINCIPLES OF LEARNING AND LEARNING THEORY 2 What is learning? > Major Learning Theories: Gagné’s Hierarchy Much of our understanding of education and the teaching process comes from Robert Gagné, an early 20thcentury experimental psychologist who was primarily interested in learning and instruction. It was Gagné who gave us the most fundamental basis for the process of teaching and what the instruction process looks like. Gagné’s Hierarchy of Learning presents eight ways to learn, with each stage building on the lower levels, ensuring that the upper levels require greater skill and ability to conquer. From the bottom up they begin with Signal Learning. As it is at the very bottom of the hierarchy it is part of Pavlov’s “classical conditioning,” or the act of conditioning a subject to provide a desired response in conjunction with a predetermined signal. Next comes StimulusResponse Learning – a more advanced version of classical conditioning. It incorporates the use of schedules and rewards in the learning process. Chaining comes next, wherein a student begins to learn the ability to connect prior lessons together in an organized sequence. After Chaining comes Verbal Association. A higherlevel form of Chaining, Verbal Association is the same idea, but with those prior lessons being vocal in nature as opposed to physical. Note that only halfway up the hierarchy, we are finally at a point where the student is at a point where they are beginning to incorporate verbal skills – the magnitude of Gagné’s hierarchy and just how “basic” his most fundamental lessons are cannot be overstated. Discrimination Learning, Concept Learning, and Rule Learning are next and are very linked together. Discrimination Learning is the process of a student being able to form appropriate responses in an organized and precise way. Concept Learning follows this by PRINCIPLES OF LEARNING AND LEARNING THEORY 3 requiring that the student makes those same responses but now with the addition of categorization – that they respond the same way to the same stimuli, regardless of order or organization. Rule Learning eventually comes in, the second to last piece of Gagné’s hierarchy. The most complex part of Rule Learning is that it requires the student to not only learn relationships between situations and higher concepts but to also predict future situations and concepts (ie, to understand social rules even if they are in a social situation that is new). The final part of Gagné’s Hierarchy is Problem Solving. Gagné considered this the highest level of learning. Because it requires entirely independent cognition and no external stimuli, the student has to have mastered all previous levels in order to problem solve effectively. In Problem Solving, the student must be able to face complicated rules and situations and not know the answers – instead, he or she must know ways of getting to the answers (Singley 1989). Gagné saw that by working their way up through the levels, students could eventually have mastery of the task they were studying. This method also allowed for students to move at a pace that worked for their own abilities, as well as letting them stop and start again at any point and presenting the entire learning process as a journey rather than a means to an end (Clark 2004). > Major Learning Theories: Bloom’s Taxonomy This learning theory comes from a 1956 report that came to be known as “Bloom’s Taxonomy,” a form of learning through instruction that takes into account the intake of information through Cognitive (knowledgebased learning), Affective (emotionbased), and Psychomotor (actionbased). Much of instructional design that takes guidance from Bloom looks specifically at the Cognitive model of Bloom’s Taxonomy, and the six individual components that Bloom organizes in a hierarchy (similar to Gagné’s own hierarchy). For Bloom, the PRINCIPLES OF LEARNING AND LEARNING THEORY 4 hierarchy comes in the form of Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. It’s important when looking at Bloom’s hierarchy to see that, as with Gagné, each step leads to the next. The student begins with remembering materials – they can recall and repeat facts and answers from their longterm memory with ease. Once they can remember information they can proceed to understand it – one can memorize sums and figures or dates in history without actually understanding what they mean, but Bloom saw this second level of Understanding as an important moment in the educational process. Applying is the student’s use of the information they have come to understand – this will vary depending on the information they have, but the more they use the information at hand, the deeper their understanding of it will come. This leads directly into Analyzing, where a student can look at the work they are doing (their “application” in the previous state of the hierarchy) and determine cause and effect. This work of analyzing their lesson moves organically into Evaluating – if A causes B, and B is a problem, how can the student solve B? This stage of Evaluation is similar to Gagné’s final level of Problem Solving – it is the process of a student looking for the work they are doing and determining where the issues are, then finding for themselves what the solutions may be. Finally, the student can move into Creating. Unlike Gagné, Bloom didn’t see the educational process as stopping at Problem Solving – for him, the pinnacle of mastering a skill or learning something new came when the student was able to then take that information and do something unique with it. Bloom’s first edition of the Taxonomy had this final stage as “Knowledge,” but in 2001 (two years after his death), it was updated to “Creating” or PRINCIPLES OF LEARNING AND LEARNING THEORY 5 “Synthesizing”. This is the student’s ability to take unique and individual parts and put them together into a larger and more unified representation of the lesson or information they have been learning – a synthesis of their learned knowledge (Wineburg 2009). > Major Learning Theories: Behaviorism, Cognitivism, and Constructivism Behaviorism, Cognitivism, and Constructivism are three additional members of learning theory that cannot be neglected. Going back to Gagné’s “signal learning” and Pavlov’s “classical conditioning,” Behaviorism looks at the most simple behavioral changes in an organism. As Jordan et al point out, Behaviorists are quick to defend that they don’t believe learners don’t think, rather “they [researchers] mainly choose to ignore inaccessible mental processes and focus on observable behaviour” (2008). Cognitivism is a step up, branching into the mental processes of how we observe and then process our environments and what happens to us. While Behaviorism may be the kneejerk reactions, Cognitivism in learning relies on “developing effective ways of building schemata and processing information” (Jordan). Finally, in Constructivism, we see yet a further advancement in the realm of cognition. Instead of simply processing information as in Cognitivism, Constructivism is a school which is based on the educator taking a passive role in their pupil’s learning – instead of dishing out answers, they may use questions to inspire their students to probe deeper into their own understanding of the materials, and find their own answers within. Jordan et al note that while the flow between Constructivism and Cognitivism can be difficult to differentiate, Constructivism ultimately “focuses on what people do with information to develop knowledge” (2008).
Downtown Dash 5K Overall Times Place 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 Last Name Bath Celikoyar Tidey McLawhorn Pate Cone Godwin Simmons Dunn Lane Knowles Turlington Norris Baxter Salazar Hayes Blanchard Huff Perez Oliver Brewen Jackson Yaw Medina Espinosa Kittrell Clifton Blackman Barnhill Simonson Warren Chipman Nance Starling Webster Ferris Pickett Odom Giddens Shafer Sutton Brewen Newton Colvin Shaw Holland First Name Race # City Freddy 31 Clinton Daniel 159 Clinton William 99 Clinton Adrain 120 Clinton Christina 10 Clinton Wes 24 Clinton Chris 5 Clinton Marty 157 Winton Alex 154 Newton Grove Justin 60 Clinton Garrett 116 Clinton Lisa 64 Clinton Parker 135 Clinton Kim 96 Clinton Travis 130 Salemburg Steven 131 Clinton Jacob 75 Clinton Nicholas 115 Fayetteville Nicholas 151 Turkey Jennifer 51 Salemburg Cooper 49 Clinton Austin 140 Fayetteville Jesse 89 clinton Frank 97 Warsaw Esperanza 73 Fayetteville Jesse 128 Clinton Amanda 22 Clinton Ellen 71 Clinton Rebekah 7 Clinton David 72 Clinton Charles 27 Newton Grove Carl 61 Fayetteville Jackie 50 Clinton Erika 18 Clinton Zannah 125 Clinton Marissa 111 Salemburg David 117 Beulaville Carlin 40 Clinton Paul 123 Clinton Max 127 warsaw Carrie 15 Four Oaks Nick 48 Clinton Jessica 112 Clinton Nick 113 Greensboro Robert 149 Clinton Tiffany 66 Elizabethtown State NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC NC Gender Age male 16 male 23 male 34 male 42 female 26 male 26 male 40 male 26 male 28 male 25 male 22 female 50 male 11 female 13 male 24 male 24 male 15 male 26 male 48 female 32 male 12 male 14 male 20 male 31 female 31 male 28 female 26 female 30 female 25 male 47 male 30 male 54 female 35 female 38 female 23 female 18 male 33 male 13 female 41 male 15 female 25 male 14 female 23 male 26 male 23 female 29 Time 19:08 19:10 20:48 21:09 21:44 23:21 23:29 23:45 23:50 23:57 23:58 24:02 24:07 24:10 24:17 24:18 24:19 24:22 24:23 24:24 24:37 24:38 24:41 24:43 24:51 24:57 25:00 25:17 25:22 25:26 25:28 25:35 25:36 25:37 25:39 25:45 26:02 26:08 26:30 26:31 26:32 27:05 27:10 27:11 27:15 27:19 Downtown Dash 5K Overall Times 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 Taylor Pittman Chipman House Baxter Jenkins Whitted, Jr.
21 (hereinafter, “Randazza Decl.”), attached as Exhibit 1, at ¶¶9-10.) She obtained 22 a Bachelor of Fine Arts in art education from the University of North Carolina- 23 Greensboro, and a Master’s Degree in Elementary Education from Lesley 24 University.
Lithia Springs, GA Cedartown, GA Holly Springs, GA Bainbridge, GA Ellenwood, GA Suwanee, GA Winder, GA Dahlonega, GA Atlanta, GA Clayton, GA Jasper, GA Thomaston, GA Greensboro GA Calhoun, GA Dublin, GA 30122 30125 30115 39817 30294 30024 30680 30533 30324 30525 30143 30286 30642 30703 31021 This offer is valid only on purchases made between 6/2/2016 and 7/6/2016.
a lunch counter in Greensboro, no doubt a Racial progress?