Dr Martens Vegan Blaire Cherry Red Cambridge Brush Black Soft Pu Sandals BPS5pxLNPa

Dr. Martens Vegan Blaire Cherry Red Cambridge Brush Black Soft Pu Sandals BPS5pxLNPa
The Dr. Martens Vegan Blaire sandal has a stylish vegan-friendly construction that will enliven every summer look! Vegan-friendly synthetic upper made with zero animal byproducts. Features classic Doc's DNA including grooved sides yellow stitching and a scripted heel-loop. Leather ankle strap with adjustable metal buckle. Goodyear® welted construction provides durability with an upper and sole that are heat-sealed and sewn together. Soft breathable man-made lining. Lightly cushioned man-made footbed with arch support provides underfoot comfort. Slight wedge and platform for an empowering boost. Built on the super-lightweight Ziggy outsole with a ripple tread. Imported. Measurements: Heel Height: 2 in Weight: 12 oz Platform Height: 1 1 2 in Product measurements were taken using size UK 6 (US Women's 8) width M. Please note that measurements may vary by size. Weight of footwear is based on a single item not a pair. (Docs Martins)
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For the highest quality of details and finish, look no further than our detached two-storey, four-bedroom Exclusive Lodges.

Enjoy a range of luxury touches, including housekeeping service, flatscreen TVs in bedrooms, en-suites and a fully-equipped kitchen, as well as some spectacular added extras.

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Foundational Skills Toolkits Overview

How It Works

The IRLA Toolkits provides specific small-group strategy lessons to match the IRLA’s developmental reading taxonomy. Simply put: The IRLA identifies the WHAT (each child needs to learn next) and the toolkit delivers the HOW (to teach it).

Explicit lessons and hands-on tools provide systematic instruction that builds developmentally. The IRLA Toolkits allow teachers to change from traditional static guided reading groups to a model where students move from group to group as they master specific skills allows students to move at different paces and delivers better results for struggling subgroups.

Guided Reading sets included in the IRLA Toolkits are selected to teach specific skills at each stage of reading acquisition. Guided Reading Lessons include decoding practice, text specific questions, spelling, and phonics lessons.

IRLA Developmental Reading Taxonomy Research Base

The theory of action behind individual IRLA levels, based on independent research.

See the Research

Why a Structured Phonics Program is Effective

David Liben, Student Achievement Partners, and David D. Paige, Bellarmine University, explore the importance and effectiveness of structured phonics—specifically naming American Reading Company's IRLA and IRLA Toolkits as one of the structured phonics programs that gets it right.

Read the Full Article

Measurement Incorporated Supports Claims of IRLA Effectiveness

In a 2014 study conducted by Measurement Incorporated, an industry leader in delivering research and evaluation services to educational institutions, experts and practitioners alike agree that the IRLA® formative assessment framework does indeed offer a multitude of benefits for students, teachers, parents, and administrators.

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IRLA Report Overview: Ten Proven Claims

Summary of the Research Base for the IRLA Sequence of Skills


Atlantic City Charter School

With ongoing professional development, grade-level instruction with project-based learning, increased strategic intervention for students struggling with Foundational Skills, Atlantic City Community Charter School ended the school year 2015–2016 with 80% of students able to read grade-level text with basic comprehension.

What Users are Saying

"The Foundational Skills Toolkit is a wonderful tool to help empower teachers on how to help bridge the gap between what our students know and what they don't know. The Foundational Skills Toolkit provides teachers with the material and lessons to meet each student's needs using the same language and system." —Leah Perrucci, School-Based Teacher Leader Bayard Taylor Elementary School, PA

"Now that I have the Foundational Skills Tool Kits my reading instruction is a lot more structured and I know exactly where my students are performing and how to bring my students to the next level." –Gabrielle Miller, Kindergarten Teacher Atlantic City Charter School

"With the IRLA, I look forward to assessing my students because of the wealth of relevant information I glean about my young readers." —Catherine Crenshaw, Fourth Grade Teacher Beaverton, Oregon

Please select your State Standards.

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In many of the aforementioned advection schemes the behavior in multiple dimensions is not necessarily as good as the one dimensional behavior. For instance, a shape preserving monotonic scheme in one dimension can have severe shape distortion in two dimensions if the two components of horizontal fluxes are treated independently. There is a large body of literature on the subject dealing with this problem and among the fixes are operator and flux splitting methods, corner flux methods, and more. We have adopted a variant on the standard splitting methods that allows the flux calculations to be implemented as if in one dimension:

(2.151) τ n + 1 / 3 = τ n Δ t ( 1 Δ x δ i F x ( τ n ) τ n 1 Δ x δ i u ) τ n + 2 / 3 = τ n + 1 / 3 Δ t ( 1 Δ y δ j F y ( τ n + 1 / 3 ) τ n 1 Δ y δ i v ) τ n + 3 / 3 = τ n + 2 / 3 Δ t ( 1 Δ r δ k F x ( τ n + 2 / 3 ) τ n 1 Δ r δ i w )

In order to incorporate this method into the general model algorithm, we compute the effective tendency rather than update the tracer so that other terms such as diffusion are using the n time-level and not the updated n + 3 / 3 quantities:

Contract awarded: ODI brief winning company:

Up against bureaucracy, internal resistance and a cautious organisational culture, innovators within government can often feel at a loss. After all, pushing for change can be a lonely business. It is essential, therefore, to give these innovators the opportunity to connect with and learn from their peers – people pushing for a similar change in a different context.

This is the basis of the peer-to-peer methodology that underlines the ODI’s open data peer-learning programme, the Open Data Leaders Network (ODLN).

The programme aims to help open data leaders in government identify and engage open data users, develop an open data policy, and communicate the value of open data within government.

In July 2017, the ODI – supported by the OD4D network – facilitated a regional version of the programme in Accra, Ghana, called the African Open Data Leaders Network (AODLN). Eight countries were represented from across the continent, including Kenya, Uganda, Ethiopia, Ghana, Nigeria, Burkina Faso and Mauritania.

Prior to the programme, the ODI team conducted a learning needs analysis of people working in government around the world and surveyed past participants of the programme to evaluate their needs and desired learning outcomes. Based on this, we shaped the agenda around expert sessions on specific themes, including identifying and understanding users, communicating with internal and external stakeholders and developing an open data policy. The team also incorporated regular opportunities for reflections each day to consolidate learning, chances for informal group learning and visits to local innovators in the area.

With a regional version of the programme came unique challenges, including the importance of providing local examples of open data success within government, accommodating for different levels of expertise in the field, and balancing different learning styles.

Local case studies are important

As part of the AODLN programme, leaders were given examples of open data being used in both African and international governments in order to help strengthen participants’ advocacy work by allowing them to reflect on what has and hasn’t worked in open government data initiatives and why.

Regional case studies were explored, with stories shared by our Tanzania-based ODI Registered Trainer, Emanuel Feruzi. Emanuel shared compelling stories of African open data initiatives which were attempting to tackle major societal problems experienced on the continent, such as poverty, lack of education and corruption. This included projects on which he had worked personally, such as Data Zetu , a Tanzanian initiative which empowers communities to make more evidence-based decisions to improve their lives. Another was the Edo State Open Data Initiative , a Nigerian regional government open data initiative. With these case studies cutting to the core of problems faced by our participants’ communities, the conversation was much more animated, with many discussing ways in which these types of projects could be replicated in their local contexts.

This connection with regional examples suggests the need to build a sustainable portfolio of African open data case studies. Enabling open data advocates to point to other success stories could inspire and motivate the use of open data on the continent.

Accommodate for different knowledge levels

The AODLN leaders came from diverse professions within open data, from project managers to policymakers to data scientists. Specialising in different areas, they also had respective gaps in understanding. A data scientist may not know how best to communicate the importance of their open data initiative, for example, while a policymaker may be less able to explain the technical aspects of open data. The more advanced a country’s initiative, the more likely its open data leader is to have an enriched understanding of open data.

To bridge different levels of open data expertise, the ODI convened a panel of experts to conduct an ‘open data 101’ session. The panel was formed of local ODI Registered Trainer, Emanuel Feruzi, the ODI’s International Development Manager Fiona Smith and David Selassie Opoku from Open Knowledge International’s School of Data, who grappled with questions from “is there a universally accepted definition of open data?” to “how can open data be accessible and attractive to all citizens?”. Often, these questions stimulated wider discussion, with participants adding in follow-ups or querying the panel’s answers.

This kind of collaborative QA allowed participants to address the gaps in their understanding in a supportive and informal environment, and turned out to be one of the sessions most valued by our participants.

Balance peer-learning with formal training

Peer-learning programmes often have to strike a tricky balance between delivering new training content and creating a platform for first-hand knowledge to be shared by participants of what works in specific cultural and professional contexts.

Based on our aforementioned learning needs analysis, we made a concerted effort to ensure that content-heavy training was balanced with interactive exercises, allowing participants to learn from each other. In practice, this meant ensuring that sessions were highly participatory and practical – with participants engaging in activities such as ‘speed networking’ or learning to pitch their initiatives to different audiences.

Another approach employed by the team was allowing for guided reflection time at the end of each day of the programme, asking participants to share their main takeaways, things that they found challenging and questions that they hadn’t yet had the opportunity to ask. This helped to create an open environment where participants felt comfortable questioning and challenging the content of the training, allowing the trainers to easily and creatively adapt the sessions during the programme in response to the developing needs of the participants. In practice, this meant rearranging or adapting the content based on its relevance to a particular group of participants – for example, re-adjusting the last day of our programme to focus more on the practical steps of writing an open data policy, as this was a challenge faced by most of our group.

Sustaining the impact of the programme

Overall, the programme was well received, with participants saying they valued the opportunity to network and create new professional connections within the world of open data.

Our focus has now been on sustaining the success of the initiative beyond our programme. In order to allow participants to keep in contact, the team set up a Whatsapp group in which participants have also been sharing opportunities and challenges. Participants have been discussing opportunities to work together within their regional blocs, in order to create strong regional networks of people working within open data.

Our hope is that the AODLN leaders will continue to collaborate and participate in local-led initiatives such as the African Open Data Network (AODN) led by the Local Development Research Initiative, which brings together open data enthusiasts across sectors to help progress the development agenda on the continent.

The OD4D programme is managed by Canada’s International Development Research Centre (IDRC) It is a donor partnership with the World Bank , the United Kingdom’s Department for International Development (DfID) , and Canada’s Department of Foreign Affairs, Trade, and Development (DFATD) .

It’s been very interesting I met a lot of new people. Sometimes you actually think you’re ahead of the pack but you come across ideas and you think “we haven’t thought of that, let’s implement that”. So it definitely has been an eye opener.

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