Assessment story-based

In September, 2005, I spent two weeks as an independent volunteer at Kelly Air Force Base in San Antonio, Texas where between 2,000 and 4,000 Katrina evacuees were cared for daily. I worked along with local professionals in a satellite mental health clinic at the base. We spent time roaming in the huge dormitories to talk with folks informally, provide support, and identify individuals and families who might benefit from more specific services in the clinic itself. In the clinic, we provided assessments of mental health needs arranged for assistance with practical matters such as securing prescriptions provided counseling around issues such as insomnia, flashbacks, anxiety and provided support as people told their stories of horror. 

A second common arena in which students encounter story problems is the standardized test. The analysis here is based upon the CAP tests given to every third-, sixth-, and eighth-grade student enrolled in California public schools in 1989. Each test had multiple forms and contained many arithmetic story problems. A full description of the tests can be found in the reports issued annually by the California Department of Education (e.g., California Assessment Program, 1986). 

In this Chapter I claim that the temporal aspect of chemical structure has been neglected relative to the energetic one and offer an historically based explanation for this neglect. I then discuss recent work that enriches our conception of molecular and supermolecular structure by attending more closely to their temporal dimension. The final pages contain my assessment of why this story in particular and chemistry in general might merit the attention of philosophers. 

Physics education research conducted primarily in North American university and K-12 school contexts over the last 20 years has created a rich literature of assessment instmments, pedagogies, instmctional strategies, and reform project success stories. Collaborative Workshop Physics (CWP) is an instmctional strategy designed to adapt and implement best practices and content from this corpus of work to an introductory calculus-based physics course for engineering undergraduate students at KU of science, technology, and research in the UAE. 

Tables 2.1 and 2.2 give the base scores and penalty scores for each parameter, respectively. The relationship between the seismic hazard zones, number of stories and base scores is given in Table 2.1, and the current seismic zone map and soil types in the code in Table 2.3. The performance score is calculated via Eq. (2.1). Here, yes or no type of assessment is made for aU parameters having negative influence, except for the apparent quality and building adjacency. The influence indices (li) for these parameters take a value of 0 for no and 1 for yes . If the apparent quality assessment is good , the influence index is 0, for moderate it is 1 and for poor 2. Table 2.4 gives influence indices for each parameter.

Conditional Spectra, Fig. 4 Risk-based assessments of (a) peak story drift ratio and (b) peak floor acceleration of a 20-story reinforced concrete frame stmcture obtained... 

Conditional Spectra, Fig. 5 Intensity-based assessments of peak story drift ratio (median and logarithmic standard deviation in (a) and (b) respectively) of a... 

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