Resources and Materials. Check all that apply o Aligned to instructional purposes o Developmentally appropriate o Other Intervention Teacher in Room * Check all that apply o N/A o Co-Teaching o Working with students individually o Not involved in instruction o Other: Aide in Room * Check all that apply o N/A o Working with Students o Not involved in instruction o Other: Classroom Environment Classroom/Learning Environment * Check all that apply o Classroom environment is safe and conducive to learning o Instructional time is used effectively o Routines support learning goals and activities o Other: Student Engagement Student Activity * Check all that apply o Listening o Worksheet o Discussion o Reading o Small Group/Pairs Collaboration o Other: Student Response Levels * Check all that apply o Explain o Describe o Identify o Define o Recall o Recognize o Select o List o Not applicable or observable o Other: Student Reasoning Levels * Check all that apply o Predict o Infer o Classify o Compare o Summarize o Analyze o Evaluate o Generalize o Not applicable or observable o Other: Assessment
Resources and Materials. (List items that will be required for the SAE and note who (e.g., student, teacher, parent/guardian, employer) will provide the items.)
Resources and Materials. We provide a range of resources and materials to support the integration of design thinking into daily lessons, making learning engaging and practical.
Resources and Materials. The majority of the interviewed educators agreed that they were free to choose their own materials; however, some educators had materials provided by the administration. For example, Educator 3 said that the administration provided the materials for them to display in the room, which already does not suggest much choice or flexibility. However, others said that they had to look for the resources and materials themselves, and this was not always a positive experience. For instance, Educator 4 mentioned that she had to prepare didactic materials for 25 children, and sometimes when she did not have enough time for that, she would organize the children into groups of four or five, and let them share, although it was preferable for each child to have their own. Therefore, she said that it would be useful if there were more materials available from her kindergarten administration. Other educators said that there was so much variety of resources on the Internet, that the only things they needed was time, a printer and a laminator. There was also a mention of borrowing materials from other educators, and that “if the educator has worked for a long time, he would have materials” (Educator 8). The educator from the “ecological” kindergarten (see sub-section “kindergarten direction” below for explanation) also said that their materials had to be “updated” more often because they were mostly natural, such as leaves, for example. The only music teacher, who was interviewed, said that she did not have the resources that she needed, such as musical instruments and musical equipment such as a music center and a microphone. Overall, there seems to be sufficient freedom and flexibility in the use of resources and materials, with some educators accepting these from the administration. However, in some cases, there seems to be concerns about the lack of materials and resources to choose from, leading to educators modifying their teaching activities or to putting a lot of effort into seeking or producing these resources themselves The next theme explored the extent to which educators were free and have the flexibility to set up and decorate their classroom. Room Design. As far as room design was concerned, there seemed to be some flexibility and freedom within a certain framework. Several educators said that their classroom had to reflect the five learning areas from the National Standard – Health, Communication, Arts, Cognition, and Society. Others just mentioned some zones, ...
Resources and Materials. ● PhD scientists trained in omics dataset generation, analysis, and interpretation ● Computing resources including high-speed internet, server support, computers, monitors, and other computer peripherals ● Licenses of Qiagen software (IPA and CLC genomics workbench) ● R programming and related software ● Historical data from experiments comparing Ampion to control treatment with full experimental design and details. Data not received in IPA upload format will require processing ● Raw omics data from future experiments comparing Ampion to control treatment with full experimental design and details · Network access to M drive ● Fees related to publication of manuscripts, color figures, and manuscript open access Methodology Raw omics data analyses The CLC genomics workbench will be used to process raw RNA sequencing (FASTQ) files through a workflow that includes sequence trimming, quality control, genomic alignment, and quantification of reads. Statistical analyses of omics (transcriptomics, proteomics, and metabolomics) count data will be performed in R programming software [1] with the DESeq2 [2] package. To determine differences in target molecule regulation by Ampion log2 fold-changes, p values, and adjusted p-values will be calculated. Genes with an adjusted p-value < 0.05 will be considered differentially expressed.
Resources and Materials. (i) EBM shall at all times maintain the capacity and resources, including but without limitation to, as to plant, machinery and appropriately trained and experienced personnel together with all applicable consents, licences and approvals to fulfil its obligations under this Agreement.
