1,722,419 research outputs found
Anla 2018
No full text<p>>><a href="http://www.sarkisisozu.com/2018/08/anla-sarki-sozleri-ahmet-yalcin.html"><strong>anla sözleri</strong></a><<</p
Guía de participación ciudadana para el licenciamiento ambiental
No full textLa ANLA, a través del desarrollo de instrumentos técnicos que permitan implementar el
sistema de evaluación ambiental establecido en la normativa colombiana, busca ser
garante del desarrollo sostenible en beneficio de las generaciones presentes y futuras,
y velar porque se surtan los mecanismos de participación ciudadana de que trata la ley,
relativos a licencias, permisos y trámites ambientales. En tal sentido, desde la Subdirección de
Instrumentos, Permisos y Trámites Ambientales se han venido apoyando las propuestas
técnico-normativas para la actualización de los términos de referencia de proyectos, obras y
actividades objeto de licenciamiento ambiental y de la Metodología General para la
Presentación de Estudios Ambientales, dentro de lo cual se han unificado los aspectos en
torno a los lineamientos de participación y son insumo para la elaboración de la presente Guía.The ANLA, through the development of technical instruments that allow the implementation of the environmental assessment system established in Colombian regulations, seeks to be a guarantor of sustainable development for the benefit of present and future generations, and to ensure that the mechanisms for citizen participation established by law are fulfilled in relation to environmental licenses, permits, and procedures. In this regard, the Sub-Directorate of Environmental Instruments, Permits, and Procedures has been supporting the technical and regulatory proposals for updating the terms of reference for projects, works, and activities subject to environmental licensing and the General Methodology for the Presentation of Environmental Studies. Within this framework, aspects related to participation guidelines have been unified and serve as input for the development of this Guide
Memorias capacitación ANLA
No full textMemorias de las capacitaciones realizadas por el Instituto de Investigación de Recursos Biológicos Alexander von Humboldt, a la Autoridad Nacional de Licencias Ambientales, ANLA los días 21 y 22 de mayo de 2020BogotáGestión Territorial de la Biodiversida
ANLA Bulletin, Fall 2006
No full textMessage from the ANLA President -- News -- Notes from your PDO -- Policies and Procedures -- Tribute to Doris Saunders -- Local Authors in the Archives -- Intangible Evidence -- Publications -- Info -- About Us -- Application for ANLA membershipANLA Bulletin: The official organ of the Association of Newfoundland and Labrador Archivists, renamed the Association of Newfoundland and Labrador Archives in 1994, published 1983-current. This site contains issues for the years 1983 to 2005. Issues after this date are available on the website of the Association of Newfoundland and Labrador Archives, http://www.anla.nf.ca/index.php. Issues include numerous photographs
ANLA Bulletin, Summer 2007
No full textMessage from the ANLA President -- News -- Notes from your PDO -- Policies and Procedures -- Tribute to Doris Saunders -- Local Authors in the Archives -- Intangible Evidence -- Publications -- Info -- About Us -- Application for ANLA membershipANLA Bulletin: The official organ of the Association of Newfoundland and Labrador Archivists, renamed the Association of Newfoundland and Labrador Archives in 1994, published 1983-current. This site contains issues for the years 1983 to 2005. Issues after this date are available on the website of the Association of Newfoundland and Labrador Archives, http://www.anla.nf.ca/index.php. Issues include numerous photographs
ANLA Bulletin, Vol. 20, No. 2, Summer-Fall 2004
No full textMessage from the President -- Notes from your PDO -- Cochrane Street United Church Archives and Museum -- Lillian Stevenson Archives/Museum -- Amendments to the Canadian Copyright Act -- ANLA/LAC Consultation Meeting -- Impact of CCA-funded programs on the activities of ANLA -- Recent Workshops: Distance education: ANLA's Teleconference Preservation and Conservation Workshops -- Preservation and Conservation: device to assist in the making of phase boxes -- Recent special events: Culture Works: Careers in Heritage and the Arts -- Member News -- Notes from ANLA -- Upcoming Events -- Reports from the annual general meeting -- ANLA Committees 2004-2005ANLA Bulletin: The official organ of the Association of Newfoundland and Labrador Archivists, renamed the Association of Newfoundland and Labrador Archives in 1994, published 1983-current. This site contains issues for the years 1983 to 2005. Issues after this date are available on the website of the Association of Newfoundland and Labrador Archives, http://www.anla.nf.ca/index.php. Issues include numerous photographs
ANLA Bulletin, Vol. 20, No. 1, Winter-Spring 2004
No full textMessage from the President -- Notes from your PDO -- Cochrane Street United Church Archives and Museum -- Lillian Stevenson Archives/Museum -- Amendments to the Canadian Copyright Act -- ANLA/LAC Consultation Meeting -- Impact of CCA-funded programs on the activities of ANLA -- Recent Workshops: Distance education: ANLA's Teleconference Preservation and Conservation Workshops -- Preservation and Conservation: device to assist in the making of phase boxes -- Recent special events: Culture Works: Careers in Heritage and the Arts -- Member News -- Notes from ANLA -- Upcoming Events -- Reports from the annual general meeting -- ANLA Committees 2004-2005ANLA Bulletin: The official organ of the Association of Newfoundland and Labrador Archivists, renamed the Association of Newfoundland and Labrador Archives in 1994, published 1983-current. This site contains issues for the years 1983 to 2005. Issues after this date are available on the website of the Association of Newfoundland and Labrador Archives, http://www.anla.nf.ca/index.php. Issues include numerous photographs
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Anla ve çöz! stratejisi'nin hafif düzeyde zihinsel yetersizliği olan öğrencilerin matematik problemi çözme becerisindeki etkisinin belirlenmesi
No full textBu araştırmanın amacı Anla ve Çöz! Stratejisinin; hafif düzeyde zihinsel yetersizliği olan öğrencilerin; a) bir aşamalı toplama ve çıkarma işlemi içeren değişim problemlerini çözmelerinde, b) matematik algılarında, matematiğe ve matematik problemi çözmeye ilişkin tutumlarında, matematik problemi çözme strateji bilgileri, kullanımı ve kontrolü niteliksel olarak değişmesinde, c) bir aşamalı toplama ve çıkarma işlemi içeren değişim problemlerini çözme kazanımlarını 3, 5 ve 8 hafta sonra sürdürmelerinde, d) bir aşamalı toplama ve çıkarma işlemi içeren değişim problemlerini çözme performanslarını ve kullandıkları stratejileri sınıf ortamına genellemelerinde, e) bir aşamalı toplama ve çıkarma işlemlerini içeren sınıflama ve karşılaştırma problemlerine ve iki aşamalı toplama ve çıkarma işlemlerini içeren değişim problemlerine genelleyebilmelerinde, f) genellemede gösterdikleri performansları 3, 4 ve 5 hafta sonra sürdürmelerinde etkisi araştırılmaktadır. Ayrıca araştırmada Anla ve Çöz! Stratejisi ile ilgili öğrenci ve öğretmen görüşlerinin belirlenmesi de hedeflenmektedir. Araştırmaya zihinsel yetersizlikten etkilenmiş üç öğrenci katılmıştır. Deneklerin seçimi için ön koşullar belirlenmiştir. Bu önkoşullar: a) Eldeli toplama ve onluk bozmayı gerektiren çıkarma işlemlerini % 80 oranında doğru yapabilme, b) Bir aşamalı toplama ve çıkarma işlemi içeren değişim problemlerinin 10 problemden en az 2, en fazla 4 problemi doğru çözebilme, c) Okula düzenli olarak devam etme olarak belirlenmiştir. Araştırmaya katılan öğrencilerin ikisi kız, biri erkektir. Öğrenciler 11 ile 12 yaşları arasında ve beşinci sınıfa devam etmektedir. Öğrencilerin üçü de özel eğitim sınıfı öğrencisidir. Araştırma tek denekli deneysel desenlerden "Denekler Arası Çoklu Yoklama Deseni" ile yapılmıştır. Deney süreci; başlama düzeyinin belirlenmesi, Anla ve Çöz! Stratejisi Öğretimi, öğretim sonu değerlendirme ve izleme aşamalarında sunulmuştur. Anla ve Çöz! Stratejisi Öğretimi; ön bilgileri harekete geçirme, tartışma, model olma, rehberli uygulama ve bağımsız uygulamalar aşamalarından oluşturulmuştur. Öğretim aşamaları ölçüt temelli olarak düzenlenmiştir. Tüm değerlendirme koşullarında öğrencilere 10 tane problem verilmiş ve öğrencinin çözmesi istenmiştir. Verilerin puanlanmasında öğrencilerin doğru çözdükleri problem sayısı belirlenmiştir. Veriler grafikle gösterilmiş ve görsel olarak analiz edilmiştir. Araştırma bulguları; Anla ve Çöz! Stratejisi'nin; hafif düzeyde zihinsel yetersizliği olan öğrencilerin bir aşamalı toplama ve çıkarma işlemi içeren değişim problemlerini çözmelerinde etkili olduğunu ve bu stratejiyi kazanan öğrencilerin uygulama sona erdikten 3, 5 ve 8 hafta sonra da problem çözme performanslarını devam ettirdiklerini göstermiştir. Ayrıca, araştırma bulguları Anla ve Çöz! Stratejisi öğretiminden sonra öğrencilerin matematik algıları, matematiğe ilişkin tutumları, matematik problemi çözmeye ilişkin tutumları, matematik problemi çözme strateji bilgileri, kullanımı ve kontrolünün niteliksel olarak değiştiğini göstermiştir. Anla ve Çöz! Stratejisi'ni kullanan öğrencilerin stratejileri sınıf ortamına ve farklı problemlere (bir aşamalı sınıflama, bir aşamalı karşılaştırma ve iki aşamalı değişim problemlerine) genellediği ve bu genellemeyi üç, dört ve beş hafta sonrada sürdürdüklerini ortaya konmuştur. Ayrıca, öğrencilerin strateji performanslarını sınıf ortamına genellediklerini ortaya koymuştur. Yapılan görüşmelerden elde edilen sonuçlar ise, Anla ve Çöz! Stratejisi'ne yönelik öğrenci ve öğretmen görüşlerinin olumlu olduğunu göstermektedir.The purpose of the current study is to investigate the effect of Anla ve Çöz! Strategy on students with mild intellectual disabilities on a) their problem solving skills, including change of a one-step addition and subtraction, b) their perception and attitudes towards mathematics and solving math problems, their strategy knowledge of solving math problems and its usage and control c) maintaining the gains of math problem solving including a change of one-step addition and subtraction after weeks 3, 5 and 8 d) making generalization the performance of solving problems to classroom including change of a one-step addition and subtraction and strategies, which are used, e) making generalization to group and comparing problems including a one-step addition and subtraction and change problems including two-steps addition and subtraction f) maintaining is aimed their performance of generalization after 3, 4 and 5 weeks. Furthermore, student and teachers' views with Anla ve Çöz! Strategy were also investigated. Three students with mild intellectual disabilities participated to the study. Prerequisite skills were determined for the selection of the subjects. These are prerequisite: a) achieving subtraction requiring carrying and involving regrouping at %80 level b) solving problems including a one-step addition and subtraction to solve the problem at least 2 and no more than 4 correct in 10 problems c) attending the school regularly. Two of the students are females and the other is male. They are 11 and 12 years and studying at 5th grade and continue to attend special education classes. The study was carried with multiple probe design across subject. The experimental process consists of determining baseline level instruction, Anla ve Çöz! Strategy instruction, post assessment and maintenance stages. Anla ve Çöz! Strategy instruction is presented with stimulation background knowledge, discussing the strategy, modeling the strategy, supporting the strategy, independent performance. Instruction processes were designed as criteria based. The students were given 10 problems and they were supposed to solve these problems in whole assessment conditions. Students' correct problem numbers are determined in scoring the data. The data were shown in a graphic and analyzed visually. The findings showed that Anla ve Çöz! Strategy is effective on students with mild intellectual disabilities on problems including change of a one-step addition and subtraction and the students maintained their problem solving performance after weeks 3, 5 and 8. In addition, the findings showed that after the instruction of Anla ve Çöz! Strategy students' perception and attitudes towards mathematics and solving math problems, their strategy knowledge of solving math problems and its usage and control changed in terms of quality. The students generalize different problems (one-step group, one-step compare, two-steps change problems) and maintained skills in weeks 3, 4 and 5. Moreover, the students generalized strategy performance to classroom. The data gathered form interviews show that students and teachers' views towards Anla ve Çöz! Strategy are positive
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