By National Research Council, Division on Engineering and Physical Sciences, Laboratory Assessments Board, Panel on Neutron Research
The booklet at the NCNR provides a common evaluation of the Lab, by way of checks of its amenities and group of workers, its function as a person facility, and its technological know-how and know-how. The booklet notes that the NCNR offers a excessive flux of neutrons to an evolving suite of high quality tools, has a considerable and chuffed exterior consumer neighborhood, and its in-house technology and expertise is strong.
Read or Download An Assessment of the National Institute of Standards and Technology Center for Neutron Research: Fiscal Year 2007 PDF
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Extra info for An Assessment of the National Institute of Standards and Technology Center for Neutron Research: Fiscal Year 2007
Hiding in the black shadows but I already had a black rat . . so I changed black to dark . . still the same number of syllables. (Burke 2000a: 149) He is, however, wary of his teacher’s expectations of him. He knows that Mrs Fleur has added expectations for his group over others in the class and admitted that he would be reluctant to tell the teacher that something was too easy for fear that ‘She might set us too hard a task and then we can’t do it’ (Burke 2000a: 143).
6) appears more collaborative than transmission-orientated, with more emphasis on social values and collaborating with pupils than making judgements about them. There is a match between the teacher’s perception and practice for ‘specifying 44 MAKING FORMATIVE ASSESSMENT WORK attainment’. Her social and evaluative feedback is considerably greater in practice than she perceived but this may be due to the activities observed. This could also account for the emphasis on ‘constructing achievement’ over the other categories.
Carrie: I’ve got somewhere a feeling . . they’re thoughts. Mrs Peers: Mm . . mmm . . feeling confused . . thoughts. Rachel: A description of one . . she’s got a description of the map. Mrs Peers: Yes . . I don’t know that she’s got thoughts . . she’s got a lot of feelings though . . what sort of feelings though . . what sort of feelings has she managed to get there? Len: Feeling confused. Mrs Peers: Feeling confused but there are others as well. Hayley: All the others were really frustrated.