LEADER 01214nam--2200373---450- 001 990002293460203316 005 20090129111407.0 035 $a000229346 035 $aUSA01000229346 035 $a(ALEPH)000229346USA01 035 $a000229346 100 $a20041222d1969----km-y0itay0103----ba 101 0 $aeng 102 $aUS 105 $a||||||||001yy 200 1 $a<> quantitative framework for financial management$fby D. E. Peterson$gwith the collaboration of R. B. Haydon 210 $aHomewood, Ill.$cR. D. Irwin$d1969 215 $aXVIII, 694 p.$d24 cm 225 2 $aIrwin series in quantitative analysis forbusiness 410 0$12001$aIrwin series in quantitative analysis forbusiness 454 1$12001 461 1$1001-------$12001 676 $a658.1 700 1$aPETERSON,$bDavid E.$0570673 702 1$aHAYDON,$bRandall Bennett 801 0$aIT$bsalbc$gISBD 912 $a990002293460203316 951 $a658.1 PET 1 (IRA 11 106)$b8990 E.C.$cIRA 11$d00012070 959 $aBK 969 $aECO 979 $aSIAV4$b10$c20041222$lUSA01$h1019 979 $aRSIAV1$b90$c20090129$lUSA01$h1114 996 $aQuantitative framework for financial management$91068119 997 $aUNISA LEADER 04307nam 22006854a 450 001 9910953210603321 005 20251116215215.0 010 $a9786610567430 010 $a9780309164610 010 $a0309164613 010 $a9781280567438 010 $a1280567430 010 $a9780309660037 010 $a0309660033 035 $a(CKB)1000000000466023 035 $a(EBL)3378115 035 $a(SSID)ssj0000256341 035 $a(PQKBManifestationID)12095886 035 $a(PQKBTitleCode)TC0000256341 035 $a(PQKBWorkID)10224236 035 $a(PQKB)11075688 035 $a(MiAaPQ)EBC3378115 035 $a(Au-PeEL)EBL3378115 035 $a(CaPaEBR)ebr10141194 035 $a(CaONFJC)MIL56743 035 $a(OCoLC)923276853 035 $a(Perlego)4734003 035 $a(BIP)13599045 035 $a(EXLCZ)991000000000466023 100 $a20060613d2006 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTech tally $eapproaches to assessing technological literacy /$fCommittee on Assessing Technological Literacy in the United States ; Elsa Garmire and Greg Pearson, editors 205 $a1st ed. 210 $aWashington, DC $cNational Academies Press$d2006 215 $a1 online resource (379 p.) 300 $aDescription based upon print version of record. 311 08$a9780309101837 311 08$a0309101832 327 $a""Front Matter""; ""Preface""; ""Acknowledgments""; ""Contents""; ""Executive Summary""; ""1 Introduction""; ""2 Defining Technological Literacy""; ""3 Assessment as a Design Challenge""; ""4 An Assessment Primer""; ""5 Review of Instruments""; ""6 From Theory to Practice: Five Sample Cases""; ""7 Computer-Based Assessment Methods""; ""8 Findings and Recommendations""; ""APPENDIXES""; ""APPENDIX A Committee Biographies"" 327 $a""APPENDIX B Technology-Related Standards and Benchmarks in the National Science Education Standards, Benchmarks for Science Literacy, and Standards for Technological Literacy""""APPENDIX C Challenges and Opportunities for Assessing Technological Literacy in the United States""; ""APPENDIX D Research on Learning in Technology and Engineering: A Selected Bibliography""; ""APPENDIX E Instrument Summaries""; ""Index"" 330 $aIn a broad sense, technology is any modification of the natural world made to fulfill human needs or desires. Although people tend to focus on the most recent technological inventions, technology includes a myriad of devices and systems that profoundly affect everyone in modern society. Technology is pervasive; an informed citizenship needs to know what technology is, how it works, how it is created, how it shapes our society, and how society influences technological development. This understanding depends in large part on an individual level of technological literacy. Tech Tally: Approaches to Assessing Technological Literacy determines the most viable approaches to assessing technological literacy for students, teachers, and out-of-school adults. The book examines opportunities and obstacles to developing scientifically valid and broadly applicable assessment instruments for technological literacy in the three target populations. The book offers findings and 12 related recommendations that address five critical areas: instrument development; research on learning; computer-based assessment methods, framework development, and public perceptions of technology. This book will be of special interest to individuals and groups promoting technological literacy in the United States, education and government policy makers in federal and state agencies, as well as the education research community. 606 $aTechnical education$zUnited States$xEvaluation 606 $aTechnological literacy$zUnited States 615 0$aTechnical education$xEvaluation. 615 0$aTechnological literacy 676 $a609.73 701 $aGarmire$b E$050862 701 $aPearson$b Greg$01808305 712 02$aNational Academy of Engineering.$bCommittee on Assessing Technological Literacy. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910953210603321 996 $aTech tally$94366203 997 $aUNINA