LEADER 01881nam 2200421 n 450 001 996390304403316 005 20200824121603.0 035 $a(CKB)4940000000100247 035 $a(EEBO)2240914975 035 $a(UnM)99832219e 035 $a(UnM)99832219 035 $a(EXLCZ)994940000000100247 100 $a19951115d1663 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 00$aArithmetical tables fitted to the capacity of such as are unskilled in the art of numbers$b[electronic resource] $eMany of which tables are so composed, that a multitude of questions may be answered by inspection only. By the help of addition and substraction, there is no question that can be propounded (serving for common use) but may be resolved speedily and exactly. By Henry Walrond, esq; 210 $aLondon $cprinted by E. Cotes for H[enry] Brome at the Gun in Ivy-lane$d1663 215 $a[16], 335, [1] p., plates (folded) $cill., tables 300 $aPreliminary imprimatur dated: 10 Septemb. 1662. 300 $aWith a vertical half-title on A8r: Mr. Walrond's Arithmetical tables. 300 $aIncludes perpetual calendar for the 1660s, '70s, and '80s on folded plate between B1v and B2r (pp. 2-3), and many printed numerical tables. 300 $aWith advertisement leaf on A7. 300 $aReproduction of the original in the Bodleian Library, Oxford. 330 $aeebo-0014 606 $aArithmetic$vEarly works to 1800 606 $aCalendars$vEarly works to 1800 615 0$aArithmetic 615 0$aCalendars 700 $aWalrond$b Henry$0836896 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bUk-ES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996390304403316 996 $aArithmetical tables fitted to the capacity of such as are unskilled in the art of numbers$92387358 997 $aUNISA LEADER 02615oam 2200457 450 001 9910818111803321 005 20191126124511.0 010 $a1-947604-58-9 035 $a(OCoLC)1124574141 035 $a(MiFhGG)GVRL88T0 035 $a(EXLCZ)994100000009151484 100 $a20190212h20202020 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMoving beyond busy $efocusing school change on why, what, and how /$fGreg Curtis ; foreword by Jay McTighe 210 1$aBloomington, Indiana :$cSolution Tree Press,$d[2020] 210 4$d?2020 215 $a1 online resource (xv, 138 pages) 225 0 $aGale eBooks 311 $a1-947604-57-0 320 $aIncludes bibliographical references and index. 327 $achapter 1. Why : identifying problems with the traditional approach to change -- chapter 2. What : realigning thought and action -- chapter 3. How : putting impacts at the center -- chapter 4. How : assessing for impacts -- chapter 5. How : designing systems around impacts -- chapter 6. How : facilitating change. 330 $a"In the book Moving Beyond Busy, author Greg Curtis fights back against the current meaningless busywork of change and aims to reinvigorate the process through a new system of pinpointed learning goals and strategies he has named the Input-Output-Impact (IOI) framework. With a deep understanding of the current state of change in schools, the author questions why so little progress is made towards the actual completion of change. The answer, he notes, is that the process of change in the school must be restructured. Effective change is centered on three questions - why, what, how. With these questions in mind, the author offers the IOI framework as a means of providing the answers and transitioning to the implementation of change. Using this book, readers will be able to move past the endless busywork of change and achieve the changes they desire in their school"--$cprovided by publisher. 606 $aSchool improvement programs$zUnited States 606 $aEducational change$zUnited States 606 $aEducation$xAims and objectives$zUnited States 615 0$aSchool improvement programs 615 0$aEducational change 615 0$aEducation$xAims and objectives 676 $a371.207 700 $aCurtis$b Greg$f1950-$01707158 702 $aMcTighe$b Jay 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910818111803321 996 $aMoving beyond busy$94095146 997 $aUNINA