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Your invoice should include fields for invoice reference numbers, billing date, business name and address, and the name of the contracting officer to whom the invoice is being sent. Leave ample space to itemize the services rendered along with applicable project or product codes. Specify the invoice amount. The hours may be the actual hours of service you provided at an agreed upon hourly rate, or the specific services you provided for the invoice amount. For example, if you are building a porch, you may have drawn up the plan, selected the lumber and laid the foundation for the frame during one billing period. You could list the activities and specify one lump sum invoice amount. Or, you could list each activity separately, indicate the hours worked for each, and then calculate the invoice amount by multiplying the hours worked and the hourly rate. Include supporting documents when appropriate. For example, if you had to use courier services or duplicating services to complete the tasks, attach copies of the receipts. Jan Wondra began writing in 1979 for the "Milwaukee Journal," "Minneapolis and St. Paul Skyway News," Sauk County Media and "Adoptive Family" magazine.
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This is well supported by Hattie and Gladwell who both maintain that there is a direct correlation between the amount of time we spend in pursuit of a habit, goal or skill and our individual growth in relation to that habit, goal or skill. In order for students to improve as writers, and build stamina, it important for them to have long stretches of time to practice. Hertz and Heydenberk 1997 concluded based on their research that process writing instruction allowed them to show appreciable, measurable gains in their writing skills. p. 212 In A Meta Analysis of Writing Instruction for Students in the Elementary Grades Graham, McKeown, Kiuhara, and Harris 2012 performed a meta analysis of the writing intervention literature to identify effective instructional practices for teaching writing to elementary school aged children. They located 115 true or quasi experimental studies which met their criteria for analysis. The authors found that, Both typically developing students Grade 4 and struggling writers Grades 26 benefited when they were taught how to apply self regulation procedures, such as goal setting and self assessment, to help them manage the writing strategies they were taught. In TCRWP writing workshop classrooms, students are encouraged to use student facing checklists aligned to learning progressions in order to support goal setting and self assessment, which is supported in this meta analysis. Graham, McKeown, Kiuhara, and Harris 2012 also found that when students were taught and applied strategies for planning, drafting, or revising different types of text average weighted ES 1. 02. All 20 studies where writing strategies were taught to both typically developing and struggling writers in Grades 26 resulted in a positive effect.
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The difference is in the level of abstraction: a parse tree might contains all the tokens which appeared in the program and possibly a set of intermediate rules. The AST instead is a polished version of the parse tree, in which only the information relevant to understanding the code is maintained. We are going to see an example of an intermediate rule in the next section. Some information might be absent both in the AST and the parse tree. For instance, comments and grouping symbols i. e.
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Heinemann. Stein, M. , Dixon, R. , and Barnard, S. 2001. What Research Tells Us about Writing Instruction For Students in the Middle Grades. Journal of Direct Instruction, 12, 107 16. Troia, G. A. , Lin, S. C.