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A Basic Approach To Basic by Henry Mullish

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1Mastering Confusing Words: A Basic Approach To Meaning And Spelling

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The book is available for download in "texts" format, the size of the file-s is: 302.18 Mbs, the file-s for this book were downloaded 7 times, the file-s went public at Fri May 06 2022.

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2A Basic Approach To BASIC

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3A Statistical Approach To Radio Emission From Shell-type SNRs. I. Basic Ideas, Techniques, And First Results

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4Machining Fundamentals : A Basic Approach To Metal Cutting

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516 Weeks To Weight Training Success : A Basic Approach

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The book is available for download in "texts" format, the size of the file-s is: 546.34 Mbs, the file-s for this book were downloaded 33 times, the file-s went public at Fri Dec 03 2021.

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6ERIC ED057311: A Learning Center Approach To Learning In Adult Basic Education.

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This study is designed to give a brief, descriptive look at the Learning Center in Adult Basic Education. Some philosophical orientation, considered to be a reflection of the current thinking of many serious adult educators regarding their objectives in implementing a learning center literacy program, is included. The Learning Center for Adult Basic Education incorporates team teaching, individualized instruction, and a wide variety of materials, including programmed hardware and software. It also includes experiences to acquaint the student with his cultural heritage, knowledge of his community, and ways in which he may help to shape his community life. Some of the broad objectives of the Center are: (1) to advance each adult student as far as possible in the available time; (2) to enable students to gain skills and understandings commensurate with backgrounds in reading, communication, and other areas; and (3) to allow the students to develop an awareness of their needs and desires for continuing education. Testing and evaluation currently in use in learning centers differ in length, types and approaches. Auxiliary services include health services and child day care. A bibliography is included. (CK)

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7DTIC ADA305722: Conditional Event Algebras And Conditional Probability Logics. Basic Formulations And A Product Space Approach To Conditional Events.

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Part 1 reports the somewhat mutually inconsistent treatments of 'if-then-' by logic and probability is recounted and used to motivate a formal axiomatic development of conditional propositions in terms of partially-defined measurable characteristic functions on a sample space. The characteristic function of a conditional proposition (a/b), a given b, indicates for each instance w in the sample space whether (1) (a/b) applies and is true for a), or (2) (a/b) applies and is false for w, or (3) (a/b) is inapplicable since b is false. Four 3-valued truth tables characterize the 'and', 'or', 'not' and 'if-then-' operations of this algebra and capture the third truth state of 'inapplicable' for conditional propositions. This leads to an extension of the fundamental theorem of boolean algebra to conditional propositions. Finally. a set of four 4-valued truth tables is offered as a candidate for capturing both the "inapplicable" and "unknown" truth states. Part 2 reports some of the key issues giving rise to conditional event algebras. A rigorous formulation of the basic problem is presented together with a listing of natural properties which such conditional event algebras may be expected to satisfy. Most approaches to the issue have treated conditional events as-in effect-as generalized types of boolean functions. A review is presented of the two leading candidate algebras proposed by each of those authors. However, despite a number of desirable properties these enjoy, there are several difficulties that also occur, including formulation of higher order conditioning, modeling of independent information, and formulation of conditional random variables. (AN)

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8ERIC ED206612: A Person-Centered, Inquiry Oriented Approach To Teaching Basic Skills.

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To create the conditions necessary for students to learn basic skills, teachers should facilitate interpersonal situations that will encourage learning. Teachers should operate less on a defensive basis and allow more student-teacher involvement, careful thinking, and demonstrated relevance of knowledge to create a dynamic learning environment. Teachers must accept the risk of initiating discussions on controversial subjects. After an acceptant, supportive classroom environment has been achieved, personal and group goals are considered so that class activities can be shaped in a familiar context. While lists of student goals and interests can give a certain amount of impetus to instruction, if the teacher is unwilling or afraid to listen carefully to students, student interest and commitment will not be sustained. By using insights drawn from continuous feedback, a sensitive teacher is able to be increasingly effective in providing students with a relevant learning experience. (FG)

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9Basic Movement; A New Approach To Gymnastics

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10Introduction To BASIC Programming : A Structured Approach Second Edition

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Includes bibliographical references

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The book is available for download in "texts" format, the size of the file-s is: 726.65 Mbs, the file-s for this book were downloaded 16 times, the file-s went public at Mon Sep 11 2023.

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11Real Visual Basic : A Practical Approach To Enterprise Development In The Corporate World

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12NASA Technical Reports Server (NTRS) 20110015626: A Systematic Approach To Contractor Safety At A Voluntary Protection Program (VPP) Site Through The Application Of Basic Process Safety Management Principles

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13A Basic Approach To Evaluating And Predicting VP Crew Performance.

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A basic approach to the problem of evaluating or predicting a crew's performance for the VT community is presented. The method uses an application of multiple regression analysis techniques to a model which has training parameters as its variables. The results would allow the squadron or wing commanding officer to predict a crew's performance before the actual flight and to determine how to allocate training time for the squadron.

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14Creative Energy Of Positive Thinking, The: A Basic Approach To The Genuine Concept Of Happiness

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A basic approach to the problem of evaluating or predicting a crew's performance for the VT community is presented. The method uses an application of multiple regression analysis techniques to a model which has training parameters as its variables. The results would allow the squadron or wing commanding officer to predict a crew's performance before the actual flight and to determine how to allocate training time for the squadron.

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15Physiological Medicine : A Clinical Approach To Basic Medical Physiology

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A basic approach to the problem of evaluating or predicting a crew's performance for the VT community is presented. The method uses an application of multiple regression analysis techniques to a model which has training parameters as its variables. The results would allow the squadron or wing commanding officer to predict a crew's performance before the actual flight and to determine how to allocate training time for the squadron.

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16A Basic Approach To Handbell Ringing

A basic approach to the problem of evaluating or predicting a crew's performance for the VT community is presented. The method uses an application of multiple regression analysis techniques to a model which has training parameters as its variables. The results would allow the squadron or wing commanding officer to predict a crew's performance before the actual flight and to determine how to allocate training time for the squadron.

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17ERIC ED160517: A Basic Approach To Social Studies: An Overview For Teachers And Parents.

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A program based upon the study of human history and culture has been developed for seventh grade students by social studies teachers in Montgomery, Alabama public schools. The major objective of the program is to help students understand how basic relationships between time, space, and the cosmos have operated throughout the history of civilization. Students are directed to analyze schematic illustrations of cultural factors. The first schema represents a prehistoric period in which humans lacked concepts of the past or future. Other schemas represent basic categories of culture--intellectual, social, economic, aesthetic, political, and religious--and interactions among various categories. Students are involved in identifying component parts of each cultural category and considering ways in which the categories are interdependent. Examples of interdependence are changes in economic climate in relation to availability of natural resources; effects of political factors (particularly government influence) on schools and universities; and influences of intellectual attitudes on social and aesthetic trends. Participation in the cultural history program should enable students to recognize cultural patterns, detect continuity throughout human history, and apply the category system of learning to other school subjects and activities. (DB)

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18ERIC ED255932: From Practice To Publish: A Process-centered Approach To Basic Skills English 100.

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The Basics Skills English 100 course at Slippery Rock University, having changed from a traditional approach to an approach that reflects knowledge gained through research about the needs of basic writers, shows the progress basic writers can make in a summer program. Thirty students met six times a week for five weeks in one-and-a-half hour periods. Each day they practiced free writing, produced one or two pages of journal writing, and practiced sentence combining exercises. Evaluation was by teacher-written comments instead of a grade, by small group discussions, and by short individual conferences. The pre- and posttest measures--a Likert type attiatude scale, a T-unit analysis, and a holistic evaluation of in-class essays--demonstrated that current writing theory and research can be implemented successfully into pedagogy. By the end of the five-week program students indicated that they felt more confident of their writing skills, varied their syntax effectively within their essays, and improved the overall quality of their writing through careful revision. A collection of the students' best work was printed for distribution. (EL)

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19ERIC ED181519: A Cognitive-Basic Skills Approach To The Basic Course In A Large Public University.

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A model basic speech communication course is described in this paper, along with guidelines for developing and maintaining a cognitive-basic skills approach to such a course. The course outline describes the university environment where the course is taught; the structure of the department offering the course; the philosophy and course objectives; the faculty and administration of the course; the teaching media, methods, and testing procedures; additional special programs; and the course evaluation procedure. Eight problem areas of course development are discussed, including the initial problem of dealing with the philosophical differences of various faculty members over what should be included in a basic course. Appended are the course guidelines and requirements for the teaching faculty, a listing of the course director's responsibilities, a series of information handouts to use in recruiting students to take the course, and sample evaluation schedules. (AEA)

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  • Language: English

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20Fertility Without Fertilizers : A Basic Approach To Organic Gardening

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A model basic speech communication course is described in this paper, along with guidelines for developing and maintaining a cognitive-basic skills approach to such a course. The course outline describes the university environment where the course is taught; the structure of the department offering the course; the philosophy and course objectives; the faculty and administration of the course; the teaching media, methods, and testing procedures; additional special programs; and the course evaluation procedure. Eight problem areas of course development are discussed, including the initial problem of dealing with the philosophical differences of various faculty members over what should be included in a basic course. Appended are the course guidelines and requirements for the teaching faculty, a listing of the course director's responsibilities, a series of information handouts to use in recruiting students to take the course, and sample evaluation schedules. (AEA)

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The book is available for download in "texts" format, the size of the file-s is: 455.98 Mbs, the file-s for this book were downloaded 44 times, the file-s went public at Wed Jan 25 2023.

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21FilingFUNdamentals : A Step-by-step Approach To Setting Up And Using A Basic Filing System

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A model basic speech communication course is described in this paper, along with guidelines for developing and maintaining a cognitive-basic skills approach to such a course. The course outline describes the university environment where the course is taught; the structure of the department offering the course; the philosophy and course objectives; the faculty and administration of the course; the teaching media, methods, and testing procedures; additional special programs; and the course evaluation procedure. Eight problem areas of course development are discussed, including the initial problem of dealing with the philosophical differences of various faculty members over what should be included in a basic course. Appended are the course guidelines and requirements for the teaching faculty, a listing of the course director's responsibilities, a series of information handouts to use in recruiting students to take the course, and sample evaluation schedules. (AEA)

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22The Laplacian Of A Graph As A Density Matrix: A Basic Combinatorial Approach To Separability Of Mixed States

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We study entanglement properties of mixed density matrices obtained from combinatorial Laplacians. This is done by introducing the notion of the density matrix of a graph. We characterize the graphs with pure density matrices and show that the density matrix of a graph can be always written as a uniform mixture of pure density matrices of graphs. We consider the von Neumann entropy of these matrices and we characterize the graphs for which the minimum and maximum values are attained. We then discuss the problem of separability by pointing out that separability of density matrices of graphs does not always depend on the labelling of the vertices. We consider graphs with a tensor product structure and simple cases for which combinatorial properties are linked to the entanglement of the state. We calculate the concurrence of all graph on four vertices representing entangled states. It turns out that for some of these graphs the value of the concurrence is exactly fractional.

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23Color, How To See And Use It. A Practical Approach To Color, An Exposition Of Color Relationships, Basic Procedures In Solving Color Problems Especially Applicable To The Everyday Needs Of Color Photographers, Art Teachers, Art Students, Industrial Designers, Graphic Artists [and] Homemakers

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We study entanglement properties of mixed density matrices obtained from combinatorial Laplacians. This is done by introducing the notion of the density matrix of a graph. We characterize the graphs with pure density matrices and show that the density matrix of a graph can be always written as a uniform mixture of pure density matrices of graphs. We consider the von Neumann entropy of these matrices and we characterize the graphs for which the minimum and maximum values are attained. We then discuss the problem of separability by pointing out that separability of density matrices of graphs does not always depend on the labelling of the vertices. We consider graphs with a tensor product structure and simple cases for which combinatorial properties are linked to the entanglement of the state. We calculate the concurrence of all graph on four vertices representing entangled states. It turns out that for some of these graphs the value of the concurrence is exactly fractional.

“Color, How To See And Use It. A Practical Approach To Color, An Exposition Of Color Relationships, Basic Procedures In Solving Color Problems Especially Applicable To The Everyday Needs Of Color Photographers, Art Teachers, Art Students, Industrial Designers, Graphic Artists [and] Homemakers” Metadata:

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24The Creative Energy Of Positive Thinking : A Basic Approach To The Genuine Concept Of Happiness

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We study entanglement properties of mixed density matrices obtained from combinatorial Laplacians. This is done by introducing the notion of the density matrix of a graph. We characterize the graphs with pure density matrices and show that the density matrix of a graph can be always written as a uniform mixture of pure density matrices of graphs. We consider the von Neumann entropy of these matrices and we characterize the graphs for which the minimum and maximum values are attained. We then discuss the problem of separability by pointing out that separability of density matrices of graphs does not always depend on the labelling of the vertices. We consider graphs with a tensor product structure and simple cases for which combinatorial properties are linked to the entanglement of the state. We calculate the concurrence of all graph on four vertices representing entangled states. It turns out that for some of these graphs the value of the concurrence is exactly fractional.

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25Teaching Basic Guitar Skills To Special Learners : A Data-based Approach

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We study entanglement properties of mixed density matrices obtained from combinatorial Laplacians. This is done by introducing the notion of the density matrix of a graph. We characterize the graphs with pure density matrices and show that the density matrix of a graph can be always written as a uniform mixture of pure density matrices of graphs. We consider the von Neumann entropy of these matrices and we characterize the graphs for which the minimum and maximum values are attained. We then discuss the problem of separability by pointing out that separability of density matrices of graphs does not always depend on the labelling of the vertices. We consider graphs with a tensor product structure and simple cases for which combinatorial properties are linked to the entanglement of the state. We calculate the concurrence of all graph on four vertices representing entangled states. It turns out that for some of these graphs the value of the concurrence is exactly fractional.

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26A New Approach To The Ground State Of Quantum-Hall Systems. I. Basic Principles

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I present a new approach to the many-body ground state of quantum-Hall systems. The method describes the behavior of a two-dimensional electron system at all Landau-level filling factors $\nu$, continuously as a function of magnetic field, and enables one to analytically calculate any physical value, characterizing the system, at all $\nu$. New proposed trial many-body wave functions have a clear physical meaning and a very large variational freedom, which opens up wide possibilities to search for the ground state of the system at all magnetic fields.

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27Dance : A Basic Educational Technique : A Functional Approach To The Use Of Rhythmics & Dance As Prime Methods Of Body Development & Control, And Transformation Of Moral & Social Behavior

I present a new approach to the many-body ground state of quantum-Hall systems. The method describes the behavior of a two-dimensional electron system at all Landau-level filling factors $\nu$, continuously as a function of magnetic field, and enables one to analytically calculate any physical value, characterizing the system, at all $\nu$. New proposed trial many-body wave functions have a clear physical meaning and a very large variational freedom, which opens up wide possibilities to search for the ground state of the system at all magnetic fields.

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28Tabletop Machining : A Basic Approach To Making Small Parts On Miniature Machine Tools

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I present a new approach to the many-body ground state of quantum-Hall systems. The method describes the behavior of a two-dimensional electron system at all Landau-level filling factors $\nu$, continuously as a function of magnetic field, and enables one to analytically calculate any physical value, characterizing the system, at all $\nu$. New proposed trial many-body wave functions have a clear physical meaning and a very large variational freedom, which opens up wide possibilities to search for the ground state of the system at all magnetic fields.

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29Key Paragraphs : A Sequential Approach To Teaching Basic Paragraph Writing

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I present a new approach to the many-body ground state of quantum-Hall systems. The method describes the behavior of a two-dimensional electron system at all Landau-level filling factors $\nu$, continuously as a function of magnetic field, and enables one to analytically calculate any physical value, characterizing the system, at all $\nu$. New proposed trial many-body wave functions have a clear physical meaning and a very large variational freedom, which opens up wide possibilities to search for the ground state of the system at all magnetic fields.

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30Writing Voyage : A Process Approach To Basic Writing

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I present a new approach to the many-body ground state of quantum-Hall systems. The method describes the behavior of a two-dimensional electron system at all Landau-level filling factors $\nu$, continuously as a function of magnetic field, and enables one to analytically calculate any physical value, characterizing the system, at all $\nu$. New proposed trial many-body wave functions have a clear physical meaning and a very large variational freedom, which opens up wide possibilities to search for the ground state of the system at all magnetic fields.

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31ERIC ED327696: Older Displaced Workers Write To Read: A Computer-Assisted, Work-Related Basic Skills Program Using The Process Approach To Writing. Final Report.

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A project was developed to teach literacy to adult students over 40 years old, using job-related materials in a computer-assisted approach with volunteer tutors. The project used the Penn State Adult Literacy Courseware, consisting of six computer-based modules and an Apple IIGS microcomputer. Volunteer teachers already working with adult students at the test site were recruited for participation in the project and trained in using the courseware. Adult students reading at a sixth-grade level or below who were unemployed or underemployed were targeted for the program. Tutors helped students work on modules that met their needs and interests. Throughout the project and at the end, 13 students and 14 tutors were asked about their attitudes and impressions of the project. Evaluation indicated that tutors and students showed positive attitudes and interest in the courseware. Many volunteer tutors were able to use the computers and courseware with their students by the end of the project, and students showed gains in reading and writing ability. Many student/tutor pairs were still working with the computers/courseware at the end of the project and planned to continue. The project proved, however, that learning to use computers takes time as well as support for tutors and students. (Sixteen appendices contain responses to the student attitude, student closeout, tutor attitude, and tutor closeout surveys; tutor guidelines; a 29-page program manual; a 35-page tutor's guide to the courseware; responses to the advisory board questionnaire; and guidelines for creating courseware lessons.) (KC)

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32Basic Partitions And Combinations Of Group Actions On The Circle: A New Approach To A Theorem Of Kathryn Mann

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Let $\Pi_g$ be the surface group of genus $g$ ($g\geq2$), and denote by $\RR_{\Pi_g}$ the space of the homomorphisms from $\Pi_g$ into the group of the orientation preserving homeomorphisms of $S^1$. Let $2g-2=kl$ for some positive integers $k$ and $l$. Then the subset of $\RR_{\Pi_g}$ formed by those $\varphi$ which are semiconjugate to $k$-fold lifts of some homomorphisms and which have Euler number $eu(\varphi)=l$ is shown to be clopen. This leads to a new proof of the main result of Kathryn Mann \cite{Mann} from a completely different approach.

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33Introduction To Computer Programming With Visual Basic 6 : A Problem-solving Approach

Let $\Pi_g$ be the surface group of genus $g$ ($g\geq2$), and denote by $\RR_{\Pi_g}$ the space of the homomorphisms from $\Pi_g$ into the group of the orientation preserving homeomorphisms of $S^1$. Let $2g-2=kl$ for some positive integers $k$ and $l$. Then the subset of $\RR_{\Pi_g}$ formed by those $\varphi$ which are semiconjugate to $k$-fold lifts of some homomorphisms and which have Euler number $eu(\varphi)=l$ is shown to be clopen. This leads to a new proof of the main result of Kathryn Mann \cite{Mann} from a completely different approach.

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34A Structured Approach To BASIC Programming

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Let $\Pi_g$ be the surface group of genus $g$ ($g\geq2$), and denote by $\RR_{\Pi_g}$ the space of the homomorphisms from $\Pi_g$ into the group of the orientation preserving homeomorphisms of $S^1$. Let $2g-2=kl$ for some positive integers $k$ and $l$. Then the subset of $\RR_{\Pi_g}$ formed by those $\varphi$ which are semiconjugate to $k$-fold lifts of some homomorphisms and which have Euler number $eu(\varphi)=l$ is shown to be clopen. This leads to a new proof of the main result of Kathryn Mann \cite{Mann} from a completely different approach.

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35ERIC ED030689: Motivating Learning Through Invention Of Games: A Report On An Innovative Approach To The Teaching Of Basic Academic Skills To The Disadvantaged.

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A group of 20 teenagers in a Mobilization for Youth project were involved in the invention and production of educational games. The direct, cooperative participation in such an educational process made the experience a real and creative learning activity which had a comprehensible, achievable goal. These games were not made for competitive sale but were sold in a local cooperative store for a modest price. The experiment shows that the activity of inventing a game can motivate disadvantaged youth to exercise initiative and creativity and to work successfully in a self-directed manner. (NH)

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36A Unified Approach To 3 Basic Challenges In Shared Autonomy

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We discuss some of the challenges facing shared autonomy. In particular, we explore 1) shared autonomy over unreliable networks, 2) how we can model individual human operators (in contrast to the average of a human operator), and 3) how our approach naturally models and integrates sliding autonomy into the joint human-machine system. We include a Background Section for completeness.

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37DTIC AD0696999: A BASIC APPROACH TO THE EVALUATION OF RISKY INTERRELATED INVESTMENTS

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When evaluating proposals for capital investment, it often is necessary to consider interrelationships of various kinds between the proposed projects. The amount of risk associated with the investments also is a very important factor. The paper studies the problem of how to simultaneously take both considerations into account in order to determine the best overall combination of projects to approach. An approximate linear programming approach and an exact integer nonlinear programming algorithm for finding the best combination of investments are reviewed. The results of extensive computational experimentation with these solution procedures are reported and evaluated.

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38ERIC ED593324: Every Student Succeeds Act: Arkansas State Plan This Document Reflects Work That Began Prior To The Passage Of The Every Student Succeeds Act. In 2015 The Arkansas Department Of Education Began Engaging With Stakeholders To Determine How The Department Could Better Support Students, Educators, School And District Leaders, And Communities In Their Efforts To Improve Student Outcomes. The Intention Was To Maximize The Flexibility Offered Under No Child Left Behind To Rethink The Approach To Accountability, Moving From A Compliance-focused System To One Of Support. The Goal Is To Unleash The Professionalism And Creativity Of Educators To Provide Student-focused Learning Opportunities For All Students. The Passage Of The Every Student Succeeds Act Provided An Accelerated Path For This Goal To Be Realized. Programs Included In The Consolidated State Plan Are: (1) Title I, Part A: Improving Basic Programs Operated By Local Educational Agencies (LEAs); (2) Title I, Part C: Education Of Migratory Children; (3) Title I, Part D: Prevention And Intervention Programs For Children And Youth Who Are Neglected, Delinquent, Or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition And Language Enhancement; (6) Title IV, Part A, Student Support And Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural And Low-Income School Program; And (9) Education For Homeless Children And Youth Program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B.

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This document reflects work that began prior to the passage of the Every Student Succeeds Act. In 2015 the Arkansas Department of Education began engaging with stakeholders to determine how the Department could better support students, educators, school and district leaders, and communities in their efforts to improve student outcomes. The intention was to maximize the flexibility offered under No Child Left Behind to rethink the approach to accountability, moving from a compliance-focused system to one of support. The goal is to unleash the professionalism and creativity of educators to provide student-focused learning opportunities for all students. The passage of the Every Student Succeeds Act provided an accelerated path for this goal to be realized. Programs included in the Consolidated State Plan are: (1) Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies (LEAs); (2) Title I, Part C: Education of Migratory Children; (3) Title I, Part D: Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition and Language Enhancement; (6) Title IV, Part A, Student Support and Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural and Low-Income School Program; and (9) Education for Homeless Children and Youth program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B.

“ERIC ED593324: Every Student Succeeds Act: Arkansas State Plan This Document Reflects Work That Began Prior To The Passage Of The Every Student Succeeds Act. In 2015 The Arkansas Department Of Education Began Engaging With Stakeholders To Determine How The Department Could Better Support Students, Educators, School And District Leaders, And Communities In Their Efforts To Improve Student Outcomes. The Intention Was To Maximize The Flexibility Offered Under No Child Left Behind To Rethink The Approach To Accountability, Moving From A Compliance-focused System To One Of Support. The Goal Is To Unleash The Professionalism And Creativity Of Educators To Provide Student-focused Learning Opportunities For All Students. The Passage Of The Every Student Succeeds Act Provided An Accelerated Path For This Goal To Be Realized. Programs Included In The Consolidated State Plan Are: (1) Title I, Part A: Improving Basic Programs Operated By Local Educational Agencies (LEAs); (2) Title I, Part C: Education Of Migratory Children; (3) Title I, Part D: Prevention And Intervention Programs For Children And Youth Who Are Neglected, Delinquent, Or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition And Language Enhancement; (6) Title IV, Part A, Student Support And Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural And Low-Income School Program; And (9) Education For Homeless Children And Youth Program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B.” Metadata:

  • Title: ➤  ERIC ED593324: Every Student Succeeds Act: Arkansas State Plan This Document Reflects Work That Began Prior To The Passage Of The Every Student Succeeds Act. In 2015 The Arkansas Department Of Education Began Engaging With Stakeholders To Determine How The Department Could Better Support Students, Educators, School And District Leaders, And Communities In Their Efforts To Improve Student Outcomes. The Intention Was To Maximize The Flexibility Offered Under No Child Left Behind To Rethink The Approach To Accountability, Moving From A Compliance-focused System To One Of Support. The Goal Is To Unleash The Professionalism And Creativity Of Educators To Provide Student-focused Learning Opportunities For All Students. The Passage Of The Every Student Succeeds Act Provided An Accelerated Path For This Goal To Be Realized. Programs Included In The Consolidated State Plan Are: (1) Title I, Part A: Improving Basic Programs Operated By Local Educational Agencies (LEAs); (2) Title I, Part C: Education Of Migratory Children; (3) Title I, Part D: Prevention And Intervention Programs For Children And Youth Who Are Neglected, Delinquent, Or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition And Language Enhancement; (6) Title IV, Part A, Student Support And Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural And Low-Income School Program; And (9) Education For Homeless Children And Youth Program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B.
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  • Language: English

“ERIC ED593324: Every Student Succeeds Act: Arkansas State Plan This Document Reflects Work That Began Prior To The Passage Of The Every Student Succeeds Act. In 2015 The Arkansas Department Of Education Began Engaging With Stakeholders To Determine How The Department Could Better Support Students, Educators, School And District Leaders, And Communities In Their Efforts To Improve Student Outcomes. The Intention Was To Maximize The Flexibility Offered Under No Child Left Behind To Rethink The Approach To Accountability, Moving From A Compliance-focused System To One Of Support. The Goal Is To Unleash The Professionalism And Creativity Of Educators To Provide Student-focused Learning Opportunities For All Students. The Passage Of The Every Student Succeeds Act Provided An Accelerated Path For This Goal To Be Realized. Programs Included In The Consolidated State Plan Are: (1) Title I, Part A: Improving Basic Programs Operated By Local Educational Agencies (LEAs); (2) Title I, Part C: Education Of Migratory Children; (3) Title I, Part D: Prevention And Intervention Programs For Children And Youth Who Are Neglected, Delinquent, Or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition And Language Enhancement; (6) Title IV, Part A, Student Support And Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural And Low-Income School Program; And (9) Education For Homeless Children And Youth Program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B.” Subjects and Themes:

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39ERIC ED114880: A Communi-site-ed Approach To Basic Speech In College.

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A communi-site -ed approach to speech fundamentals attempts to teach speech communication in interpersonal situations and to alert students to the importance of retaining democratic principles in a society which is pluralistic. It is assumed that college students need and desire the kind of learning whereby theory becomes functional in their lives. This approach engages students in the problem-solving process using a problem extant in their own community. A practical solution is explored and, finally, implemented in the community. The addition of such a project to the conventional teaching routines of lecturing and speechmaking will tend to encourage motivation, enhance communication skills, and develop stronger ties between classroom and community. A further expectation is that classroom and community will become mutual agents of change. (Author)

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40Basic Italian Conversation : A Functional Approach To Building Oral Proficiency

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279 pages : 23 cm

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41Basic Intent And Therapeutic Approach Of Carl R. Rogers : A Study Of His View Of Man In Relation To His View Of Therapy, Personality, And Interpersonal Relations

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279 pages : 23 cm

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42Beginning Drawing : A Multidimensional Approach To Learning The Art Of Basic Drawing

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279 pages : 23 cm

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43Workbook To Accompany: The Legal Research And Writing Handbook : A Basic Approach For Paralegals

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109 pages ; 25 cm

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44A DOE Handbook : : A Simple Approach To Basic Statistical Design Of Experiments

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109 pages ; 25 cm

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45Teaching Basic Jazz Piano Skills To Classically-trained Adult Pianists : A Mastery Learning Approach

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109 pages ; 25 cm

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46ERIC ED341729: Basic Concepts In Generalizability Theory: A More Powerful Approach To Evaluating Reliability.

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A measurement approach called generalizability theory (G-theory) is an important alternative to the more familiar classical measurement theory that yields less useful coefficients such as alpha or the KR-20 coefficient. G-theory is a theory about the dependability of behavioral measurements that allows the simultaneous estimation of multiple sources of error variance. If error influences interact, as they often will, the G-theory estimates may be markedly different from classical theory estimates. G-theory also distinguishes between relative and absolute decisions. Finally G-theory provides a mechanism for using estimated error variances for alternative designs (D-studies) to help researchers develop a measurement that minimizes error for a future study, but that is also efficient. Some of the major advantages of G-theory are explained and illustrated with a hypothetical study of 20 individuals given a performance task on 3 occasions and assessed by 2 raters. Three tables present data from the example. A five-item list of references is included. (Author/SLD)

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47ERIC ED613172: Evaluation Of Arabic Language Teaching Textbooks Used In Russia In The Light Of The CEFR Criteria This Study Analyzed The Textbooks Titled "Arabic For Non-native Speaking Children", Level I By Zakirov, Mingazova, And Mukhametzyanov (2011), And "Arabic For Non-Native Speaking Children", Level II By Mingazova, Zakirov, And Mukhametzyanov (2013) Which Are Used To Teach Arabic As A Foreign Language (AFL) To Elementary School Children In Tatarstan. The Textbooks Were Then Evaluated In The Light Of The Common European Framework Of Reference (CEFR) Criteria. Results Showed That The Textbooks Do Not Meet The CEFR Language Teaching And Learning Criteria, As They Focus On The Reading And Writing Skills, Not Oral Skills And Communication. They Focus On The Arabic Alphabet Letters And Basic Arabic Grammatical Structures And Categories. The Words Taught Are Selected Based On Whether They Contain The Alphabet Letter Under Study, Not On The Basis Of Belonging To A Certain Semantic Category. In Addition, The Textbooks Have Adopted A Grammar-translation Approach, Not A Communicative, Functional Approach. The Study Recommends Restructuring The Textbook Aims, Skills And Subskills Taught, Language Elements Selected, Syllabus Design Adopted, And Language Teaching Approach Followed So That Focus Is On Learning Arabic For Communication. The Whole Arabic Lesson Should Be Conducted In Arabic (L2). The Students Should Practice Oral Skills Before They Move On To Reading And Writing Sentences And Paragraphs. The Form And Meaning Of The Words And Grammatical Patterns Should Be Taught Together Using Real Objects, Drawings, Gestures And Dramatization. The Textbooks Should Adopt A Functional Situational Syllabus Design And Follow A Communicative Language Teaching Approach. [This Paper Was Published In: "Proceedings IFTE-2020" (pp. 101-129). Kazan Federal University.]

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This study analyzed the textbooks titled "Arabic for Non-native Speaking Children", Level I by Zakirov, Mingazova, and Mukhametzyanov (2011), and "Arabic for Non-Native Speaking Children", Level II by Mingazova, Zakirov, and Mukhametzyanov (2013) which are used to teach Arabic as a foreign language (AFL) to elementary school children in Tatarstan. The textbooks were then evaluated in the light of the Common European Framework of Reference (CEFR) criteria. Results showed that the textbooks do not meet the CEFR language teaching and learning criteria, as they focus on the reading and writing skills, not oral skills and communication. They focus on the Arabic alphabet letters and basic Arabic grammatical structures and categories. The words taught are selected based on whether they contain the alphabet letter under study, not on the basis of belonging to a certain semantic category. In addition, the textbooks have adopted a grammar-translation approach, not a communicative, functional approach. The study recommends restructuring the textbook aims, skills and subskills taught, language elements selected, syllabus design adopted, and language teaching approach followed so that focus is on learning Arabic for communication. The whole Arabic lesson should be conducted in Arabic (L2). The students should practice oral skills before they move on to reading and writing sentences and paragraphs. The form and meaning of the words and grammatical patterns should be taught together using real objects, drawings, gestures and dramatization. The textbooks should adopt a functional situational syllabus design and follow a communicative language teaching approach. [This paper was published in: "Proceedings IFTE-2020" (pp. 101-129). Kazan Federal University.]

“ERIC ED613172: Evaluation Of Arabic Language Teaching Textbooks Used In Russia In The Light Of The CEFR Criteria This Study Analyzed The Textbooks Titled "Arabic For Non-native Speaking Children", Level I By Zakirov, Mingazova, And Mukhametzyanov (2011), And "Arabic For Non-Native Speaking Children", Level II By Mingazova, Zakirov, And Mukhametzyanov (2013) Which Are Used To Teach Arabic As A Foreign Language (AFL) To Elementary School Children In Tatarstan. The Textbooks Were Then Evaluated In The Light Of The Common European Framework Of Reference (CEFR) Criteria. Results Showed That The Textbooks Do Not Meet The CEFR Language Teaching And Learning Criteria, As They Focus On The Reading And Writing Skills, Not Oral Skills And Communication. They Focus On The Arabic Alphabet Letters And Basic Arabic Grammatical Structures And Categories. The Words Taught Are Selected Based On Whether They Contain The Alphabet Letter Under Study, Not On The Basis Of Belonging To A Certain Semantic Category. In Addition, The Textbooks Have Adopted A Grammar-translation Approach, Not A Communicative, Functional Approach. The Study Recommends Restructuring The Textbook Aims, Skills And Subskills Taught, Language Elements Selected, Syllabus Design Adopted, And Language Teaching Approach Followed So That Focus Is On Learning Arabic For Communication. The Whole Arabic Lesson Should Be Conducted In Arabic (L2). The Students Should Practice Oral Skills Before They Move On To Reading And Writing Sentences And Paragraphs. The Form And Meaning Of The Words And Grammatical Patterns Should Be Taught Together Using Real Objects, Drawings, Gestures And Dramatization. The Textbooks Should Adopt A Functional Situational Syllabus Design And Follow A Communicative Language Teaching Approach. [This Paper Was Published In: "Proceedings IFTE-2020" (pp. 101-129). Kazan Federal University.]” Metadata:

  • Title: ➤  ERIC ED613172: Evaluation Of Arabic Language Teaching Textbooks Used In Russia In The Light Of The CEFR Criteria This Study Analyzed The Textbooks Titled "Arabic For Non-native Speaking Children", Level I By Zakirov, Mingazova, And Mukhametzyanov (2011), And "Arabic For Non-Native Speaking Children", Level II By Mingazova, Zakirov, And Mukhametzyanov (2013) Which Are Used To Teach Arabic As A Foreign Language (AFL) To Elementary School Children In Tatarstan. The Textbooks Were Then Evaluated In The Light Of The Common European Framework Of Reference (CEFR) Criteria. Results Showed That The Textbooks Do Not Meet The CEFR Language Teaching And Learning Criteria, As They Focus On The Reading And Writing Skills, Not Oral Skills And Communication. They Focus On The Arabic Alphabet Letters And Basic Arabic Grammatical Structures And Categories. The Words Taught Are Selected Based On Whether They Contain The Alphabet Letter Under Study, Not On The Basis Of Belonging To A Certain Semantic Category. In Addition, The Textbooks Have Adopted A Grammar-translation Approach, Not A Communicative, Functional Approach. The Study Recommends Restructuring The Textbook Aims, Skills And Subskills Taught, Language Elements Selected, Syllabus Design Adopted, And Language Teaching Approach Followed So That Focus Is On Learning Arabic For Communication. The Whole Arabic Lesson Should Be Conducted In Arabic (L2). The Students Should Practice Oral Skills Before They Move On To Reading And Writing Sentences And Paragraphs. The Form And Meaning Of The Words And Grammatical Patterns Should Be Taught Together Using Real Objects, Drawings, Gestures And Dramatization. The Textbooks Should Adopt A Functional Situational Syllabus Design And Follow A Communicative Language Teaching Approach. [This Paper Was Published In: "Proceedings IFTE-2020" (pp. 101-129). Kazan Federal University.]
  • Author:
  • Language: English

“ERIC ED613172: Evaluation Of Arabic Language Teaching Textbooks Used In Russia In The Light Of The CEFR Criteria This Study Analyzed The Textbooks Titled "Arabic For Non-native Speaking Children", Level I By Zakirov, Mingazova, And Mukhametzyanov (2011), And "Arabic For Non-Native Speaking Children", Level II By Mingazova, Zakirov, And Mukhametzyanov (2013) Which Are Used To Teach Arabic As A Foreign Language (AFL) To Elementary School Children In Tatarstan. The Textbooks Were Then Evaluated In The Light Of The Common European Framework Of Reference (CEFR) Criteria. Results Showed That The Textbooks Do Not Meet The CEFR Language Teaching And Learning Criteria, As They Focus On The Reading And Writing Skills, Not Oral Skills And Communication. They Focus On The Arabic Alphabet Letters And Basic Arabic Grammatical Structures And Categories. The Words Taught Are Selected Based On Whether They Contain The Alphabet Letter Under Study, Not On The Basis Of Belonging To A Certain Semantic Category. In Addition, The Textbooks Have Adopted A Grammar-translation Approach, Not A Communicative, Functional Approach. The Study Recommends Restructuring The Textbook Aims, Skills And Subskills Taught, Language Elements Selected, Syllabus Design Adopted, And Language Teaching Approach Followed So That Focus Is On Learning Arabic For Communication. The Whole Arabic Lesson Should Be Conducted In Arabic (L2). The Students Should Practice Oral Skills Before They Move On To Reading And Writing Sentences And Paragraphs. The Form And Meaning Of The Words And Grammatical Patterns Should Be Taught Together Using Real Objects, Drawings, Gestures And Dramatization. The Textbooks Should Adopt A Functional Situational Syllabus Design And Follow A Communicative Language Teaching Approach. [This Paper Was Published In: "Proceedings IFTE-2020" (pp. 101-129). Kazan Federal University.]” Subjects and Themes:

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Find ERIC ED613172: Evaluation Of Arabic Language Teaching Textbooks Used In Russia In The Light Of The CEFR Criteria This Study Analyzed The Textbooks Titled "Arabic For Non-native Speaking Children", Level I By Zakirov, Mingazova, And Mukhametzyanov (2011), And "Arabic For Non-Native Speaking Children", Level II By Mingazova, Zakirov, And Mukhametzyanov (2013) Which Are Used To Teach Arabic As A Foreign Language (AFL) To Elementary School Children In Tatarstan. The Textbooks Were Then Evaluated In The Light Of The Common European Framework Of Reference (CEFR) Criteria. Results Showed That The Textbooks Do Not Meet The CEFR Language Teaching And Learning Criteria, As They Focus On The Reading And Writing Skills, Not Oral Skills And Communication. They Focus On The Arabic Alphabet Letters And Basic Arabic Grammatical Structures And Categories. The Words Taught Are Selected Based On Whether They Contain The Alphabet Letter Under Study, Not On The Basis Of Belonging To A Certain Semantic Category. In Addition, The Textbooks Have Adopted A Grammar-translation Approach, Not A Communicative, Functional Approach. The Study Recommends Restructuring The Textbook Aims, Skills And Subskills Taught, Language Elements Selected, Syllabus Design Adopted, And Language Teaching Approach Followed So That Focus Is On Learning Arabic For Communication. The Whole Arabic Lesson Should Be Conducted In Arabic (L2). The Students Should Practice Oral Skills Before They Move On To Reading And Writing Sentences And Paragraphs. The Form And Meaning Of The Words And Grammatical Patterns Should Be Taught Together Using Real Objects, Drawings, Gestures And Dramatization. The Textbooks Should Adopt A Functional Situational Syllabus Design And Follow A Communicative Language Teaching Approach. [This Paper Was Published In: "Proceedings IFTE-2020" (pp. 101-129). Kazan Federal University.] at online marketplaces:


48A Nonperturbative Calculation Of Basic Chiral QCD Parameters Within Dynamical Equations Approach To QCD At Low Energies

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Basic chiral QCD parameters (the pion decay constant, the quark and gluon condensates, the dynamically generated quark mass, etc) as well as the vacuum energy density have been calculated from first principles within a recently proposed dynamical equations approach to QCD at low energies. The zero modes enhancement (ZME) model of quark confinement and dynamical chiral symmetry breaking (DCSB) based on the solution to the Schwinger-Dyson (SD) equation for the quark propagator in the infrared (IR) domain was used for this purpose. There are only two independent quantities by means of which calculations should be done within our approach. Our unique input data was chosen to be the pion decay constant in the chiral limit given by the chiral perturbation theory at the hadronic level (CHPTh). Phenomenological estimates of these quantities, as well as the vacuum energy density, are in good agreement with our numerical results. The nonperturbative vacuum structure which emerges from the ZME model, appears to be well suited to describe quark confinement, DCSB, current-effective (dynamical)-constituent, as well as constituent-valence quark transformations, the Okubo-Zweig-Iizuka (OZI) rule, dimensional transmutation, etc. The importance of the instanton-type fluctuations in the true QCD vacuum for the ZME model is also emphasized. This allows to predict new, more realistic values for the vacuum energy density (apart from the sign, by definition, the bag constant) and the gluon condensate.

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  • Language: English

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49Introduction To Programming; A Basic Approach

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Includes bibliographical references

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  • Title: ➤  Introduction To Programming; A Basic Approach
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1286.71 Mbs, the file-s for this book were downloaded 98 times, the file-s went public at Wed Jul 24 2013.

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50A Basic Approach To Executive Decision Making

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Includes bibliographical references and index

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  • Title: ➤  A Basic Approach To Executive Decision Making
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 357.94 Mbs, the file-s for this book were downloaded 148 times, the file-s went public at Mon Sep 21 2009.

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1A basic approach to BASIC

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  • Title: A basic approach to BASIC
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  • Language: English
  • Number of Pages: Median: 303
  • Publisher: Wiley
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  • Publish Location: New York

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  • First Year Published: 1976
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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