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1Form And Content Of Company Accounts : Comprehensive Coverage Of Disclosure Requirements Of Companies Acts 1948-1981, SSAPs And The Listing Agreement

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The book is available for download in "texts" format, the size of the file-s is: 608.14 Mbs, the file-s for this book were downloaded 22 times, the file-s went public at Mon Dec 07 2020.

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2Form And Content In The Christian Tradition; A Friendly Discussion Between W. Sanday And N. P. Williams

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The book is available for download in "texts" format, the size of the file-s is: 283.06 Mbs, the file-s for this book were downloaded 402 times, the file-s went public at Mon Aug 04 2008.

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3Mediamerica : Form, Content, And Consequence Of Mass Communication

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Includes bibliographies and index

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4Form And Content In Totemism

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"Form and Content in Totemism" is an article from American Anthropologist, Volume 20 . View more articles from American Anthropologist . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-660628

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5Form Versus Content : Sex And Money

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"Form and Content in Totemism" is an article from American Anthropologist, Volume 20 . View more articles from American Anthropologist . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-660628

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The book is available for download in "texts" format, the size of the file-s is: 278.46 Mbs, the file-s for this book were downloaded 195 times, the file-s went public at Mon Sep 27 2021.

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6The Eye Of Man; Form And Content In Western Painting

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181 p. 26 cm

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7The Research Paper : Process, Form, And Content

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Includes index

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8Narratology And Interpretation : The Content Of Narrative Form In Ancient Literature

Includes index

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9Reading Between The Lines : Form And Content In Levinas's Talmudic Readings

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Includes index

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10Mediamerica : Form, Content, And Consequence Of Mass Communication

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Includes index

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11The Content Of The Form : Narrative Discourse And Historical Representation

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Includes index

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The book is available for download in "texts" format, the size of the file-s is: 663.61 Mbs, the file-s for this book were downloaded 257 times, the file-s went public at Tue May 09 2023.

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12Form And Content : Photos

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Includes index

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13Epic : Form, Content, And History

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Includes index

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14Mediamerica : Form, Content, And Consequence Of Mass Communication

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The book is available for download in "texts" format, the size of the file-s is: 1002.73 Mbs, the file-s for this book were downloaded 26 times, the file-s went public at Sat Oct 17 2020.

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15The Deposits Of The Useful Minerals & Rocks; Their Origin, Form, And Content

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16Form And Content In The Christian Tradition : A Friendly Discussion Between W. Sanday, D.D., Margaret Professor And Canon Of Christ Church And N.P. Williams, M.A., Chaplain-Fellow Of Exeter College

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45

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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: 427.01 Mbs, the file-s for this book were downloaded 522 times, the file-s went public at Thu Apr 12 2007.

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17ERIC ED305657: The Teacher, The Author, And The Text: Variations In The Form And Content Of Writing Conferences.

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In order to describe the process by which teachers who are learning to use writing conferences move toward a more constructivist view of teaching and learning (emphasizing interaction between teacher and student, the negotiation of meaning, and the role of language in learning), a study presents three case studies. Subjects were three New York City elementary school teachers participating in the Columbia University Teachers College Writing Project (a coordinated effort to involve teachers and students in the writing process in the classroom setting). The study describes each teacher in turn: (1) characterizing their writing conferences, including strategies for conferring; (2) demonstrating how teachers' conceptions of the purposes of the conference shaped their interactions with students; and (3) demonstrating how these conceptions changed over time. Three semi-structured interviews and three classroom observations made over one school year were used to gather data about each teacher. Results indicated that although the three teachers started at different points with differing conceptions of the purposes of the writing conferences, they progressed toward a common point reflecting a balance between encouraging students to own their writing and finding a way to intervene to encourage growth in the writing of students. Movement towards this balance was reflected on three dimensions: conceptions of the purposes of conferences; the content of conferences; and teacher-student interactions during the conference. (Sixteen references are attached.) (SR)

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18ERIC EJ848195: The Influence Of Teacher Characteristics On Teachers' Knowledge Of Language Form, Content, And Use

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Research has demonstrated that poor readers may demonstrate a variety of language deficits (e.g., Adams, 1990), and children with language difficulties have difficulty reading later in life (e.g., Catts, Fey, Zhang, & Tomblin, 1999). Teachers are likely to be faced with the challenge of implementing programming to meet the needs of children with varying language needs. Therefore, teachers' knowledge of language is essential (e.g., Moats, 1994; Wilson, 1999). This study investigated which teacher variables significantly predicted teachers' knowledge of language form (phonology, morphology, syntax), content (semantics), and use (pragmatics). The Assessment of Oral Language Knowledge (AOLK; McIntyre, 2005) was administered to 236 preservice and inservice teachers. A simultaneous regression model was used to explore which teacher variables significantly predicted teachers' knowledge of language form, content, and use. Results indicated that years of teaching experience and gender accounted for 17.37% of the variance in teachers' knowledge of language form. Teachers' years of teaching experience and gender also accounted for 18.7% of the variance in teachers' knowledge of language content. None of the variables were statistically significant predictors of teachers' knowledge of language use. The importance of exploring teachers' knowledge of all three language domains, and the characteristics that influence this knowledge, to teacher training and inservicing are discussed. (Contains 3 tables.)

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19The Deposits Of The Useful Minerals & Rocks; Their Origin, Form, And Content

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20ERIC ED024021: Two Conferences On Chinese Linguistics. 1966: Computers And Chinese Linguistic Research; 1967: Problems Of Content And Form In The Teaching Of Chinese.

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The two Chinese Linguistics Conferences held at Princeton in October 1966 and 1967 treated respectively (1) the relevance and specific application of computer methods to the problems of Chinese Linguistics and (2) a series of interrelated problems in teaching Chinese--dictionaries, courses in classical Chinese, and methods of teaching and maintaining modern spoken Chinese. Appended are further notes concerning a students' vocabulary handbook of Chinese by the report editor, F. Mote, and other participants of the conferences. (AMM)

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21NASA Technical Reports Server (NTRS) 19920016856: In Defense Of Compilation: A Response To Davis' Form And Content In Model-based Reasoning

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In a recent paper entitled 'Form and Content in Model Based Reasoning', Randy Davis argues that model based reasoning research aimed at compiling task specific rules from underlying device models is mislabeled, misguided, and diversionary. Some of Davis' claims are examined and his basic conclusions are challenged about the value of compilation research to the model based reasoning community. In particular, Davis' claim is refuted that model based reasoning is exempt from the efficiency benefits provided by knowledge compilation techniques. In addition, several misconceptions are clarified about the role of representational form in compilation. It is concluded that techniques have the potential to make a substantial contribution to solving tractability problems in model based reasoning.

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  • Title: ➤  NASA Technical Reports Server (NTRS) 19920016856: In Defense Of Compilation: A Response To Davis' Form And Content In Model-based Reasoning
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22Group Accounts : The Fundamental Principles, Form And Content

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In a recent paper entitled 'Form and Content in Model Based Reasoning', Randy Davis argues that model based reasoning research aimed at compiling task specific rules from underlying device models is mislabeled, misguided, and diversionary. Some of Davis' claims are examined and his basic conclusions are challenged about the value of compilation research to the model based reasoning community. In particular, Davis' claim is refuted that model based reasoning is exempt from the efficiency benefits provided by knowledge compilation techniques. In addition, several misconceptions are clarified about the role of representational form in compilation. It is concluded that techniques have the potential to make a substantial contribution to solving tractability problems in model based reasoning.

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23The Content And Form Of Yoruba Ijala

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In a recent paper entitled 'Form and Content in Model Based Reasoning', Randy Davis argues that model based reasoning research aimed at compiling task specific rules from underlying device models is mislabeled, misguided, and diversionary. Some of Davis' claims are examined and his basic conclusions are challenged about the value of compilation research to the model based reasoning community. In particular, Davis' claim is refuted that model based reasoning is exempt from the efficiency benefits provided by knowledge compilation techniques. In addition, several misconceptions are clarified about the role of representational form in compilation. It is concluded that techniques have the potential to make a substantial contribution to solving tractability problems in model based reasoning.

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24Novalis On Form And Content

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"Novalis on Form and Content" is an article from Modern Language Notes, Volume 27 . View more articles from Modern Language Notes . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2916743

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25The Research Paper : Process, Form, And Content

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"Novalis on Form and Content" is an article from Modern Language Notes, Volume 27 . View more articles from Modern Language Notes . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2916743

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26ERIC ED591437: Action Research Articles On Education In Turkey: A Content Analysis This Study Is A Content Analysis Of Action Research Articles In The Field Of Education Which Were Published In Turkish Journals And Indexed By SSCI And ULAKBIM Databases. Therefore, 80 Articles Were Examined. The Data Was Collected Through A Form Developed By The Researchers. The Articles Were Analyzed According To The Theme And Code List Provided On The Form. The Themes Included The Publication Date, Journal Title, Journal Type, Index, Language, Source Of The Articles; The Number, Gender, Nationality, Occupation, Role Of The Authors; Location, Field, Topic Of The Studies; Research Design, Action Research Type And Cycle Of The Studies; Sampling Level, Size And Method; Duration, Data Collection And Analysis Method; Validity And Reliability Method, And Citation Count Of The Studies. The Data Obtained Was Interpreted In Terms Of The Percentage And Frequency. The Most Remarkable Results Of The Study Are That Action Research Is A Less Preferred Type Of Research In Turkey, Mostly Conducted By Academicians, And The Teacher Researchers Are Very Few. In Addition, The Need To Acquire More Knowledge And Experience On The Main Features Of Action Research Such As Its Methodology, Types And Cycle, And The Role Of The Researcher Can Be Considered As Another Important Result Derived From The Study. Finally, It Is Hoped That The Study Will Increase The Interest In Action Research And Contribute To The Researchers.

By

This study is a content analysis of action research articles in the field of education which were published in Turkish journals and indexed by SSCI and ULAKBIM databases. Therefore, 80 articles were examined. The data was collected through a form developed by the researchers. The articles were analyzed according to the theme and code list provided on the form. The themes included the publication date, journal title, journal type, index, language, source of the articles; the number, gender, nationality, occupation, role of the authors; location, field, topic of the studies; research design, action research type and cycle of the studies; sampling level, size and method; duration, data collection and analysis method; validity and reliability method, and citation count of the studies. The data obtained was interpreted in terms of the percentage and frequency. The most remarkable results of the study are that action research is a less preferred type of research in Turkey, mostly conducted by academicians, and the teacher researchers are very few. In addition, the need to acquire more knowledge and experience on the main features of action research such as its methodology, types and cycle, and the role of the researcher can be considered as another important result derived from the study. Finally, it is hoped that the study will increase the interest in action research and contribute to the researchers.

“ERIC ED591437: Action Research Articles On Education In Turkey: A Content Analysis This Study Is A Content Analysis Of Action Research Articles In The Field Of Education Which Were Published In Turkish Journals And Indexed By SSCI And ULAKBIM Databases. Therefore, 80 Articles Were Examined. The Data Was Collected Through A Form Developed By The Researchers. The Articles Were Analyzed According To The Theme And Code List Provided On The Form. The Themes Included The Publication Date, Journal Title, Journal Type, Index, Language, Source Of The Articles; The Number, Gender, Nationality, Occupation, Role Of The Authors; Location, Field, Topic Of The Studies; Research Design, Action Research Type And Cycle Of The Studies; Sampling Level, Size And Method; Duration, Data Collection And Analysis Method; Validity And Reliability Method, And Citation Count Of The Studies. The Data Obtained Was Interpreted In Terms Of The Percentage And Frequency. The Most Remarkable Results Of The Study Are That Action Research Is A Less Preferred Type Of Research In Turkey, Mostly Conducted By Academicians, And The Teacher Researchers Are Very Few. In Addition, The Need To Acquire More Knowledge And Experience On The Main Features Of Action Research Such As Its Methodology, Types And Cycle, And The Role Of The Researcher Can Be Considered As Another Important Result Derived From The Study. Finally, It Is Hoped That The Study Will Increase The Interest In Action Research And Contribute To The Researchers.” Metadata:

  • Title: ➤  ERIC ED591437: Action Research Articles On Education In Turkey: A Content Analysis This Study Is A Content Analysis Of Action Research Articles In The Field Of Education Which Were Published In Turkish Journals And Indexed By SSCI And ULAKBIM Databases. Therefore, 80 Articles Were Examined. The Data Was Collected Through A Form Developed By The Researchers. The Articles Were Analyzed According To The Theme And Code List Provided On The Form. The Themes Included The Publication Date, Journal Title, Journal Type, Index, Language, Source Of The Articles; The Number, Gender, Nationality, Occupation, Role Of The Authors; Location, Field, Topic Of The Studies; Research Design, Action Research Type And Cycle Of The Studies; Sampling Level, Size And Method; Duration, Data Collection And Analysis Method; Validity And Reliability Method, And Citation Count Of The Studies. The Data Obtained Was Interpreted In Terms Of The Percentage And Frequency. The Most Remarkable Results Of The Study Are That Action Research Is A Less Preferred Type Of Research In Turkey, Mostly Conducted By Academicians, And The Teacher Researchers Are Very Few. In Addition, The Need To Acquire More Knowledge And Experience On The Main Features Of Action Research Such As Its Methodology, Types And Cycle, And The Role Of The Researcher Can Be Considered As Another Important Result Derived From The Study. Finally, It Is Hoped That The Study Will Increase The Interest In Action Research And Contribute To The Researchers.
  • Author:
  • Language: English

“ERIC ED591437: Action Research Articles On Education In Turkey: A Content Analysis This Study Is A Content Analysis Of Action Research Articles In The Field Of Education Which Were Published In Turkish Journals And Indexed By SSCI And ULAKBIM Databases. Therefore, 80 Articles Were Examined. The Data Was Collected Through A Form Developed By The Researchers. The Articles Were Analyzed According To The Theme And Code List Provided On The Form. The Themes Included The Publication Date, Journal Title, Journal Type, Index, Language, Source Of The Articles; The Number, Gender, Nationality, Occupation, Role Of The Authors; Location, Field, Topic Of The Studies; Research Design, Action Research Type And Cycle Of The Studies; Sampling Level, Size And Method; Duration, Data Collection And Analysis Method; Validity And Reliability Method, And Citation Count Of The Studies. The Data Obtained Was Interpreted In Terms Of The Percentage And Frequency. The Most Remarkable Results Of The Study Are That Action Research Is A Less Preferred Type Of Research In Turkey, Mostly Conducted By Academicians, And The Teacher Researchers Are Very Few. In Addition, The Need To Acquire More Knowledge And Experience On The Main Features Of Action Research Such As Its Methodology, Types And Cycle, And The Role Of The Researcher Can Be Considered As Another Important Result Derived From The Study. Finally, It Is Hoped That The Study Will Increase The Interest In Action Research And Contribute To The Researchers.” Subjects and Themes:

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27The Deposits Of The Useful Minerals Amp Rocks Their Origin, Form And Content Vol Ii

By

Book Source: Digital Library of India Item 2015.87274 dc.contributor.author: Prof. Dr. F. Beyschlag, Prof. J.h.l Vogt & Prof. Dr. P. Krusch dc.contributor.other: Indian Institute Of Sciences dc.date.accessioned: 2015-06-30T20:12:27Z dc.date.available: 2015-06-30T20:12:27Z dc.date.citation: 1916 dc.identifier.barcode: 1990010030659 dc.identifier.origpath: /data7/upload/0172/437 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/87274 dc.description.scanningcentre: RMSC, IIIT-H dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 763 dc.description.vendor: IISc, Bangalore, Hyderabad dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher: Macmillan Amp Co.,limited dc.rights: Out_of_copyright dc.subject.classification: Science dc.title: The Deposits Of The Useful Minerals Amp Rocks Their Origin, Form And Content Vol Ii dc.rights.holder: Macmillan Amp Co.,limited

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28ERIC ED319082: An Analysis Of The Content And Form Of Students' Verbal Interactions In Cooperative Groups.

By

A study examined the content and form of third-, fourth-, and sixth-grade students' verbal interactions while working in cooperative groups. Teachers were asked to conduct cooperative-learning reading lessons during the observation time. A total of 32 observations of students' cooperative group work were conducted in six classrooms during regular whole-language literacy instruction. Content of students' verbal interactions was examined in terms of four general categories: procedural, academic, individualistic, and social/emotional. The form of students' discussions was examined in terms of the length of their utterances. Form was examined to describe the structure of the various types of verbal interaction content, and also to ascertain the extent to which students' utterances facilitated or hampered discussion of high-level academic content. Grade level and teacher effects were examined for both content and form. Analysis revealed that much of the students' group discussion could be characterized as on-task and non-negative in tone. Results indicated high amounts of procedural and academic talk and relatively low amounts of individualistic and social/emotional talk. The greater mean lengths of academic low-level and high-level utterances suggest that these two categories of discussion content are distinct from most or all other types of utterances. (Four figures and seven tables of data are included. Twenty-six references are attached.) (Author/MG)

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29ERIC ED193960: The Relationship Of Form And Content In Children's Discourse Paraphrases.

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In a verbal memory study of language development, third- through sixth-grade children read and orally recalled short, expository passages which were presented in three syntactic paraphrase forms: (1) complex sentences with preverbal elaboration such as complex subject nominalizations and relative clauses, (2) complex sentences with postverbal elaboration, and (3) simple sentences. Syntactic analysis of the children's best recall samples (those showing high semantic recall) revealed that third through fifth graders tended to paraphrase the target information in simple sentences, regardless of the complexity of the material they had read. Sixth graders, however, maintained the original syntax more often than younger subjects, suggesting a better recall memory for syntactically complex features of discourse. The results corroborate previous findings showing that children's speech in the upper elementary grades shifts towards greater structural complexity. As suggested by Ingram (1975), such a shift may reflect important developmental changes in the linguistic strategies children use during this age range for producing complex sentences in connected discourse. (Author)

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30Chris "Context Matters" Martenson, PhD - This Is My First Time Uploading A 'long Form' Video Of Mine, Just Released Today. It's An Experiment To See If Twitter Is A Good Place For Such Content...let Me Know What You Think Of The Experiment? It Covers The #energycrisis #economy And The Fact That There Are No Low…

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This is my first time uploading a 'long form' video of mine, just released today. It's an experiment to see if Twitter is a good place for such content...let me know what you think of the experiment? It covers the #energycrisis #economy and the fact that there are no Low… https://t.co/SpARcgPpsn

“Chris "Context Matters" Martenson, PhD - This Is My First Time Uploading A 'long Form' Video Of Mine, Just Released Today. It's An Experiment To See If Twitter Is A Good Place For Such Content...let Me Know What You Think Of The Experiment? It Covers The #energycrisis #economy And The Fact That There Are No Low…” Metadata:

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  • Author: ➤  

“Chris "Context Matters" Martenson, PhD - This Is My First Time Uploading A 'long Form' Video Of Mine, Just Released Today. It's An Experiment To See If Twitter Is A Good Place For Such Content...let Me Know What You Think Of The Experiment? It Covers The #energycrisis #economy And The Fact That There Are No Low…” Subjects and Themes:

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31The Reverend Mark Twain : Theological Burlesque, Form, And Content

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This is my first time uploading a 'long form' video of mine, just released today. It's an experiment to see if Twitter is a good place for such content...let me know what you think of the experiment? It covers the #energycrisis #economy and the fact that there are no Low… https://t.co/SpARcgPpsn

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32Their Origin, Form And Content

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Book Source: Digital Library of India Item 2015.500258 dc.contributor.author: Beyschlag, F. dc.contributor.author: Vogt, J.h.l. dc.contributor.author: Krusch, P. dc.contributor.author: Truscott, S.j., Tr. dc.date.accessioned: 2015-09-26T01:23:40Z dc.date.available: 2015-09-26T01:23:40Z dc.date.digitalpublicationdate: 2005/12/15 dc.date.citation: 1914 dc.identifier.barcode: 04990010249948 dc.identifier.origpath: /data4/upload/0102/752 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/500258 dc.description: Magmatic Segregation , Tin Lodes Quicksilver - vol.1 dc.description.scannerno: SCL_01 dc.description.scanningcentre: C-DAK, Kolkata dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 552 dc.format.mimetype: application/pdf dc.language.iso: Unknown dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: Macmillan And Co, London dc.rights: In Public Domain dc.source.library: State Central Library, Kolkata dc.subject.classification: Natural Sciences dc.subject.classification: Earth Sciences.geology dc.subject.classification: Geomorphology dc.subject.keywords: Folding dc.subject.keywords: Overthrusting dc.subject.keywords: Faulting dc.subject.keywords: Ore Beds dc.title: The Deposits Of The Useful Minarals And Rocks Vol. 1 dc.title: Their Origin, Form And Content dc.type: Print - Paper dc.type: Book

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33Form And Content Of Company Accounts : Comprehensive Coverage Of Disclosure Requirements Of The Companies Act 1985, SSAPs, And The Yellow Book

Book Source: Digital Library of India Item 2015.500258 dc.contributor.author: Beyschlag, F. dc.contributor.author: Vogt, J.h.l. dc.contributor.author: Krusch, P. dc.contributor.author: Truscott, S.j., Tr. dc.date.accessioned: 2015-09-26T01:23:40Z dc.date.available: 2015-09-26T01:23:40Z dc.date.digitalpublicationdate: 2005/12/15 dc.date.citation: 1914 dc.identifier.barcode: 04990010249948 dc.identifier.origpath: /data4/upload/0102/752 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/500258 dc.description: Magmatic Segregation , Tin Lodes Quicksilver - vol.1 dc.description.scannerno: SCL_01 dc.description.scanningcentre: C-DAK, Kolkata dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 552 dc.format.mimetype: application/pdf dc.language.iso: Unknown dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: Macmillan And Co, London dc.rights: In Public Domain dc.source.library: State Central Library, Kolkata dc.subject.classification: Natural Sciences dc.subject.classification: Earth Sciences.geology dc.subject.classification: Geomorphology dc.subject.keywords: Folding dc.subject.keywords: Overthrusting dc.subject.keywords: Faulting dc.subject.keywords: Ore Beds dc.title: The Deposits Of The Useful Minarals And Rocks Vol. 1 dc.title: Their Origin, Form And Content dc.type: Print - Paper dc.type: Book

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34Mediamerica : Form, Content, And Consequence Of Mass Communication

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Book Source: Digital Library of India Item 2015.500258 dc.contributor.author: Beyschlag, F. dc.contributor.author: Vogt, J.h.l. dc.contributor.author: Krusch, P. dc.contributor.author: Truscott, S.j., Tr. dc.date.accessioned: 2015-09-26T01:23:40Z dc.date.available: 2015-09-26T01:23:40Z dc.date.digitalpublicationdate: 2005/12/15 dc.date.citation: 1914 dc.identifier.barcode: 04990010249948 dc.identifier.origpath: /data4/upload/0102/752 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/500258 dc.description: Magmatic Segregation , Tin Lodes Quicksilver - vol.1 dc.description.scannerno: SCL_01 dc.description.scanningcentre: C-DAK, Kolkata dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 552 dc.format.mimetype: application/pdf dc.language.iso: Unknown dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: Macmillan And Co, London dc.rights: In Public Domain dc.source.library: State Central Library, Kolkata dc.subject.classification: Natural Sciences dc.subject.classification: Earth Sciences.geology dc.subject.classification: Geomorphology dc.subject.keywords: Folding dc.subject.keywords: Overthrusting dc.subject.keywords: Faulting dc.subject.keywords: Ore Beds dc.title: The Deposits Of The Useful Minarals And Rocks Vol. 1 dc.title: Their Origin, Form And Content dc.type: Print - Paper dc.type: Book

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35Responding To Art : Form, Content, And Context

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Book Source: Digital Library of India Item 2015.500258 dc.contributor.author: Beyschlag, F. dc.contributor.author: Vogt, J.h.l. dc.contributor.author: Krusch, P. dc.contributor.author: Truscott, S.j., Tr. dc.date.accessioned: 2015-09-26T01:23:40Z dc.date.available: 2015-09-26T01:23:40Z dc.date.digitalpublicationdate: 2005/12/15 dc.date.citation: 1914 dc.identifier.barcode: 04990010249948 dc.identifier.origpath: /data4/upload/0102/752 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/500258 dc.description: Magmatic Segregation , Tin Lodes Quicksilver - vol.1 dc.description.scannerno: SCL_01 dc.description.scanningcentre: C-DAK, Kolkata dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 552 dc.format.mimetype: application/pdf dc.language.iso: Unknown dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: Macmillan And Co, London dc.rights: In Public Domain dc.source.library: State Central Library, Kolkata dc.subject.classification: Natural Sciences dc.subject.classification: Earth Sciences.geology dc.subject.classification: Geomorphology dc.subject.keywords: Folding dc.subject.keywords: Overthrusting dc.subject.keywords: Faulting dc.subject.keywords: Ore Beds dc.title: The Deposits Of The Useful Minarals And Rocks Vol. 1 dc.title: Their Origin, Form And Content dc.type: Print - Paper dc.type: Book

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36Nigeria's Third-Generation Literature - Content And Form

This book considers the evolution and characteristics of Nigeria’s third-generation literature, which emerged between the late 1980s and the early 1990s and is marked by expressive modes and concerns distinctly different from those of the preceding era. The creative writing of this period reflects new sensibilities and anxieties about Nigeria’s changing fortunes in the post-colonial era. The literature of the third generation is startling in its candidness, irreverence as well as the brutal self-disclosure of its characters, and it is governed by an unusually wide-ranging sweep in narrative techniques. This book examines six key texts of the oeuvre: Maria Ajima’s The Web, Okey Ndibe’s Foreign Gods, Inc., Teju Cole’s Open City, Chika Unigwe’s On Black Sisters Street, Lola Shoneyin’s The Secret Lives of Baba Segi’s Wives, and Chimamanda Ngozi Adichie’s The Thing Around Your Neck. The texts interpret contemporary corruption and other unspeakable social malaise; together, they point to the exciting future of Nigerian literature, which has always been defined by its daring creativity and inventive expressive modes. Even conventional storytelling strategies receive revitalizing energies in these angst-driven narratives. This book will be of interest to students and researchers of contemporary African literature, Sociology, Gender and women’s studies, and post-colonial cultural expression more broadly.

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37Exhibition - CMA@MOCA: The Persistence Of Geometry: Form, Content And Culture In The Collection Of The Cleveland Museum Of Art

The Cleveland Museum of Art (CMA) and the Museum of Contemporary Art Cleveland (MOCA) announce to opening of CMA@MOCA's The Persistence of Geometry: Form, Content and Culture in the Collection of The Cleveland Museum of Art exhibition

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38ERIC ED027095: A Pilot Study Integrating Visual Form And Anthropological Content For Teaching Children Ages 6 To 11 About Cultures And Peoples Of The World; Specifically, The Preparation Of A Danced Presentation With Lecture Interpreting Some Of The Cultural Values In West And Central African Communities. Final Report.

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A pilot study was conducted to demonstrate the use of dance as a method for improving and extending curriculum content of world cultures in elementary schools. The secondary objectives emphasized nonverbal experience as a means of interpreting the patterns of cultural values in West and Central Africa. Most of the 41 presentations of the dance program were performed before a variety of elementary school audiences, but some presentations were shown to the public. The evaluation consisted of analyzing 666 letters and 691 drawings from children, photographs, taped interviews using questionnaires, and letters from educators and professional advisors. The results showed that an educational program using dance, music, and sculpture to integrate visual form and anthropological content could be used successfully to teach children of ages six to eleven about various cultures. The director urged the use of such programs as "cultural bridges" to establish better understanding among peoples of the world. (JS)

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  • Author:
  • Language: English

“ERIC ED027095: A Pilot Study Integrating Visual Form And Anthropological Content For Teaching Children Ages 6 To 11 About Cultures And Peoples Of The World; Specifically, The Preparation Of A Danced Presentation With Lecture Interpreting Some Of The Cultural Values In West And Central African Communities. Final Report.” Subjects and Themes:

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39Love And Society In Shakespearean Comedy : A Study Of Dramatic Form And Content

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A pilot study was conducted to demonstrate the use of dance as a method for improving and extending curriculum content of world cultures in elementary schools. The secondary objectives emphasized nonverbal experience as a means of interpreting the patterns of cultural values in West and Central Africa. Most of the 41 presentations of the dance program were performed before a variety of elementary school audiences, but some presentations were shown to the public. The evaluation consisted of analyzing 666 letters and 691 drawings from children, photographs, taped interviews using questionnaires, and letters from educators and professional advisors. The results showed that an educational program using dance, music, and sculpture to integrate visual form and anthropological content could be used successfully to teach children of ages six to eleven about various cultures. The director urged the use of such programs as "cultural bridges" to establish better understanding among peoples of the world. (JS)

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40ERIC EJ1005019: The Integration Of Language And Content: Form-Focused Instruction In A Content-Based Language Program

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This comparative, classroom-based study investigated the effect and effectiveness of introducing a focus on form approach to a content-based, occupation-specific language program for adults. Thirty-six adults in two classes participated in a 10-week study. One group of 16 adults received content-based instruction that included a focus on form component while the other group of 20 adults received the same content-based instruction with a focus on meaning only. Pre-tests/post-tests/delayed post-tests measured learning of two grammatical forms, the present conditional and the simple past tense, as well as occupational content knowledge. Results indicated significant gains on most of the language measures for both learner groups but significant advantages for the form-focused group on the content knowledge tests. The results are discussed in relation to the impact of specific strategies designed to focus on form and the relationship between attention to form and comprehension of content in the context of content-based language programs. (Contains 6 tables and 1 figure.)

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41Cyrus Veyssi, Content Creator - A Conversation On Cancel Culture, The White Gaze, And How Brands Can Form More Authentic Relationships With Marginalized Influencers

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This is Cyrus Veyssi, content creator and beauty expert. In today's episode, Cyrus and I dive into the complex conversation of the influencer's place in politics, cancel culture, and how brands can foster more authentic relationships with marginalized influencers. Listen along!

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42Eugene E. Carpenter (ed.), A Biblical Itinerary. In Search Of Method, Form And Content

Method, Form and Content of the Old Testament

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43ERIC ED038894: Inhalt Und Form--Gedanken Zur Sprachlehre Und Ubersetzungmethodik (Content And Form--Thoughts On Language Instruction And Methods Of Translation).

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This analysis of several principles of translation considers relationships between content and meaning, distinctive features and linguistic form, and language and speech. The dichotomies of individual and community speech patterns, situationally determined and independent language usage, and denotative and expressive usage are also examined. The author proposes that translation from a foreign language be based on the contents of linguistic form and that translation into a foreign language be based on the cluster of distinctive features making up the contextually ambiguous meaning of the native language form. The second part of the paper discusses the role of formal constraints in translation. A contrastive analysis of a Portuguese sentence and its translation into German illustrate this translation principle. (RL)

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44Form And Content In Hindustani Rhythm

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The purpose of this article is to discuss the aesthetic problem of form and content in the context of North Indian rhythm of the various questions in terms of this problem which is generally dealt with aesthetics.

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45Creative Nonfiction : A Guide To Form, Content, And Style, With Readings

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The purpose of this article is to discuss the aesthetic problem of form and content in the context of North Indian rhythm of the various questions in terms of this problem which is generally dealt with aesthetics.

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46A Method For Content Uniformity Determination Of Atenolol And Losartan Potassium In Combined Tablet Dosage Form.

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This article is from Indian Journal of Pharmaceutical Sciences , volume 72 . Abstract A simple, accurate, rapid, specific and reproducible UV spectrophotometric method was developed for estimation of content uniformity of atenolol and losartan potassium in its combined tablet dosage form. The method involves formation and solving the simultaneous equation using 226.4 and 254 nm as two wavelengths for atenolol and losartan, respectively. Developed method was employed to determine the atenolol and losartan content in ten individual tablet units of five market formulations. Methanol was used as solvent. The method was validated. From the results, it was concluded that all brands are within the content uniformity limit, 85-115%.

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47Form And Content In Children's Human Figure Drawings : Development, Sex Differences, And Body Experience

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This article is from Indian Journal of Pharmaceutical Sciences , volume 72 . Abstract A simple, accurate, rapid, specific and reproducible UV spectrophotometric method was developed for estimation of content uniformity of atenolol and losartan potassium in its combined tablet dosage form. The method involves formation and solving the simultaneous equation using 226.4 and 254 nm as two wavelengths for atenolol and losartan, respectively. Developed method was employed to determine the atenolol and losartan content in ten individual tablet units of five market formulations. Methanol was used as solvent. The method was validated. From the results, it was concluded that all brands are within the content uniformity limit, 85-115%.

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48The Research Paper : Form And Content

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Includes index

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49ERIC ED580103: Accelerated Curriculum & College Credit Opportunities Young People Are Entering College At Increasingly Higher Rates, Yet Many Are Under-prepared For The Academic Challenges They Encounter. Educators And Policy Makers Are Calling For Increased Educational Opportunities That Prepare All Students For The Rigors Of Postsecondary Education. Accelerated Learning Opportunities Foster Smoother And More Successful Transitions From High School To College While Allowing Students To Earn Dual Credit (a Course Or Program Where High School Students Can Earn Both High School And Postsecondary Credit For The Same Course). Accelerated Learning Opportunities Can: (1) Prepare Students For The Challenges Of College Through A Rigorous High School Curriculum; (2) Engage Seniors By Offering Interesting, Challenging And College Credit-bearing Courses; (3) Provide Students With Skills And Experiences To Ensure Student Success In Transition To College And Credential Acquisition; (4) Reduce Students' College Tuition Expenditures And Shorten The Time To Degree Completion; And (5) Increase Communication, Collaboration, And Curricular Alignment Between Secondary And Postsecondary Systems. Beginning As Early As The 1960s, Oregon Educators Have Been Bridging K-12 And Postsecondary Education Through Accelerated Learning Options. A Variety Of Credit Options Are Offered In Oregon Including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual Credit; (4) Expanded Options; (5) Career And Technical Education (CTE) Programs Of Study; And (6) Tech Prep. This Publication Reports From The National Center For Educational Statistics, 2005; And Presents Information Reflecting National Trends Which Are Supported By The Findings In The Oregon Dual Credit Study Of 2010. Currently There Are 17 Community Colleges And Four Oregon University System Institutions That Offer Dual Credit Options. Postsecondary Institutions Review High School Courses For Content, Continuity, And College-level Appropriateness. Accelerated Curriculum & College Credit Programs Are Presented In Table Form And Arranged According To The Following Column Headings: Program Title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, And Cost To Students. Contact Information For Programs Is Provided.

By

Young people are entering college at increasingly higher rates, yet many are under-prepared for the academic challenges they encounter. Educators and policy makers are calling for increased educational opportunities that prepare all students for the rigors of postsecondary education. Accelerated learning opportunities foster smoother and more successful transitions from high school to college while allowing students to earn dual credit (a course or program where high school students can earn both high school and postsecondary credit for the same course). Accelerated learning opportunities can: (1) Prepare students for the challenges of college through a rigorous high school curriculum; (2) Engage seniors by offering interesting, challenging and college credit-bearing courses; (3) Provide students with skills and experiences to ensure student success in transition to college and credential acquisition; (4) Reduce students' college tuition expenditures and shorten the time to degree completion; and (5) Increase communication, collaboration, and curricular alignment between secondary and postsecondary systems. Beginning as early as the 1960s, Oregon educators have been bridging K-12 and postsecondary education through accelerated learning options. A variety of credit options are offered in Oregon including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual credit; (4) Expanded Options; (5) Career and Technical Education (CTE) Programs of Study; and (6) Tech Prep. This publication reports from the National Center for Educational Statistics, 2005; and presents information reflecting national trends which are supported by the findings in the Oregon Dual Credit Study of 2010. Currently there are 17 community colleges and four Oregon university system institutions that offer dual credit options. Postsecondary institutions review high school courses for content, continuity, and college-level appropriateness. Accelerated curriculum & college credit programs are presented in table form and arranged according to the following column headings: Program title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, and Cost to Students. Contact information for programs is provided.

“ERIC ED580103: Accelerated Curriculum & College Credit Opportunities Young People Are Entering College At Increasingly Higher Rates, Yet Many Are Under-prepared For The Academic Challenges They Encounter. Educators And Policy Makers Are Calling For Increased Educational Opportunities That Prepare All Students For The Rigors Of Postsecondary Education. Accelerated Learning Opportunities Foster Smoother And More Successful Transitions From High School To College While Allowing Students To Earn Dual Credit (a Course Or Program Where High School Students Can Earn Both High School And Postsecondary Credit For The Same Course). Accelerated Learning Opportunities Can: (1) Prepare Students For The Challenges Of College Through A Rigorous High School Curriculum; (2) Engage Seniors By Offering Interesting, Challenging And College Credit-bearing Courses; (3) Provide Students With Skills And Experiences To Ensure Student Success In Transition To College And Credential Acquisition; (4) Reduce Students' College Tuition Expenditures And Shorten The Time To Degree Completion; And (5) Increase Communication, Collaboration, And Curricular Alignment Between Secondary And Postsecondary Systems. Beginning As Early As The 1960s, Oregon Educators Have Been Bridging K-12 And Postsecondary Education Through Accelerated Learning Options. A Variety Of Credit Options Are Offered In Oregon Including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual Credit; (4) Expanded Options; (5) Career And Technical Education (CTE) Programs Of Study; And (6) Tech Prep. This Publication Reports From The National Center For Educational Statistics, 2005; And Presents Information Reflecting National Trends Which Are Supported By The Findings In The Oregon Dual Credit Study Of 2010. Currently There Are 17 Community Colleges And Four Oregon University System Institutions That Offer Dual Credit Options. Postsecondary Institutions Review High School Courses For Content, Continuity, And College-level Appropriateness. Accelerated Curriculum & College Credit Programs Are Presented In Table Form And Arranged According To The Following Column Headings: Program Title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, And Cost To Students. Contact Information For Programs Is Provided.” Metadata:

  • Title: ➤  ERIC ED580103: Accelerated Curriculum & College Credit Opportunities Young People Are Entering College At Increasingly Higher Rates, Yet Many Are Under-prepared For The Academic Challenges They Encounter. Educators And Policy Makers Are Calling For Increased Educational Opportunities That Prepare All Students For The Rigors Of Postsecondary Education. Accelerated Learning Opportunities Foster Smoother And More Successful Transitions From High School To College While Allowing Students To Earn Dual Credit (a Course Or Program Where High School Students Can Earn Both High School And Postsecondary Credit For The Same Course). Accelerated Learning Opportunities Can: (1) Prepare Students For The Challenges Of College Through A Rigorous High School Curriculum; (2) Engage Seniors By Offering Interesting, Challenging And College Credit-bearing Courses; (3) Provide Students With Skills And Experiences To Ensure Student Success In Transition To College And Credential Acquisition; (4) Reduce Students' College Tuition Expenditures And Shorten The Time To Degree Completion; And (5) Increase Communication, Collaboration, And Curricular Alignment Between Secondary And Postsecondary Systems. Beginning As Early As The 1960s, Oregon Educators Have Been Bridging K-12 And Postsecondary Education Through Accelerated Learning Options. A Variety Of Credit Options Are Offered In Oregon Including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual Credit; (4) Expanded Options; (5) Career And Technical Education (CTE) Programs Of Study; And (6) Tech Prep. This Publication Reports From The National Center For Educational Statistics, 2005; And Presents Information Reflecting National Trends Which Are Supported By The Findings In The Oregon Dual Credit Study Of 2010. Currently There Are 17 Community Colleges And Four Oregon University System Institutions That Offer Dual Credit Options. Postsecondary Institutions Review High School Courses For Content, Continuity, And College-level Appropriateness. Accelerated Curriculum & College Credit Programs Are Presented In Table Form And Arranged According To The Following Column Headings: Program Title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, And Cost To Students. Contact Information For Programs Is Provided.
  • Author:
  • Language: English

“ERIC ED580103: Accelerated Curriculum & College Credit Opportunities Young People Are Entering College At Increasingly Higher Rates, Yet Many Are Under-prepared For The Academic Challenges They Encounter. Educators And Policy Makers Are Calling For Increased Educational Opportunities That Prepare All Students For The Rigors Of Postsecondary Education. Accelerated Learning Opportunities Foster Smoother And More Successful Transitions From High School To College While Allowing Students To Earn Dual Credit (a Course Or Program Where High School Students Can Earn Both High School And Postsecondary Credit For The Same Course). Accelerated Learning Opportunities Can: (1) Prepare Students For The Challenges Of College Through A Rigorous High School Curriculum; (2) Engage Seniors By Offering Interesting, Challenging And College Credit-bearing Courses; (3) Provide Students With Skills And Experiences To Ensure Student Success In Transition To College And Credential Acquisition; (4) Reduce Students' College Tuition Expenditures And Shorten The Time To Degree Completion; And (5) Increase Communication, Collaboration, And Curricular Alignment Between Secondary And Postsecondary Systems. Beginning As Early As The 1960s, Oregon Educators Have Been Bridging K-12 And Postsecondary Education Through Accelerated Learning Options. A Variety Of Credit Options Are Offered In Oregon Including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual Credit; (4) Expanded Options; (5) Career And Technical Education (CTE) Programs Of Study; And (6) Tech Prep. This Publication Reports From The National Center For Educational Statistics, 2005; And Presents Information Reflecting National Trends Which Are Supported By The Findings In The Oregon Dual Credit Study Of 2010. Currently There Are 17 Community Colleges And Four Oregon University System Institutions That Offer Dual Credit Options. Postsecondary Institutions Review High School Courses For Content, Continuity, And College-level Appropriateness. Accelerated Curriculum & College Credit Programs Are Presented In Table Form And Arranged According To The Following Column Headings: Program Title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, And Cost To Students. Contact Information For Programs Is Provided.” Subjects and Themes:

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Find ERIC ED580103: Accelerated Curriculum & College Credit Opportunities Young People Are Entering College At Increasingly Higher Rates, Yet Many Are Under-prepared For The Academic Challenges They Encounter. Educators And Policy Makers Are Calling For Increased Educational Opportunities That Prepare All Students For The Rigors Of Postsecondary Education. Accelerated Learning Opportunities Foster Smoother And More Successful Transitions From High School To College While Allowing Students To Earn Dual Credit (a Course Or Program Where High School Students Can Earn Both High School And Postsecondary Credit For The Same Course). Accelerated Learning Opportunities Can: (1) Prepare Students For The Challenges Of College Through A Rigorous High School Curriculum; (2) Engage Seniors By Offering Interesting, Challenging And College Credit-bearing Courses; (3) Provide Students With Skills And Experiences To Ensure Student Success In Transition To College And Credential Acquisition; (4) Reduce Students' College Tuition Expenditures And Shorten The Time To Degree Completion; And (5) Increase Communication, Collaboration, And Curricular Alignment Between Secondary And Postsecondary Systems. Beginning As Early As The 1960s, Oregon Educators Have Been Bridging K-12 And Postsecondary Education Through Accelerated Learning Options. A Variety Of Credit Options Are Offered In Oregon Including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual Credit; (4) Expanded Options; (5) Career And Technical Education (CTE) Programs Of Study; And (6) Tech Prep. This Publication Reports From The National Center For Educational Statistics, 2005; And Presents Information Reflecting National Trends Which Are Supported By The Findings In The Oregon Dual Credit Study Of 2010. Currently There Are 17 Community Colleges And Four Oregon University System Institutions That Offer Dual Credit Options. Postsecondary Institutions Review High School Courses For Content, Continuity, And College-level Appropriateness. Accelerated Curriculum & College Credit Programs Are Presented In Table Form And Arranged According To The Following Column Headings: Program Title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, And Cost To Students. Contact Information For Programs Is Provided. at online marketplaces:


50ERIC ED613322: Washington State K-12 Learning Standards For Social Studies These Revised Social Studies Standards Align With The College, Career, And Civic Readiness (C3) Standards Developed In Partnership With The National Council For The Social Studies. In Addition, The Current Version Of The Learning Standards Incorporates The Common Core State Standards And Other Revisions Recommended By Washington's Statewide Cadre Of K-12 Social Studies Teachers. Created By Washington Social Studies Teacher Leaders, Administrators, Content Experts, Civic Organizations, And Stakeholder Groups, These Standards Reflect The Breadth And Depth Of Social Studies Content. Perhaps The Most Important Revision To The Social Studies Standards Is The Movement Of Social Studies Skills To The Forefront. While The Former Standards (revised In 2008) Contained A Skills Section, The New Standards Recognize That The Ability To Understand And Apply Reasoning Skills; Apply Research; Deliberate, Form, And Evaluate Positions Are Important Skills Not Only For Social Studies, But For Success In Any Discipline. Standards Include: (1) Elementary School Standards By Discipline (Grades K-5); (2) Middle School Standards By Discipline (Grades 6-8); And (3) High School Standards By Discipline (Grades 9-12). [Cover Title Varies: "Social Studies Learning Standards."]

By

These revised Social Studies standards align with the College, Career, and Civic Readiness (C3) standards developed in partnership with the National Council for the Social Studies. In addition, the current version of the Learning Standards incorporates the Common Core State Standards and other revisions recommended by Washington's statewide cadre of K-12 social studies teachers. Created by Washington Social Studies teacher leaders, administrators, content experts, civic organizations, and stakeholder groups, these standards reflect the breadth and depth of Social Studies content. Perhaps the most important revision to the Social Studies standards is the movement of Social Studies skills to the forefront. While the former standards (revised in 2008) contained a skills section, the new standards recognize that the ability to understand and apply reasoning skills; apply research; deliberate, form, and evaluate positions are important skills not only for Social Studies, but for success in any discipline. Standards include: (1) Elementary School Standards by Discipline (Grades K-5); (2) Middle School Standards by Discipline (Grades 6-8); and (3) High School Standards by Discipline (Grades 9-12). [Cover title varies: "Social Studies Learning Standards."]

“ERIC ED613322: Washington State K-12 Learning Standards For Social Studies These Revised Social Studies Standards Align With The College, Career, And Civic Readiness (C3) Standards Developed In Partnership With The National Council For The Social Studies. In Addition, The Current Version Of The Learning Standards Incorporates The Common Core State Standards And Other Revisions Recommended By Washington's Statewide Cadre Of K-12 Social Studies Teachers. Created By Washington Social Studies Teacher Leaders, Administrators, Content Experts, Civic Organizations, And Stakeholder Groups, These Standards Reflect The Breadth And Depth Of Social Studies Content. Perhaps The Most Important Revision To The Social Studies Standards Is The Movement Of Social Studies Skills To The Forefront. While The Former Standards (revised In 2008) Contained A Skills Section, The New Standards Recognize That The Ability To Understand And Apply Reasoning Skills; Apply Research; Deliberate, Form, And Evaluate Positions Are Important Skills Not Only For Social Studies, But For Success In Any Discipline. Standards Include: (1) Elementary School Standards By Discipline (Grades K-5); (2) Middle School Standards By Discipline (Grades 6-8); And (3) High School Standards By Discipline (Grades 9-12). [Cover Title Varies: "Social Studies Learning Standards."]” Metadata:

  • Title: ➤  ERIC ED613322: Washington State K-12 Learning Standards For Social Studies These Revised Social Studies Standards Align With The College, Career, And Civic Readiness (C3) Standards Developed In Partnership With The National Council For The Social Studies. In Addition, The Current Version Of The Learning Standards Incorporates The Common Core State Standards And Other Revisions Recommended By Washington's Statewide Cadre Of K-12 Social Studies Teachers. Created By Washington Social Studies Teacher Leaders, Administrators, Content Experts, Civic Organizations, And Stakeholder Groups, These Standards Reflect The Breadth And Depth Of Social Studies Content. Perhaps The Most Important Revision To The Social Studies Standards Is The Movement Of Social Studies Skills To The Forefront. While The Former Standards (revised In 2008) Contained A Skills Section, The New Standards Recognize That The Ability To Understand And Apply Reasoning Skills; Apply Research; Deliberate, Form, And Evaluate Positions Are Important Skills Not Only For Social Studies, But For Success In Any Discipline. Standards Include: (1) Elementary School Standards By Discipline (Grades K-5); (2) Middle School Standards By Discipline (Grades 6-8); And (3) High School Standards By Discipline (Grades 9-12). [Cover Title Varies: "Social Studies Learning Standards."]
  • Author:
  • Language: English

“ERIC ED613322: Washington State K-12 Learning Standards For Social Studies These Revised Social Studies Standards Align With The College, Career, And Civic Readiness (C3) Standards Developed In Partnership With The National Council For The Social Studies. In Addition, The Current Version Of The Learning Standards Incorporates The Common Core State Standards And Other Revisions Recommended By Washington's Statewide Cadre Of K-12 Social Studies Teachers. Created By Washington Social Studies Teacher Leaders, Administrators, Content Experts, Civic Organizations, And Stakeholder Groups, These Standards Reflect The Breadth And Depth Of Social Studies Content. Perhaps The Most Important Revision To The Social Studies Standards Is The Movement Of Social Studies Skills To The Forefront. While The Former Standards (revised In 2008) Contained A Skills Section, The New Standards Recognize That The Ability To Understand And Apply Reasoning Skills; Apply Research; Deliberate, Form, And Evaluate Positions Are Important Skills Not Only For Social Studies, But For Success In Any Discipline. Standards Include: (1) Elementary School Standards By Discipline (Grades K-5); (2) Middle School Standards By Discipline (Grades 6-8); And (3) High School Standards By Discipline (Grades 9-12). [Cover Title Varies: "Social Studies Learning Standards."]” Subjects and Themes:

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Find ERIC ED613322: Washington State K-12 Learning Standards For Social Studies These Revised Social Studies Standards Align With The College, Career, And Civic Readiness (C3) Standards Developed In Partnership With The National Council For The Social Studies. In Addition, The Current Version Of The Learning Standards Incorporates The Common Core State Standards And Other Revisions Recommended By Washington's Statewide Cadre Of K-12 Social Studies Teachers. Created By Washington Social Studies Teacher Leaders, Administrators, Content Experts, Civic Organizations, And Stakeholder Groups, These Standards Reflect The Breadth And Depth Of Social Studies Content. Perhaps The Most Important Revision To The Social Studies Standards Is The Movement Of Social Studies Skills To The Forefront. While The Former Standards (revised In 2008) Contained A Skills Section, The New Standards Recognize That The Ability To Understand And Apply Reasoning Skills; Apply Research; Deliberate, Form, And Evaluate Positions Are Important Skills Not Only For Social Studies, But For Success In Any Discipline. Standards Include: (1) Elementary School Standards By Discipline (Grades K-5); (2) Middle School Standards By Discipline (Grades 6-8); And (3) High School Standards By Discipline (Grades 9-12). [Cover Title Varies: "Social Studies Learning Standards."] at online marketplaces:


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1Deer Godchild

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A young New-Yorker of twelve heard an appeal for the Fatherless Children of France and his heart was touched. He had no money, but he resolved to give his spare time and his utmost energy to support a "kid in France." The French child needed ten cents worth of extra food each day, in order to grow up with strength and courage. The little American godfather earned those ten cents; he sold newspapers at the subway entrance, after school hours, and undertook an amazing variety of more or less lucrative odd jobs. Sometimes business was slow, and it was hard to keep up the game; but he did. While the men around him were enlisting, this young New-Yorker did his part for the war effort by "making good" for his deer godchild with a broad and brotherly grin. He was James P. Jackson Jr. and these are his letters to and from Andrée Leblanc. At the time these letters were written in 1917, Andrée lived with her mother in Paris. Her brother was a soldier for France and her father had been killed earlier in the war. (Introduction from the book, by Edith Serrell, edited by MaryAnn)

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  • Total Time: 1:38:16

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2veillées du chauffeur: contes, essais, récits de voyages

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Tristan Bernard (1866-1947) nous emmène en route à travers la France avec cette collection de courtes vignettes et anecdotes autour du thème des excursions en automobile au début du XXe siècle. - Summary by Sonia

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  • Title: ➤  veillées du chauffeur: contes, essais, récits de voyages
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  • Language: ➤  French - français, langue française
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  • Number of Sections: 54
  • Total Time: 05:37:59

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