Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 8669 result(s) returned

2.7 Reflecting on explanations of ‘abnormal’ development: the case of dyslexia

We can draw the following general conclusions about cognitive and biological explanations of abnormality from the material presented above.

  • Both cognitive and biological accounts of dyslexia are offered as theories which explain the behavioural difficulties that are observed. While some theories may dominate accounts of a given condition (e.g. the phonological deficit hypothesis), and may result in influencing the nature of interventions, they are stil
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8.2 The NOT operation

The NOT operation (note that, as with all logic operators, NOT is always written in capital letters) acts bit by bit on a single binary word according the following rules:

NOT 0 = 1

NOT 1 = 0

In other words, all the 1s in the word are changed to 0s and all the 0s are changed to 1s. Hence, for example,

NOT 1101 1011 = 0010 0100

As you saw earlier, the term complement or 1's complement is sometimes used for the result of the NOT operation. In f
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How to Make Sentence Fragments Into Complete Thoughts
A musical clip about sentence fragments.  Scrolling text on the screen shows examples of sentence fragments and asks the viewer if they are complete sentences.  Segment fragments is defined and the examples are edited to make them complete thoughts.  (01:11)
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Population and Resource Distribution
Becky Forristal teaches seventh–grade economics at Rockwood Valley
Middle School, 20 miles outside St. Louis, Missouri. Her lesson focuses
on a population simulation that explores world economics, demonstrating the inequalities in land, food, energy, and wealth distribution in the world today. Using a global map on the classroom floor, students are able to visualize how resources are distributed in both wealthy and under–developed nations of the world.

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The Aztec Empire, 4/5
'Aztec is a term used to refer to certain ethnic groups of central Mexico, particularly those groups who spoke the Nahuatl language and who achieved political and military dominance over large parts of Mesoamerica in the 14th, 15th and 16th centuries...' (Aztec, Wikipedia, 2009). This History Channel documentary is suitable high school students and is narrated by various scholars.
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Reading Across The Curriculum Workshop 13
Gage Reeve’s class is learning new vocabulary in a lesson on global
warming. Students also use an idea tree to record main ideas and
supporting details and write their own questions to be answered after
reading the nonfiction text.

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Summarizing Nonfiction, Workshop 16
Eleanor Demont’s fifth-grade class completes a mini-lesson using summarization as a comprehension strategy for reading nonfiction texts. Students examine the importance of differentiating what is interesting from what is important in a social studies unit on Ancient Egypt.
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Choosing Words Strategically Workshop 11
Caroline Cockman’s third grade class is learning how to revise
biographies using transitions and more descriptive nouns. A whole-group
exercise models the revision process, and small group instruction
focuses on students who need extra help in writing.

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Music and the Brain: Depression and Creativity Symposium
Kay Redfield Jamison, professor of psychiatry and behavioral sciences and co-director of the Johns Hopkins Mood Disorders Center at the Johns
Hopkins University School of Medicine, convened a discussion of the
effects of depression on creativity. Joining Jamison were two
distinguished colleagues from the fields of neurology and
neuropsychiatry, Dr. Terence Ketter and Dr. Peter Whybrow. The Music and the Brain series is co-sponsored by the Library's Music Division and

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The Greater Than, Less Than Game with Subtraction
Learn how to play and teach the greater than, less than game for practicing arithmetic with expert teaching tips in this kids math games video clip.  The game is well explained, and shows on the screen exactly what to do. This is a great resource to improve math instruction and mastery in the classroom and at home. (1:45)
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Texas A&M: Wildfires Scorch Texas
http://www.tamu.edu/ Over three and a half million acres - more land than the entire state of Connecticut - completely scorched. When the worst wildfire in the state's history erupted, the governor enlisted the help of the Texas A&M University system team including the Texas Forest Service, Texas Task Force 1, the Texas Engineering Extension Service, and the College of Veterinary Medicine at Texas A&M. Video contains actual footage from the battle to gain control of even the most devastating fir
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7.6.2 Present information effectively

Organise your data so that you can use it to illustrate and support your arguments or point of view. To do this successfully you must be clear about what you want to say, who is your intended audience, and what points you want your audience to understand. Think about the most appropriate way to present your findings, and whether particular types of charts, graphs or diagrams will bring out the relationships you want to demonstrate. Choosing graph axes carefully (for example using non-linear s
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Daily Digit: Counting the costs of Bangladesh factory fire
Nov. 27 - Major retailers' supply chains are under scrutiny again as an industrial disaster highlights the poor working conditions in the factories supplying much of the world's clothing. Tessa Dunlop reports.
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4.7: Quartiles and the interquartile range

The first alternative measure of dispersion we shall discuss is the interquartile range: this is the difference between summary measures known as the lower and upper quartiles. The quartiles are simple in concept: if the median is regarded as the middle data point, so that it splits the data in half, the quartiles similarly split the data into quarters. This is, of course, an over-simplification. With an even number of data points, the median is defined to be the average of the middle two: de
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Finding the Hypotenuse
The hypotenuse of a right triangle is the side that is opposite of its right angle. Sometimes we have problems that ask us to find the missing hypotenuse of a right triangle. This video describes how to use the Pythagorean theorem to find the hypotenuse, but only when the length measure of the two legs is known. (1:16)
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Young melanoma patient shares positive outlook on treatment
By: mdanderson Brian Rose, a young adult malignant melanoma patient at MD Anderson, does not advise studying your cancer's statistics. Rose says, "If you see your name in those statistics, go ahead and believe it. Until you see your name on one of those studies it really means nothing." It's important to be surrounded by a team of family, friends and physicians that share your focus and do not be afraid to reach out for help.
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Conclusion

This free course provided an introduction to studying Education, Childhood & Youth qualifications. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.


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4.3.2 Removal of CO

Under fuel-lean conditions (excess O2), the oxidation of CO has been studied over a very large range of single crystals and model noble metal catalysts, one of the most intensively investigated examples being the Pd(111) surface. Although this metal is not a component of the current three-way catalyst used in the UK, it is worth considering the results in some detail for a number of reasons. The reaction on metals such as Pt is in many ways similar to that on Pd and, in any
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How to Play Squash
A two minute explanation of the rules and how to play squash. Does not offer specific examples of how to play, rules, and conditioning.

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Silk purses from sow's ears
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Author(s): David Howard

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