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11+ Verbal Reasoning Year 5-7 GL & Other Styles Testbook 4

11+ Verbal Reasoning Year 5-7 GL & Other Styles Testbook 4

Stephen C. Curran; Nicholas Geoffrey Stevens

Accelerated Education Publications Ltd
2018
nidottu
Each test should take about 6 minutes, however it is more important that a child completes the test accurately and does not rush their answers. Children will speed up naturally with practice. This testbook provides practice for the GL Assessment 11+ exams, CATs, Common Entrance and scholarship examinations for independent schools, and other styles of verbal reasoning test. The testbooks are designed to be used in conjunction with the 11+ Verbal Reasoning Year 5-7 GL & Other Styles workbooks as an additional learning tool. After completion, the testpacks should be used for final exam preparation. Answers, Progress Charts and a Certificate of Achievement are included at the end of the book. All our materials have been rigorously classroom tested. The methodologies have been successfully used in AE Tuition classes for over 20 years.
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11+ Verbal Reasoning Year 5-7 GL & Other Styles Testbook 5

11+ Verbal Reasoning Year 5-7 GL & Other Styles Testbook 5

Stephen C. Curran; Nicholas Geoffrey Stevens

Accelerated Education Publications Ltd
2018
nidottu
Each test should take about 6 minutes, however it is more important that a child completes the test accurately and does not rush their answers. Children will speed up naturally with practice. The 11+ Verbal Reasoning Year 5-7 GL & Other Styles testbooks provide practice for the GL Assessment 11+ exams, CATs, Common Entrance and scholarship examinations for independent schools, and other styles of verbal reasoning test. The testbooks are designed to be used in conjunction with the 11+ Verbal Reasoning Year 5-7 GL & Other Styles workbooks as an additional learning tool. After completion, the testpacks should be used for final exam preparation. Answers, Progress Charts and a Certificate of Achievement are included at the end of the book. All our materials have been rigorously classroom tested. The methodologies have been successfully used in AE Tuition classes for over 20 years.
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Parasocial Experiences

Parasocial Experiences

David C. Giles; Gayle S. Stever

OXFORD UNIVERSITY PRESS INC
2024
sidottu
This book covers key aspects of parasocial relationships (PSRs), or the relationships people have with media personalities, including fictional characters. The principal feature of a PSR is that it is not individually reciprocated although when the parasocial object is a real person, usually a celebrity, that celebrity often has a reciprocal relationship with their audience as a group. The authors begin by addressing the many instances where relationships exist in a gray area that is neither fully social and reciprocated nor parasocial and non-reciprocated. In describing parasocial experience, the authors address social relationships vs. parasocial relationships as a continuum rather than a dichotomy. They also discuss prominent theories in psychology and how they should be applied to parasocial theory, as well as psychoanalytic theory and the role of the unconscious in parasocial relationships. This is followed by chapters on applications of evolutionary psychology, attachment theory, and the effects of social media on PSRs, particularly a very new social media service, Cameo. Through a meaningful exploration of social theories as they influence parasocial experiences, this book unveils areas for future study and opens up pathways for new, more sophisticated research.
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Teaching History for Justice

Teaching History for Justice

Christopher C. Martell; Kaylene M. Stevens

Teachers' College Press
2020
nidottu
Learn how to enact justice-oriented pedagogy and foster students' critical engagement in today's history classroom. Over the past 2 decades, various scholars have rightfully argued that we need to teach students to "think like a historian" or "think like a democratic citizen." In this book, the authors advocate for cultivating activist thinking in the history classroom. Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society. The first section examines the theoretical and research foundation for "thinking like an activist" and outlines three related pedagogical concepts: social inquiry, critical multiculturalism, and transformative democratic citizenship. The second section presents vignettes based on the authors' studies of elementary, middle, and high school history teachers who engage in justice-oriented teaching practices.Book Features: Outlines key components of justice-oriented history pedagogy for the history and social studies K–12 classroom. Advocates for students to develop "thinking like an activist" in their approach to studying the past. Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice. Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.
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Teaching History for Justice

Teaching History for Justice

Christopher C. Martell; Kaylene M. Stevens

Teachers' College Press
2020
sidottu
Learn how to enact justice-oriented pedagogy and foster students' critical engagement in today's history classroom. Over the past 2 decades, various scholars have rightfully argued that we need to teach students to "think like a historian" or "think like a democratic citizen." In this book, the authors advocate for cultivating activist thinking in the history classroom. Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society. The first section examines the theoretical and research foundation for "thinking like an activist" and outlines three related pedagogical concepts: social inquiry, critical multiculturalism, and transformative democratic citizenship. The second section presents vignettes based on the authors' studies of elementary, middle, and high school history teachers who engage in justice-oriented teaching practices.Book Features: Outlines key components of justice-oriented history pedagogy for the history and social studies K–12 classroom. Advocates for students to develop "thinking like an activist" in their approach to studying the past. Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice. Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.
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Chinese Monumental Art

Chinese Monumental Art

Peter C. Swann; Claude 1927- Arthaud; François 1922- Hébert-Stevens

Hassell Street Press
2021
sidottu
This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface.We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
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Machine Tool Vibrations and Cutting Dynamics

Machine Tool Vibrations and Cutting Dynamics

Brandon C. Gegg; C. Steve Suh; Albert C. J. Luo

Springer-Verlag New York Inc.
2014
nidottu
“Machine Tool Vibrations and Cutting Dynamics” covers the fundamentals of cutting dynamics from the perspective of discontinuous systems theory. It shows the reader how to use coupling, interaction, and different cutting states to mitigate machining instability and enable better machine tool design. Among the topics discussed are; underlying dynamics of cutting and interruptions in cutting motions; the operation of the machine-tool systems over a broad range of operating conditions with minimal vibration and the need for high precision, high yield micro- and nano-machining.
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