"ओह, किट, यह सिर्फ मजेदार नहीं है " रोया जेन, उसकी रसीली, गोल-मटोल चेहरा मुस्कुराया। "हम कितनी तेजी से जा रहे हैं " "हो," क्रिस्टोफर का दावा है, "यह इतनी जल्दी नहीं है। इतनी जल्दी नहीं है, यह दादाजी है? मैं एक घंटे में साठ मील जाना चाहता हूँ। यही तुम्हारे लिए होगा। " "ओह, किट " विस्मय और प्रशंसा में जेन सांस ली। जेन और क्रिस्टोफर-या किट के रूप में वह आम तौर पर उसे अपने पिता से अलग करने के लिए बुलाया जाता था, जिसका नाम भी क्रिस्टोफर था - जुड़वाँ थे, और अब तक अपने छोटे जीवन के दौरान सब कुछ साझा किया था, पेपरमिंट ड्रॉप्स से विचारों तक। क्रिस्टोफर एक लड़का और जेन लड़की था, इस तथ्य पर उनका ध्यान भटकाने के लिए शुरू हुआ था - जेन ने उनके भाई द्वारा कही गई और उनके द्वारा की जाने वाली सामयिक कृपालुता के बारे में जेन की अयोग्य प्रशंसा को प्रदर्शित किया। जेन अपनी गुड़िया को गले लगाते हुए अपनी पार्लर की कार की सीट पर वापस आ गई - एक शानदार नया, जिसके बालों में एक कंघी थी और कंघी के साथ "एक महिला की तरह कपड़े पहने थे" - जिस दर पर हरे-भरे खेतों और गाँवों से होकर ट्रेन की गति बढ़ रही थी; जबकि क्रिस्टोफर ने सीट से सीट के बारे में कहा, ट्रेन के प्रत्येक पक्ष से बारी-बारी से देखने की कोशिश की और चाहा कि वह एक ही बार में दोनों तरफ से देख सके। पार्लर कार में बहुत कम यात्री होते थे, क्योंकि गर्मियों के आगंतुकों के लिए देश में जाने के लिए मौसम की शुरुआत होती थी। जुड़वाँ और उनके दादा-दादी के अलावा केवल तीन अन्य यात्री थे दो सज्जन जो बहुत व्यस्त थे और किसी और पर ध्यान नहीं दे रहे थे, और भूरे बालों वाली एक प्यारी-सी महिला थी जो कार के दूसरे छोर पर बैठी थी और जो देखती थी बच्चों को बहुत रुचि के साथ। वह ऐसा लग रहा था जैसे वह उनसे दोस्ती करना चाहेगी।
This book has been considered by academicians and scholars of great significance and value to literature. This forms a part of the knowledge base for future generations. So that the book is never forgotten we have represented this book in a print format as the same form as it was originally first published. Hence any marks or annotations seen are left intentionally to preserve its true nature.
Letty and the Twins, has been regarded as significant work throughout human history, and in order to ensure that this work is never lost, we have taken steps to ensure its preservation by republishing this book in a contemporary format for both current and future generations. This entire book has been retyped, redesigned, and reformatted. Since these books are not made from scanned copies, the text is readable and clear.
This unique textbook explores core cognitive psychology topics from an innovative new perspective, focusing on key real-world issues to show how we understand and experience the world. The book examines compelling topics such as creativity, problem-solving, reasoning, rationality and language, all within the context of modern 21st century life. Each chapter demonstrates how this vibrant and constantly evolving discipline is at the heart of some of the biggest issues facing us all today. The last chapter discusses the future of cognitive psychology, which includes guidance on conducting rigorous, replicable research and how to use skills from cognitive psychology to be an effective student. Packed with pedagogical features, each chapter includes boxed examples of cognitive psychology in the real world and engaging ‘try it yourself’ features. Each chapter also includes objectives, a range of illustrative figures, chapter summaries, key readings and a glossary for ease of use. The book is fully supported by original online resources for students and instructors. Offering a new model for the study of cognitive psychology that brings the subject alive, the book is essential reading for all students studying psychology and related disciplines.
This unique textbook explores core cognitive psychology topics from an innovative new perspective, focusing on key real-world issues to show how we understand and experience the world. The book examines compelling topics such as creativity, problem-solving, reasoning, rationality and language, all within the context of modern 21st century life. Each chapter demonstrates how this vibrant and constantly evolving discipline is at the heart of some of the biggest issues facing us all today. The last chapter discusses the future of cognitive psychology, which includes guidance on conducting rigorous, replicable research and how to use skills from cognitive psychology to be an effective student. Packed with pedagogical features, each chapter includes boxed examples of cognitive psychology in the real world and engaging ‘try it yourself’ features. Each chapter also includes objectives, a range of illustrative figures, chapter summaries, key readings and a glossary for ease of use. The book is fully supported by original online resources for students and instructors. Offering a new model for the study of cognitive psychology that brings the subject alive, the book is essential reading for all students studying psychology and related disciplines.
In this information book, children learn how Helen Sharman became the first Briton to go into space when she was just 27 years old, after winning a contest! Helen's trip lasted only a week, but made her famous. Helen Sharman is part of the Rocket Phonics range from Rising Stars Reading Planet. Rocket Phonics builds a firm foundation in word reading through fresh and fully decodable phonics books for Pink A to Orange band. Reading Planet books have been carefully levelled to support children in becoming fluent and confident readers. Each book features useful notes and activities to support reading at home as well as comprehension questions to check understanding. Reading age: 5-6 years
In the world of amateur theatre, the role of director is challenging and wide-ranging. As the leader of a team, you can face problems on any aspect of the production which you will be expected to solve. This book contains all the advice you will need to successfully direct and manage an amateur show. The author guides the reader through every stage of the director's role from choosing the right play, running auditions, managing the back stage crew and the rehearsal process, to the week of the show.
The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students’ levels of self-efficacy. The book examines how self-efficacy theory relates to the acquisition of mathematical competence. The text also provides specific and practical how-to strategies for both teachers and parents in applying these principles to classroom mathematics instruction and activities. The self-efficacy practices and applications to mathematics are also suitable for families working with learners outside the school environment.Acquiring mathematical skills requires more than knowing arithmetic tables, memorizing rules, and knowing proofs. It requires a basic belief that one is capable of obtaining this information, making sense of it, and applying and generalizing it in mathematical problems. In addition, a student must believe that obtaining these skills leads to a positive outcome, whether it is perceived to be a good or passing grade, comfort-level in tackling mathematical problems, being able to advance to the next mathematics course, being able to score highly on the math section of the SAT and/or be competitive for a desired job.The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura’s Self-Efficacy Theory. This theoretical position states that one will persist in mastering a behavior (in this case, mastering mathematical principles and skills), in the face of obstacles or failures—to the extent that one believes he or she has the ability to do so, and that there is a desired outcome for doing so. The research literature on the role of self-efficacy in mathematic instruction is examined to demonstrate the validity of using this concept to increase student (and parent/teacher) confidence in learning and applying grade-appropriate math content. Specific teaching methodologies will be provided that infuse self-efficacy strategies for students. Lastly, teachers and parents are provided strategies to increase their own self-efficacy when it comes to conveying mathematics principles to their child or student, as well as strategies to assess their students’ level of self-efficacy over time.Teaching and learning mathematics so that students achieve success at their grade level or above can present a variety of challenges. One barrier that affects learners is the belief that one is not capable of learning mathematics or not naturally talented in the field, not a “math person.” As a result, learners may not believe they are capable of a positive outcome for achieving mathematics success. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book provides readers with the background, tools and strategies needed to carry content success and confidence forward to remain persistent in solving all future mathematical problems.
The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students’ levels of self-efficacy. The book examines how self-efficacy theory relates to the acquisition of mathematical competence. The text also provides specific and practical how-to strategies for both teachers and parents in applying these principles to classroom mathematics instruction and activities. The self-efficacy practices and applications to mathematics are also suitable for families working with learners outside the school environment.Acquiring mathematical skills requires more than knowing arithmetic tables, memorizing rules, and knowing proofs. It requires a basic belief that one is capable of obtaining this information, making sense of it, and applying and generalizing it in mathematical problems. In addition, a student must believe that obtaining these skills leads to a positive outcome, whether it is perceived to be a good or passing grade, comfort-level in tackling mathematical problems, being able to advance to the next mathematics course, being able to score highly on the math section of the SAT and/or be competitive for a desired job.The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura’s Self-Efficacy Theory. This theoretical position states that one will persist in mastering a behavior (in this case, mastering mathematical principles and skills), in the face of obstacles or failures—to the extent that one believes he or she has the ability to do so, and that there is a desired outcome for doing so. The research literature on the role of self-efficacy in mathematic instruction is examined to demonstrate the validity of using this concept to increase student (and parent/teacher) confidence in learning and applying grade-appropriate math content. Specific teaching methodologies will be provided that infuse self-efficacy strategies for students. Lastly, teachers and parents are provided strategies to increase their own self-efficacy when it comes to conveying mathematics principles to their child or student, as well as strategies to assess their students’ level of self-efficacy over time.Teaching and learning mathematics so that students achieve success at their grade level or above can present a variety of challenges. One barrier that affects learners is the belief that one is not capable of learning mathematics or not naturally talented in the field, not a “math person.” As a result, learners may not believe they are capable of a positive outcome for achieving mathematics success. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book provides readers with the background, tools and strategies needed to carry content success and confidence forward to remain persistent in solving all future mathematical problems.
Outstepping the literal bounds of genre, Euripides' Helen has been referred to by scholars as both a tragedy and a comedy. In this sensitive new translation by James Michie and Colin Leach, Euripides' fragile structure of subtlety, in both timing and tone, is beautifully preserved. From the myth ascribed to the Sicilian poet Stesichorus, Helen plays on the question of two Helens: one a phantom in Troy, and the other the real Helen who remained in Egypt. A myriad of reversals, thought-provoking examples of differing orders of reality, and juxtapositions of opposites, allow Euripides to comment on the futility of war and the distinction between appearance and reality.
