early on time late | |Re submit date | Tutor feedback: Future hints & tips/Feed forward: Student Actions: Identify clear points and deadlines that you will follow to allow you to complete these tasks. 1. 5. 2.
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not be primarily the result of intellectual‚ sensory‚ or acute or chronic physical health conditions. This is a very important area because we are talking about training and that is something that is needed to work this particular group of students. You as a teacher have to know what to do to keep them busy and what to do to intervene in case of a problem. A student with EBD is a student who exhibits one or more of the above emotionally based characteristics of sufficient duration‚ frequency and intensity
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ONE: The performance is about to begin TWO: I’m Ju Li. ONE: And i’m Ashvinnie. ONE: At this moment we ask that you take a moment to switch off your cellular phones‚ TWO: Silence all pagers‚ ONE: And turn off that annoying beeping function on digital watches. TWO: (to ONE) Why do people still wear those annoying things? ONE: (to TWO) I don’t know. TWO: Also‚ if you have any hard candy or cough drops‚ ONE: Please‚ be kind enough to unwrap it before the performance begins. TWO:
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America experienced many hardships from the British‚ and at multiple times were let down from what they estimated they were deserving of. The “J curve” is known as a diagram indicating the climbing up and the sudden down of any idea‚ or action. The “J curve” is an accurate representation of the colonist’s expectations at the time of the “oppressive” British. The “J curve” seems to center around two main points for the colonists. The first was the wars they fought‚ the outcomes‚ and the government and
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Literature: Now You See Me In Now You See Me: a memoir‚ Nicole C. Kear philosophises about self-awareness. Kear establishes the main character‚ Nicole‚ facing head on with a degenerative eye disease‚ retinitis pigmentosa‚ at only the age of nineteen; she devotes the rest of her life to see and do all the things she can. Kear uses all of her intuitive plans to represent her self-awareness because she tries to live her life in the moment‚ she realizes that she is never guaranteed another day so sight
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Introduction to the C Programming Language Science & Technology Support High Performance Computing Ohio Supercomputer Center 1224 Kinnear Road Columbus‚ OH 43212-1163 Table of Contents • • • • • • • • • Introduction C Program Structure Variables‚ Expressions‚ & Operators Input and Output Program Looping Decision Making Statements Array Variables Strings Math Library Functions • • • • • • • • • User-defined Functions Formatted Input and Output Pointers
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History of C+ The creation of C++ was first put into motion in 1979 by its creator Bjarne Stroustrup. Bjarne was working on his PhD thesis at Cambridge University. He was using a large and detailed simulator‚ that he had written in Simula‚ to simulate running software over a network of computers. He found programming in Simula enjoyable and was impressed by how the programs class structure helped him organize his code. As the size of his program increased‚ he found that the language became increasingly
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Recalling the distinction made earlier between primary objects of perception (objects of mathematics) and secondary objects of perception (apparent objects formed from observer-dependent sensory properties)‚ Descartes investigates whether material objects exist by asking two questions: (1) do primary objects exist? and (2) do secondary objects exist? In answering the first question‚ Descartes draws on a distinction between imagining primary objects and conceiving of primary objects. He notes that
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the soldiers to either re-enlist and continue to fight of their country‚ or they may choose not to re-enlist and go back to their family. This is the fight for independence‚ the American Revolution in its prime. Whether the soldiers choose to either re-enlist or not re-enlist heavily impacts this war. The Continental army has seen many hard times and choosing to re-enlist requires much more strength and courage than those who chose not to re-enlist. However‚ if the soldiers re-enlist‚ they would have
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C) Cognitive (J.Piaget‚ L. Vygotsky ) They posited children learn from hand on experiences. However unlike Piaget he claimed that timely and sensitive invention by adults when children are learning a new task (zone of proximal development) could help children to learn new tasks. Vygotsky also stressed the importance of social interaction he felt other children can guide each other’s development as well as adults. Vygotsky also thought that children needed to be active in their own learning and
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