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nickhatheway
Conference presentation at ALA Midwinter on Jan. 21, 2012. Presentation discusses mobile reference, SMS reference, and an analysis of text reference questions.
Mobile Reference, Mobile Librarians
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Darcy Gervasio
Presentation at Wisconsin Library Association Annual Conference, November 4, 2010. Our presentation discusses a study and comparison of the use and interest in skype-based reference among undergraduates at the University of Wisconsin and Madison College.
Skype-Based Reference: A Study and Pilot Project
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Darcy Gervasio
Toronto
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nickhatheway
Conference presentation at ALA Midwinter on Jan. 21, 2012. Presentation discusses mobile reference, SMS reference, and an analysis of text reference questions.
Mobile Reference, Mobile Librarians
Mobile Reference, Mobile Librarians
Darcy Gervasio
Presentation at Wisconsin Library Association Annual Conference, November 4, 2010. Our presentation discusses a study and comparison of the use and interest in skype-based reference among undergraduates at the University of Wisconsin and Madison College.
Skype-Based Reference: A Study and Pilot Project
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Darcy Gervasio
Toronto
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elizkeren
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Yuming Peng
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Implications of Cyber Communication
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Action Research Project
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Poster presented at the Dagstuhl Seminar "Assessing Learning in Introductory Computer Science" (http://www.dagstuhl.de/en/program/calendar/semhp/?semnr=16072). I argue that we have to consider what the learner wants to do and wants to be (i.e., their desired Community of Practice) when assessing learning. Different CoP, different outcomes, different assessments.
Critiquing CS Assessment from a CS for All lens: Dagstuhl Seminar Poster
Critiquing CS Assessment from a CS for All lens: Dagstuhl Seminar Poster
Mark Guzdial
Technology...from the computer lab and beyond presentation
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mskoczylas
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed Hiddas
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed Hiddas
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed Hiddas
Saadia Morcenet secretary
Reading in the 21st century: Paperbacks vs. Ebooks
Reading in the 21st century
Reading in the 21st century
karen_rod
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bdobler2
Top 12 kids and technology insights for marketers - including kids use of mobile, social media, TV, tablets and more.
little technology Einsteins
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James Read
Students Speak Up About Games
Students Speak Up About Games
Julie Evans
Discovery Digital Natives And Interactive Media
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Using computers for instruction with young children.
Technology with Young Children
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Amanda Lenhart presented to the Education Writers Association Annual Meeting. This presentation offers an overview of the findings and insights from the Writing, Technology and Teens report. The report and the presentation examine the intersection between writing and technology for teens, in both the academic and social spheres. 4/25/08
Writing, Technology & Teens: The Findings of the Pew Internet Project and the...
Writing, Technology & Teens: The Findings of the Pew Internet Project and the...
Pew Research Center's Internet & American Life Project
Article 30 Digitalk: A New Literacy for a Digital Generation KRISTEN HAWLEY TURNER Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing. · Lily: heyyyy (: · Michael: waszgud B.I.G.? · Lily: nm, chillennn; whatchu up too? · Michael: Watchln da gam3 · Lily: mm, y quien ta jugandoo? · Michael: Yank33s nd naTi0naLs. · Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii · Michael: i n0e, th3y suCk. · Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee. · Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3. · Lily: AHA, naw gee thats easy $ for youu ! =p · Michael: loliwaSplAylnG wl y0u. =D · Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (; · Michael: iight pe3cE As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong. When I first encountered “computer-mediated language” (Crystal 2001: 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting. The Journey of a “Grammar Guru” I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom. When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of school. They humored me, however, happy to be doing something “fun” rather than writing a literary essay about the book. As ...
Article 30 Digitalk A New Literacy for a Digital GenerationKRIST.docx
Article 30 Digitalk A New Literacy for a Digital GenerationKRIST.docx
fredharris32
About Our Program, Bilingual Buddies
Bilingual Buddies
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The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainees...
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainees...
Research Journal of Education
Write a summary. Describe the main points of the article and how it relates to the week's course and text readings. Evaluate the article on the basis of your own thoughts and perspectives on the topic covered. Article 1 KRISTEN HAWLEY TURNER Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing. Lily: heyyyy (: Michael: waszgud B.I.G.? Lily: nm, chillennn; whatchu up too? Michael: Watchln da gam3 Lily: mm, y quien ta jugandoo? Michael: Yank33s nd naTi0naLs. Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii Michael: i n0e, th3y suCk. Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee. Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3. Lily: AHA, naw gee thats easy $ for youu ! =p Michael: loliwaSplAylnG wl y0u. =D Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (; Michael: iight pe3cE As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong. When I first encountered “computer-mediated language” (Crystal 2001 : 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting. The Journey of a “Grammar Guru” I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom. When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of scho.
Write a summary.Describe the main points of the article and how it.docx
Write a summary.Describe the main points of the article and how it.docx
syreetamacaulay
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainee...
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainee...
Research Journal of Education
Students "Speak Up" about Games 2009
Students "Speak Up" about Games 2009
Julie Evans
My (text-heavy) slides from the opening session for 315 faculty at the Alexandria School District.
Alexandria School District - 21st Century Literacy
Alexandria School District - 21st Century Literacy
Barry Dahl
Computer ethics is a part of practical philosophy which concerns with how computing professionals should make decisions regarding professional and social conduct.
Children and future internet
Children and future internet
University of Potsdam
blah
Children studies technology in the classroom
Children studies technology in the classroom
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Informational text and the inquiry process2
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bdobler2
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Poster presented at the Dagstuhl Seminar "Assessing Learning in Introductory Computer Science" (http://www.dagstuhl.de/en/program/calendar/semhp/?semnr=16072). I argue that we have to consider what the learner wants to do and wants to be (i.e., their desired Community of Practice) when assessing learning. Different CoP, different outcomes, different assessments.
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Amanda Lenhart presented to the Education Writers Association Annual Meeting. This presentation offers an overview of the findings and insights from the Writing, Technology and Teens report. The report and the presentation examine the intersection between writing and technology for teens, in both the academic and social spheres. 4/25/08
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Article 30 Digitalk: A New Literacy for a Digital Generation KRISTEN HAWLEY TURNER Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing. · Lily: heyyyy (: · Michael: waszgud B.I.G.? · Lily: nm, chillennn; whatchu up too? · Michael: Watchln da gam3 · Lily: mm, y quien ta jugandoo? · Michael: Yank33s nd naTi0naLs. · Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii · Michael: i n0e, th3y suCk. · Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee. · Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3. · Lily: AHA, naw gee thats easy $ for youu ! =p · Michael: loliwaSplAylnG wl y0u. =D · Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (; · Michael: iight pe3cE As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong. When I first encountered “computer-mediated language” (Crystal 2001: 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting. The Journey of a “Grammar Guru” I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom. When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of school. They humored me, however, happy to be doing something “fun” rather than writing a literary essay about the book. As ...
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The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainees...
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainees...
Research Journal of Education
Write a summary. Describe the main points of the article and how it relates to the week's course and text readings. Evaluate the article on the basis of your own thoughts and perspectives on the topic covered. Article 1 KRISTEN HAWLEY TURNER Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing. Lily: heyyyy (: Michael: waszgud B.I.G.? Lily: nm, chillennn; whatchu up too? Michael: Watchln da gam3 Lily: mm, y quien ta jugandoo? Michael: Yank33s nd naTi0naLs. Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii Michael: i n0e, th3y suCk. Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee. Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3. Lily: AHA, naw gee thats easy $ for youu ! =p Michael: loliwaSplAylnG wl y0u. =D Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (; Michael: iight pe3cE As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong. When I first encountered “computer-mediated language” (Crystal 2001 : 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting. The Journey of a “Grammar Guru” I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom. When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of scho.
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syreetamacaulay
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainee...
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainee...
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psychiatric nursing HISTORY COLLECTION .docx
psychiatric nursing HISTORY COLLECTION .docx
PoojaSen20
This Presentation is about the Unit 5 Mathematical Reasoning of UGC NET Paper 1 General Studies where we have included Types of Reasoning, Mathematical reasoning like number series, letter series etc. and mathematical aptitude like Fraction, Time and Distance, Average etc. with their solved questions and answers.
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
Nirmal Dwivedi
Wednesday 20 March 2024, 09:30-15:30.
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)
Jisc
Brief to be read ahead of the Student Project Simulation event.
Spatium Project Simulation student brief
Spatium Project Simulation student brief
Association for Project Management
Making communications land - Are they received and understood as intended? webinar Thursday 2 May 2024 A joint webinar created by the APM Enabling Change and APM People Interest Networks, this is the third of our three part series on Making Communications Land. presented by Ian Cribbes, Director, IMC&T Ltd @cribbesheet The link to the write up page and resources of this webinar: https://www.apm.org.uk/news/making-communications-land-are-they-received-and-understood-as-intended-webinar/ Content description: How do we ensure that what we have communicated was received and understood as we intended and how do we course correct if it has not.
Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...
Association for Project Management
General Principles of Intellectual Property: Concepts of Intellectual Property (IP), Intellectual Property Protection (IPP), Intellectual Property Rights (IPR);
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
Poonam Aher Patil
This slide will show how to set domains for a field in odoo 17. Domain is mainly used to select records from the models. It is possible to limit the number of records shown in the field by applying domain to a field, i.e. add some conditions for selecting limited records.
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
Celine George
Students will get the knowledge of the following: - meaning of Pharmaceutical sales representative (PSR) - purpose of detailing, training & supervision - norms of customer calls - motivating, evaluating, compensation and future aspects of PSR
Unit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptx
VishalSingh1417
process recording format
PROCESS RECORDING FORMAT.docx
PROCESS RECORDING FORMAT.docx
PoojaSen20
𝐋𝐞𝐬𝐬𝐨𝐧 𝐎𝐮𝐭𝐜𝐨𝐦𝐞𝐬: -Discern accommodations and modifications within inclusive classroom environments, distinguishing between their respective roles and applications. -Through critical analysis of hypothetical scenarios, learners will adeptly select appropriate accommodations and modifications, honing their ability to foster an inclusive learning environment for students with disabilities or unique challenges.
Understanding Accommodations and Modifications
Understanding Accommodations and Modifications
MJDuyan
Último
(20)
Third Battle of Panipat detailed notes.pptx
Third Battle of Panipat detailed notes.pptx
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdf
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
Application orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
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SOC 101 Demonstration of Learning Presentation
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Grant Readiness 101 TechSoup and Remy Consulting
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microwave assisted reaction. General introduction
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Activity 01 - Artificial Culture (1).pdf
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Sociology 101 Demonstration of Learning Exhibit
psychiatric nursing HISTORY COLLECTION .docx
psychiatric nursing HISTORY COLLECTION .docx
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)
Spatium Project Simulation student brief
Spatium Project Simulation student brief
Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
Unit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptx
PROCESS RECORDING FORMAT.docx
PROCESS RECORDING FORMAT.docx
Understanding Accommodations and Modifications
Understanding Accommodations and Modifications
Nera 2010
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