tag:open.umn.edu,2005:/opentextbooks/textbooks?page=1&term=Best+Login+sa+Maynila+%28%F0%9F%8C%8F+peraplayOpen Textbook Library - Search results for "Best Login sa Maynila (🌏 peraplay.xyz 💰) Get 5 percent extra bonus with every deposit 💶 PeraPlay.ORG"2018-09-07T17:21:43Zhttps://open.umn.edu/assets/common/favicon/favicon-1594c2156c95ca22b1a0d803d547e5892bb0e351f682be842d64927ecda092e7.icohttps://open.umn.edu/assets/library/otl_logo-f9161d5c999f5852b38260727d49b4e7d7142fc707ec9596a5256a778f957ffc.png1072018-09-07T17:21:43Z2024-01-22T14:52:13ZEvidence: Best Evidence Rule<img alt="Read more about Evidence: Best Evidence Rule" title="Evidence: Best Evidence Rule cover image" class="cover " width="943" height="1257" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6OTAsInB1ciI6ImJsb2JfaWQifX0=--74a78a430e6f6f1dfcfda645a5803bf96c420c6b/0000EviBesEvi.png" />The Best Evidence Rule, contained in Article X of the Federal Rules of Evidence (Rules 1001-1008) and state counterparts, is a Rule that requires a party seeking to prove the contents of a writing, recording, or photograph to produce the original (or a duplicate) or account for its nonproduction. Through a series of cases and hypotheticals drawn from actual cases, this chapter gives readers a roadmap for how to address any Best Evidence Rule issue in practice. Faculty materials also available: In addition to the free, open learning materials for students listed above, this eLangdell chapter includes a teacher's manual. Faculty and staff at CALI member schools can access these materials by logging in to eLangdell with a cali.org username and password. Contact CALI.7822019-10-12T18:16:38Z2024-03-27T15:53:28ZSharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools<img alt="Read more about Sharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools" title="Sharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools cover image" class="cover " width="350" height="525" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NzQxLCJwdXIiOiJibG9iX2lkIn19--0591c2a40ec6032c5d195a9eaf6781177fc8cac5/0000ShaKnoEng.jpg" />To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum. Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.14642023-08-18T18:56:45Z2023-08-18T18:56:45ZCataloging with MARC, RDA, and Classification Systems<img alt="Read more about Cataloging with MARC, RDA, and Classification Systems" title="Cataloging with MARC, RDA, and Classification Systems cover image" class="cover " width="350" height="513" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6OTMzMSwicHVyIjoiYmxvYl9pZCJ9fQ==--114735b86439dce4a182c424dd9d49bae15cfdd6/David-Horalek-350x513.jpg" />This book goes over a wide range of cataloging schemata, tools, and norms. It presents a concise but thorough view of the basics of library cataloging practice.3932018-09-07T17:21:59Z2024-01-22T14:52:18ZTogether: The Science of Social Psychology<img alt="Read more about Together: The Science of Social Psychology" title="Together: The Science of Social Psychology cover image" class="cover " width="324" height="447" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MzI3LCJwdXIiOiJibG9iX2lkIn19--87cbbb79fb0a00bb03a880b38705478c38f67d26/0000TogSciPsy.png" />This textbook presents core concepts common to introductory social psychology courses. The 8 units include 27 modules covering key social psych topics such as research methods, group processes, social influence, and relationships. This book can be modified: feel free to add or remove modules to better suit your specific needs. Each module in this book is accompanied by instructor's manual, PowerPoint presentation, test items, adaptive student quiz, and reading anticipation guide.Please note that the publisher requires you to login to access and download the textbooks.7252019-06-15T16:57:41Z2024-01-22T18:57:45ZLet's Get Writing!<img alt="Read more about Let's Get Writing!" title="Let's Get Writing! cover image" class="cover " width="350" height="525" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NjcwLCJwdXIiOiJibG9iX2lkIn19--1487cdbebd777f04e1de47ed0d78a78b08860081/0000LetGetWri.png" />This introduction is designed to exemplify how writers think about and produce text. The guiding features are the following: Every good piece of writing is an argument. Everything worth writing and reading begins with a specific question. Improving skills takes practice, feedback, and re-thinking, redoing, revising. The layout of our book implies there is a beginning, middle, and end to a writing course, but because writing is both an art and a skill, people will find their own processes for learning, improving, and using these skills. Writing processes differ because we are each looking for a workable schemata that fits our way of thinking. Try out a variety of writing processes and strategies, and find what works for you. If you are not uncomfortable on this journey, you simply are not stretching yet. Learning is prickly, awkward, and risky, so if it does not feel a bit unnerving, push harder and farther.9282020-11-15T04:03:02Z2023-11-06T14:17:17ZA Person-Centered Guide to Demystifying Technology: Working together to observe, question, design, prototype, and implement/reject technology in support of people's valued beings and doings - 2nd Edition<img alt="Read more about A Person-Centered Guide to Demystifying Technology: Working together to observe, question, design, prototype, and implement/reject technology in support of people's valued beings and doings - 2nd Edition" title="A Person-Centered Guide to Demystifying Technology: Working together to observe, question, design, prototype, and implement/reject technology in support of people's valued beings and doings - 2nd Edition cover image" class="cover " width="350" height="453" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTAyNDcsInB1ciI6ImJsb2JfaWQifX0=--3d12371e49fe52113e3ffaa7e039d59a973432a5/Wolske-ed2_FinalPB-350x453.jpg" />Digital technologies old and new are not objects that can be packed inside a box. They are a seamless, indivisible combination of people, organizations, policies, economies, histories, cultures, knowledge, and material things that are continuously shaped and reshaped. Every one of us innovates-in-use our everyday technologies; we just do not always know it. We are shaped by the networked information tools in our midst, and we shape them and thereby shape others. While many of the chapters in this book can be approached as standalone explorations, as many around the world have done, its full potential comes when collaboratively taken as a journey through twelve sessions. Each session in this second, revised edition includes two thematically linked chapters, one more socially oriented and one more technically oriented. Sessions are brought together into three larger generative themes that are built from three decades of participatory design in and with community, and from the teaching of these concepts and practices in courses and workshops. Approached within a community of practice, learning outcomes include discovering ways to advance power, both power within and power with others; advancing our technical skills, but also and even more, our progressive community engagement skills, our critical sociotechnical skills, and our cognitive, information, and social-emotional skills; and progressing our culturally competent collective leadership through social justice storytelling within a framing of reciprocity. In so doing, this textbook seeks to address the call placed by the Rev. Dr. Martin Luther King, Jr. – to rapidly shift from a ‘thing-oriented’ society to a ‘person-oriented’ society.802018-09-07T17:21:42Z2024-01-22T14:51:46ZHow to Think Like a Computer Scientist: Learning with Python<img alt="Read more about How to Think Like a Computer Scientist: Learning with Python" title="How to Think Like a Computer Scientist: Learning with Python cover image" class="cover " width="174" height="234" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NjYsInB1ciI6ImJsb2JfaWQifX0=--ed51a3cecad85724e47f0abb3ade3d051493fef1/0000HowTCSPD.png" />How to Think Like a Computer Scientist: Learning with Python is an introduction to programming using Python.1362018-09-07T17:21:45Z2024-01-22T18:49:56ZLeading with Cultural Intelligence<img alt="Read more about Leading with Cultural Intelligence" title="Leading with Cultural Intelligence cover image" class="cover " width="300" height="391" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTE4LCJwdXIiOiJibG9iX2lkIn19--8f96166b22e1bef43f71f809909ae3aaaf1a93df/9781453332894.png" />Organizations in the 21st century are in need of culturally intelligent managers and leaders. The pressure to build authentic global networks and to cultivate an appreciation and respect for cultural differences and similarities has driven cultural intelligence to the forefront of diversity and inclusion work. Preparing today's students to be effective leaders in their professional lives requires that they hone their cultural intelligence as it is vital to working inter- and intra-culturally in today's global economy. This unique ability to identify, recognize, and acknowledge the differences and similarities that exist between and among cultural groups and systems will set their leadership skills apart from the masses. And when applied, cultural intelligence can bridge the gap in cultural misunderstanding by creating awareness, knowledge, and patience of cultural norms and behaviors. The purpose of Leading With Cultural Intelligence by Mia Moua is to outline the important ideas of cultural intelligence and the steps that must be considered and then practiced to become a culturally intelligent leader. The most important aspect covered within this book is that cultural intelligence is both a strategy and a tool towards cultural competency and proficiency. This book outlines the importance of understanding culture and its impact on organizations, the strategic value of cultural intelligence, and the significance of integrating and practicing cultural intelligence in everyday business life. When all these aspects are properly integrated and applied in the leadership and management process, organizations are more innovative and adaptable to respond to cultural changes.1502018-09-07T17:21:46Z2024-01-22T14:51:55ZAlgorithms and Data Structures With Applications to Graphics and Geometry<img alt="Read more about Algorithms and Data Structures With Applications to Graphics and Geometry" title="Algorithms and Data Structures With Applications to Graphics and Geometry cover image" class="cover " width="519" height="734" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTI4LCJwdXIiOiJibG9iX2lkIn19--65e52defbc450ae4a042b4527b2bcd3746a87021/0000AlgoDataS.png" />An introductory coverage of algorithms and data structures with application to graphics and geometry.1732018-09-07T17:21:47Z2024-01-22T14:52:22ZElementary Differential Equations with Boundary Value Problems<img alt="Read more about Elementary Differential Equations with Boundary Value Problems" title="Elementary Differential Equations with Boundary Value Problems cover image" class="cover " width="117" height="150" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTQ1LCJwdXIiOiJibG9iX2lkIn19--b142e1942ba330b85432c48ce6ac7df648b9b0e6/0000EleDiffer.png" />Elementary Differential Equations with Boundary Value Problems is written for students in science, engineering, and mathematics who have completed calculus through partial differentiation. An elementary text should be written so the student can read it with comprehension without too much pain. I have tried to put myself in the student's place, and have chosen to err on the side of too much detail rather than not enough. An elementary text can't be better than its exercises. This text includes 1695 numbered exercises, many with several parts. They range in difficulty from routine to very challenging. An elementary text should be written in an informal but mathematically accurate way, illustrated by appropriate graphics. I have tried to formulate mathematical concepts succinctly in language that students can understand. I have minimized the number of explicitly stated theorems and definitions, preferring to deal with concepts in a more conversational way, copiously illustrated by 250 completely worked out examples. Where appropriate, concepts and results are depicted in 144 figures. Although I believe that the computer is an immensely valuable tool for learning, doing, and writing mathematics, the selection and treatment of topics in this text reflects my pedagogical orientation along traditional lines. However, I have incorporated what I believe to be the best use of modern technology, so you can select the level of technology that you want to include in your course. The text includes 336 exercises – identified by the symbols C and C/G – that call for graphics or computation and graphics. There are also 73 laboratory exercises – identified by L – that require extensive use of technology. In addition, several sections include informal advice on the use of technology. If you prefer not to emphasize technology, simply ignore these exercises and the advice.
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