tag:open.umn.edu,2005:/opentextbooks/textbooks?page=3&term=Bayanihan+Live+Sexy+Baccarat+en+Filipinas+%F0%9F%8C%8F+%28+pornbetOpen Textbook Library - Search results for "Bayanihan Live Sexy Baccarat en Filipinas 🌏 ( pornbet.cc ) 🌏 Mahigit 1000 pesos ibalik mo ang bonus mo ⚽ Opisyal na website"2019-10-12T18:16:38Zhttps://open.umn.edu/assets/common/favicon/favicon-1594c2156c95ca22b1a0d803d547e5892bb0e351f682be842d64927ecda092e7.icohttps://open.umn.edu/assets/library/otl_logo-f9161d5c999f5852b38260727d49b4e7d7142fc707ec9596a5256a778f957ffc.png7822019-10-12T18:16:38Z2024-03-27T15:53:28ZSharing 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.7842019-10-13T16:28:44Z2023-10-09T13:12:06ZBending the Curve: Climate Change Solutions<img alt="Read more about Bending the Curve: Climate Change Solutions" title="Bending the Curve: Climate Change Solutions cover image" class="cover " width="502" height="725" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NzQzLCJwdXIiOiJibG9iX2lkIn19--3c9589905b397cd88649e150b68385e8197fc2e2/978-0-578-50847-4.png" />Climate change is an urgent problem. Because it is causing new weather extremes and fatal catastrophes, climate change is better termed climate disruption. Bending the curve to flatten the upward trajectory of pollution emissions responsible for climate disruption is essential in order to protect billions of people from this global threat. Education is a key part of the solution. This textbook book lays out ten solutions that together can bend the curve of climate warming below dangerous levels. These solutions fall into six categories: science, societal transformation, governance, economics, technology, and ecosystem management. Four themes emerge from the book: * There is still time to bend the curve. The time to act was yesterday, but if proper actions are taken now, there is still time to avoid disastrous changes. We have to pull on three levers: The carbon lever to achieve zero net emissions of carbon dioxide before 2050; the short-lived climate pollutants lever to drastically reduce concentrations of other major climate pollutants; and the atmospheric carbon extraction lever to remove massive amounts of carbon dioxide from the atmosphere. * Bending the curve will require interdisciplinary solutions. Climate change requires integrating approaches from the natural sciences, social sciences, and humanities, so this textbook—unlike most on climate change solutions—does just that, with chapters written by experts in climate science, social justice, economics, environmental policy, political science, energy technologies, ecology, and religion. Bending the curve also requires preservation and restoration of ecological systems. * Bending the curve requires a radical shift in attitude. This shift requires change in behavior, change in our attitudes towards each other, and change in our attitude towards nature. Climate justice has to be an integral part of the solution. * Technology, market mechanism and policy need to be a part of the solution. New market mechanisms and other policies are required to spur technological innovations and to scale clean technologies globally. There are ancillary materials available for this book. List of Authors: Ramanathan, VeerabhadranAines, RogerAuffhammer, MaxBarth, MattCole, JonathanForman, FonnaHan, HahrieJacobsen, MarkPellow, DavidPezzoli, KeithPress, DanielRignot, EricSamuelsen, ScottSilver, WhendeeSolomon, GinaSomerville, RichardTucker, Mary EvelynVictor, DavidZaelke, DurwoodScott Friese8382020-06-25T15:14:40Z2024-01-22T14:52:21ZCommunity Resilience to Climate Change: Theory, Research and Practice<img alt="Read more about Community Resilience to Climate Change: Theory, Research and Practice" title="Community Resilience to Climate Change: Theory, Research and Practice cover image" class="cover " width="652" height="844" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTA4NCwicHVyIjoiYmxvYl9pZCJ9fQ==--376fb2ecade85d1eada4df98f78a90fd806ea7c3/community_climate_change.png" />This reader is an Open Educational Resource, meant to accompany a graduate or higher-level undergraduate university course in climate change resilience, adaptation, and/or planning. While the material is geared toward students in urban and regional planning, it may also be of interest to students of urban studies, public health, geography, political science, sociology, risk management, and others. Each section of this volume includes (1) an introductory summary, (2) a reading list with full text articles, (3) student exercises meant to enhance understanding and facilitate in-class discussion, and (4) additional discussion prompts or activities for instructors to use in class. The format of materials is intended to convey key concepts, while leaving ample space for student exploration, discourse, and creativity. Lessons may culminate in an applied, imaginative final project, a sample framework of which is provided at the end of Section VI.9202020-10-19T00:25:30Z2024-01-22T14:52:12ZSpanish I: Beginning Spanish Language and Culture<img alt="Read more about Spanish I: Beginning Spanish Language and Culture" title="Spanish I: Beginning Spanish Language and Culture cover image" class="cover " width="607" height="757" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTY0OCwicHVyIjoiYmxvYl9pZCJ9fQ==--905d395252aeb4f8aca773516a71e1ec9d67aaa6/Spanish1.PNG" />This peer-reviewed textbook is designed for the true beginner with U.S. college students in mind. It contains themed chapters, which are divided into 8 sections. Each section has its own set of learning objectives, and is further separated into three types of assignments, Para estudiar en casa (with detailed explanations), Para practicar en casa (homework exercises), and Para practicar en clase (paired and group classwork activities). The explanations and primary input are written to be easily comprehensible. The individual exercises are geared towards acquisition of form and function, and the communicative classwork exercises promote interpersonal exchanges between students. The digital copy includes some embedded audio files, and we are developing a website to house many more resources.9222020-10-19T01:10:38Z2024-01-22T14:52:13ZLanguages and Worldview<img alt="Read more about Languages and Worldview" title="Languages and Worldview cover image" class="cover " width="572" height="701" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTY1MCwicHVyIjoiYmxvYl9pZCJ9fQ==--9d31e6e9cd520920a942e801aa1d26589fac0db0/langwo.PNG" />Asking and answering questions about what culture entails and examines the fundamental properties and intertwining nature of language and culture. This text explores linguistic relativity, lexical differences among languages and intercultural communication, including high and low contexts. Changes to a variety of OER works were made by Manon Allard-Kropp in the Department of Language and Cultural Studies to tailor the text to fit the needs of the Languages and World View course at the University of Missouri–St. Louis. Materials from the original sources have been combined, reorganized, and added to by the current author, and any conceptual or typographical errors are the responsibility of the current author.9782021-03-07T05:01:37Z2024-01-22T14:52:24ZLanguage and Culture in Context - A Primer on Intercultural Communication<img alt="Read more about Language and Culture in Context - A Primer on Intercultural Communication" title="textbook cover placeholder image" class="cover fallback " width="247" height="326" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" />The text introduces some of the key concepts in intercultural communication as traditionally presented in (North American) courses and textbooks, namely the study of differences between cultures, as represented in the works and theories of Edward Hall and Geert Hofstede. Common to these approaches is the prominence of context, leading to a view of human interactions as dynamic and changeable, given the complexity of language and culture, as human agents interact with their environments.10262021-07-22T19:44:34Z2024-03-19T03:55:39ZWriting for Change: An Advanced ELL Resource<img alt="Read more about Writing for Change: An Advanced ELL Resource" title="Writing for Change: An Advanced ELL Resource cover image" class="cover " width="350" height="233" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjY3MSwicHVyIjoiYmxvYl9pZCJ9fQ==--e512bd28df6e9b9cf43272ec2468ae182e6f72d5/DSCF2886-350x233.jpg" />This book has been a part of my pandemic journey with a goal of building English language learner resources, gathering up what I have learned about anti-racist, culturally responsive, and decolonization approaches. I know that I have not nearly met this goal in this single resource and that there is so much more to do. I am simply starting on the collective path and am so humbled to join fellow colleagues in the work of rewriting the myths and false narratives of our field. This goes well beyond one specific discipline. It is a call to all educators and all institutions to choose love in action, to choose change. This OER text includes the following: an introduction to creating a collectivist culture to support learning models and activities about multiple ways of organizing ideas in an essay. short readings and discussion highlighting the work of community organizers, activists, and social justice movements writing prompts that ask learners to synthesize, reflect on, and connect to the topics projects inviting learners to apply the content to their community environment additional resources offering multiple modalities for further learning including videos, articles, and podcasts a contrastive and multilingual approach to exploring grammar patterns to support writing10422021-08-27T04:33:28Z2024-01-22T14:52:27ZIntroduction to Communication Systems: An Interactive Approach Using the Wolfram Language<img alt="Read more about Introduction to Communication Systems: An Interactive Approach Using the Wolfram Language" title="Introduction to Communication Systems: An Interactive Approach Using the Wolfram Language cover image" class="cover " width="772" height="1004" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Mjc3OCwicHVyIjoiYmxvYl9pZCJ9fQ==--53db68a29184e3512646b6d06dc69eb0e42877e0/Book-Cover-picture-min.png" />This ebook provides a unique pedagogical approach to teaching the fundamentals of communication systems using interactive graphics and in-line questions. The material opens with describing the transformation of bits into digital baseband waveforms. Double-sideband suppressed carrier modulation and quadrature modulation then provide the foundation for the discussions of Binary Phase Shift Keying (BPSK), Quadrature Phase Shift Keying (QPSK), M-ary Quadrature Amplitude Modulation (M-QAM), M-ary Phase Shift Keying (MPSK), and the basic theory of Orthogonal Frequency Division Multiplexing (OFDM). Traditional analog modulation systems are also described. Systems trade-offs, including link budgets, are emphasized. Interactive graphics allow the students to engage with and visualize communication systems concepts. Interactivity and in-line review questions enables students to rapidly examine system tradeoffs and design alternatives. The topics covered build upon each other culminating with an introduction to the implementation of OFDM transmitters and receivers, the ubiquitous technology used in WiFi, 4G and 5G communication systems.10512021-08-30T08:00:57Z2024-01-25T22:44:02ZTeaching Math for Emergent Bilinguals: Building on Culture, Language, and Identity<img alt="Read more about Teaching Math for Emergent Bilinguals: Building on Culture, Language, and Identity" title="Teaching Math for Emergent Bilinguals: Building on Culture, Language, and Identity 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/eyJfcmFpbHMiOnsiZGF0YSI6Mjc5NywicHVyIjoiYmxvYl9pZCJ9fQ==--7d59bdd8b8b7fe4c98960b7058f971d065f8dffd/I-TeachingMath-Cover3-v2-350x453.png" />This book is designed for pre-service/in-service teachers and others who will work or work with K–12 students who have linguistically and culturally diverse backgrounds, especially students of other languages (English language learners/Emergent bilingual/multilingual). The core concept of this course is helping teachers understand the needs of various Emergent Bilinguals (a.k.a. English language learners (ELLs)/English Learners (ELs), learn to use their language and culture as a resource in mathematics classrooms and implement research-based instructional strategies that are effective to teach mathematics for Emergent Bilinguals.10642021-09-18T01:02:06Z2024-01-22T14:52:27ZPorts and Waterways: Navigating the changing world<img alt="Read more about Ports and Waterways: Navigating the changing world" title="Ports and Waterways: Navigating the changing world cover image" class="cover " width="300" height="442" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Mjg2OSwicHVyIjoiYmxvYl9pZCJ9fQ==--c69fe5284d355d5dfa6336580ea0dec7638c4455/submission_43_60_coverImage_en_US_t.png" />Before you lies the book ‘Ports and Waterways - Navigating the changing world’, written by the Ports and Waterways team, part of the Civil Engineering and Geosciences faculty at Delft University of Technology. It integrates the content of a number of separate lecture notes we used in our teaching activities and updates this information where relevant. The integration reflects our vision that ports and waterways should be viewed as parts of a coherent system that supports waterborne supply chains, and that their integral design and operation is essential.
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