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Books on the topic 'Active Class'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Blaser, Mark, Ted Clark, Liana Lamont, and Jaclyn J. Stewart, eds. Active Learning in General Chemistry: Whole-Class Solutions. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1322.

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2

L, Silberman Melvin, ed. Active Jewish learning: 57 strategies to enliven your class. Los Angeles: Torah Aura, 2009.

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3

Campbell, Garry. Who's in charge?: Collaborating for class management in an active learning classroom. Mississauga, Ont: Peel Board of Education, 1991.

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4

Joshi, S. M. Robust stabilization of a class of passive nonlinear systems. Hampton, Va: National Aeronautics and Space Administration, Langley Research Center, 1996.

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5

Brossard, Michel. Les statuts de travail: Une analyse socio-institutionnelle de la population active québécoise. [Québec]: Gouvernement du Québec, Commission consultative sur le travail, 1986.

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6

Action learning in action: Transforming problems and people for world-class organizational learning. Palo Alto, Calif: Davies-Black Pub., 1999.

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7

Kushida, Michelle Mayumi. Identification of CIS-active targets of MHC class 1 transcritional downregulaton in tumour cells. Ottawa: National Library of Canada, 1996.

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8

E, Robichaux Paul, ed. Using MFC and ATL. Indianapolis, IN: QUE, 1997.

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9

The remedy: Class, race, and affirmative action. New York: BasicBooks, 1996.

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10

Class matters: Cross-class alliance building for middle-class activists. Gabriola Island, BC: New Society Publishers, 2005.

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11

Harvey, Suzanne. Classe active, élèves motivés!: Gérer sa classe par ateliers en intégrant les TIC. Montréal: Hurtubise HMH, 2003.

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12

The knight without the sword: A social landscape of Malorian chivalry. Woodbridge, Suffolk: D.S. Brewer, 2000.

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13

Woods, Stuart, and Tony Roberts. Class Act. New York, NY: Penguin Audio, 2021.

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14

Silva, F. Nicolau Santos. Os interesses supra-individuais e a legitimidade processual civil activa. Lisboa: Quid Juris?, 2002.

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15

Nimitz class. New York: HarperCollins, 1997.

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16

Robinson, Patrick. Nimitz Class. New York: HarperCollins, 2003.

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17

Rutledge, Archibald. Claws. Columbia, South Carolina: University of South Carolina Press, 2014.

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18

Mastering Shakespeare: An acting class in seven scenes. New York: Allworth Press, 2003.

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19

Race, class, and affirmative action. New York: Russell Sage Foundation, 2015.

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20

Clash of loyalties. London: Collins, 1988.

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21

Psacharopoulos, Nikos. Toward mastery: An acting class with Nikos Psacharopoulos. Lyme, NH: Smith and Kraus, 1998.

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22

Pomerance, Susan. Pocket monologues: Working-class characters for women. Rancho Mirage, CA: Dramaline Publications, 1999.

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23

Adrien, Philippe. Instant par instant: En classe d'interprétation. Arles: Actes sud, 1998.

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24

Beaulieu, Danie. Techniques d'impact en classe. Le Gardeur, Qué: Impact!, 2006.

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25

Wilkinson, Ellen Cicely. Clash. London: Virago, 1989.

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26

Brown, Steven, and Dorolyn Smith. Active Listening 2 Class Audio CDs (Active Listening Second edition). 2nd ed. Cambridge University Press, 2006.

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27

Brown, Steve, and Dorolyn Smith. Active Listening 3 Class Audio CDs (Active Listening Second edition). 2nd ed. Cambridge University Press, 2007.

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28

Brown, Steve, and Dorolyn Smith. Active Listening 1 Class Audio CDs (Active Listening Second edition). 2nd ed. Cambridge University Press, 2006.

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29

Active Whole-class Teaching (Put Learning First). Robert Powell Publication, 1997.

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30

Rogers, Percy. Active Labour: Memoirs of a Working-Class Doctor. Black Inc., 2018.

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31

Clark, Ted, Mark Blaser, Liana Lamont, and Jaclyn J. Stewart. Active Learning in General Chemistry: Whole Class Solutions. American Chemical Society, 2021.

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32

McClure, Lynne, Lynda Keith, Peter Gorrie, and Amy Sinclair. Heinemann Active Maths - Exploring Number - First Level Pupil Book - 16 Class Set. Pearson Education, Limited, 2010.

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33

Mills, Steve, Hilary Koll, and Lynda Keith. Heinemann Active Maths ni KS1 Beyond Number Pupil Book 8 Class Set. Pearson Education, Limited, 2012.

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34

McClure, Lynne, Lynda Keith, Peter Gorrie, and Amy Sinclair. Heinemann Active Maths - Exploring Number - Second Level Pupil Book - 16 Class Set. Pearson Education, Limited, 2010.

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35

Supplement: Astronomy Active Learning In-Class Tutorials - Essential Cosmic Perspective Media Update. Addison Wesley Publishing Company, 2005.

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36

McClure, Lynne, Lynda Keith, Peter Gorrie, and Amy Sinclair. Heinemann Active Maths - Exploring Number - Second Level Pupil Book - 8 Class Set. Pearson Education, Limited, 2010.

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37

McClure, Lynne, Lynda Keith, Peter Gorrie, and Amy Sinclair. Heinemann Active Maths ni KS2 Exploring Number Pupil Book 8 Class Set. Pearson Education, Limited, 2012.

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38

McClure, Lynne, Lynda Keith, Peter Gorrie, and Amy Sinclair. Heinemann Active Maths - Exploring Number - First Level Pupil Book - 8 Class Set. Pearson Education, Limited, 2010.

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39

Vladimir, Pribylovskiĭ, and Informat͡s︡ionno-ėkspertnai͡a︡ gruppa "Panorama", eds. Active figures of the trade union and working class movement of Russia, Ukraine, Bielorussia, Kazakhstan. [Moscow: Panorama, 1992.

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40

Bayomy, Wael. Treatment of Class Iii Malocclusion Using Active Skeletonized Sutural Distractor Appliance: A Randomized Clinical Trial. Partridge Publishing Singapore, 2019.

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41

Longman, Debbie Guice, and Rhonda Holt Atkinson. CLASS: College Learning and Study Skills. 5th ed. Wadsworth Publishing Company, 1998.

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42

NOTEBOOKS, Lily LILY. Bee Active: A Large Journal with Blank Paper for Drawing, Doodling, Painting, Writing, School, Class and Home ! Independently Published, 2020.

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43

The Best Class You Never Taught: How Spider Web Discussion Can Turn Students into Learning Leaders. ASCD, 2017.

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44

Johnson, Alice. Middle-Class Life in Victorian Belfast. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789620313.001.0001.

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This book reconstructs the social world of upper middle-class Belfast during the time of the city’s greatest growth, between the 1830s and the 1880s. Using extensive primary material including personal correspondence, memoirs, diaries and newspapers, the author draws a rich portrait of Belfast society and explores both the public and inner lives of Victorian bourgeois families. Leading business families like the Corrys and the Workmans, alongside their professional counterparts, dominated Victorian Belfast’s civic affairs, taking pride in their locale and investing their time and money in improving it. This social group displayed a strong work ethic, a business-oriented attitude and religious commitment, and its female members led active lives in the domains of family, church and philanthropy. While the Belfast bourgeoisie had parallels with other British urban elites, they inhabited a unique place and time: ‘Linenopolis’ was the only industrial city in Ireland, a city that was neither fully Irish nor fully British, and at the very time that its industry boomed, an unusually violent form of sectarianism emerged. Middle-Class Life in Victorian Belfast provides a fresh examination of familiar themes such as civic activism, working lives, philanthropy, associational culture, evangelicalism, recreation, marriage and family life, and represents a substantial and important contribution to Irish social history.

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45

Jackson, Steven F. Teaching with Technology: Active Learning in International Studies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.317.

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The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education courseware, internet access to statistical databases, Geographic Information Systems (GIS), cellphone and personal digital assistant applications, and classroom response systems (CRS). There has been a modest and somewhat sporadic literature on teaching with technology in international studies, much of which follows the development of new technologies, such as personal computers, the World Wide Web, and courseware development. The three major themes in the scholarship on technology in teaching and learning in international studies include technology-based enthusiasm/experimentation, comparative studies, and skepticism. However, some of the challenges to scholarship in teaching and learning with technology: the use of technology has become so pervasive, accepted, and easy that few teacher-scholars bother to write in scholarly journals about the act; weak structure of incentives for studying the use of technology in teaching and learning; and technological instability and discontinuity. Nevertheless, there are some technologies and trends that may appear in the future international relations course. These include podcasting, Real Simple Syndication (RSS) Feeds, Twittering, and Wikipeda and Google Books.

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46

Atkinson, Rhonda Holt, and Debbie G. Longman. CLASS: College Learning and Study Skills (Wadsworth College Success). 7th ed. Wadsworth Publishing, 2004.

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47

Cards, Task Task. Telling Time Task Cards: Active Engagement Learning Games for Partners or Teams, in Math Centers, or Even with a Whole-Class Review. Independently Published, 2020.

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48

Informal Learning in Youth Work. Sage Publications Ltd, 2008.

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49

Kahlenberg, Richard D. The Remedy: Class, Race, and Affirmative Action. Basic Books, 1997.

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50

Kahlenberg, Richard D. The Remedy: Class, Race, and Affirmative Action. Basic Books, 1996.

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