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Books on the topic 'Manipulative activity'

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Published: 7 July 2024

Last updated: 7 July 2024

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1

Klemp, Nathaniel J. The morality of spin: Virtue and vice in political rhetoric and the Christian right. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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2

Bloomer, Anne. Activity math.: Using manipulatives in the classroom. Menlo Park, CA: Addison-Wesley Publishing Co., 1993.

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3

Chaitow, Leon. Soft-tissue manipulation: A practitioner's guide to the diagnosis and treatment of soft tissue dysfunction and reflex activity. Rochester, Vt: Healing Arts Press, 1988.

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4

Komar, Melanie. Teaching math with everyday manipulatives: Grades 4-6. Napanee, Ont: S&S Learning Materials, 2007.

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5

Giesecke, Ernestine. 3-D pentominoes activity book: Grades 4-6. Vernon Hills, Ill: Learning Resources, 1996.

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6

Beder, Sharon. Free market missionaries: The corporate manipulation of community values. London: Earthscan, 2006.

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7

Voolich, Erica Dakin. Investigating with power solids. Vernon Hills, Ill: Learning Resources, Inc., 2001.

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8

Cohen, Youssef. The manipulation of consent: The state and working-class consciousness in Brazil. Pittsburgh, Pa: University of Pittsburgh Press, 1989.

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9

Swan, Paul. Developing mathematics with pattern blocks. Rowley, MA: Didax Educational Resources, 2006.

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10

Charles, Linda Holden. Understanding operations: Multiplication & division. Sunnyvale, Calif: Creative Publications, 1988.

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11

Bowen, Lynda. Pattern block activities. Barrie, Ontario: Exclusive Educational Products, 1989.

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12

Delacroix, D. Guide pratique radionucléides & radioprotection: Manuel pour la manipulation des substances radioactives dans les laboratoires de faible et moyenne activité. 4th ed. Paris: EDP Sciences, 2004.

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13

Dinio-Durkin, Cecilia. Idea book: Mathematics activities for Cuisenaire rods at the intermediate level. Vernon Hills, IL: ETA/Cuisenaire, 2002.

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14

Delacroix, Daniel. Radionucléides et radioprotection: Manuel pour la manipulation de substances radioactives dans les laboratoires de faible et moyenne activité : guide pratique. Les Ulis (Essonne): EDP sciences, 2012.

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15

Zike, Dinah. Dinah Zike's foldables and VKVs for phonics, spelling and vocabulary: A photographic reference guide for kinesthetic learning : preK - 3rd grade. San Antonio, Tex: Dinah-Might Adventures, 2007.

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16

Miller, Marcia. Investigating with pattern blocks. White Plains, N.Y: Cuisenaire Co. of America, 1995.

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17

E, Robertson Dan, and Noel Joseph P, eds. Protein engineering. Amsterdam: Elsevier Academic Press, 2004.

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18

Gelbspan, Ross. Boiling Point: How politicians, big oil and coal, journalists, and activists are fueling the climate crisis--and what we can do to avert disaster. New York: Basic Books, 2004.

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19

Publishing, School Specialty. Money Blocks: Manipulative Set with Activity Book. Ideal, 2005.

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20

Nugent, Glenda. Hands on Math: Manipulative Activities for the Classroom. Creative Teaching Press, 2007.

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21

Nelson, Ted, Albert Bennett, and Albert B. Bennett. MP: Mathematics for Elementary Teachers: An Activity Approach with Manipulative Kit. 6th ed. McGraw-Hill Science/Engineering/Math, 2003.

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22

Nelson, Ted, and Albert B. Bennett. Mathematics for Elementary Teachers An Activity Approach with Manipulative Kit (Package Edition). 5th ed. McGraw-Hill Science/Engineering/Math, 2000.

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23

Burton, Laurie J., Albert B. Bennett, Ted Nelson, and Joseph J. Ediger. Mathematics for Elementary Teachers: An Activity Approach with Manipulative Kit and Connect Access Card. McGraw-Hill Education, 2015.

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24

Burton, Laurie J., Ted Nelson, and Bennett Albert B. Jr. Mathematics for Elementary Teachers: A Conceptual Approach with an Activity Approach and Manipulative Kit. McGraw-Hill Education, 2014.

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25

Alexander, Meredith. Devils We Know: An Activity Book to Help Prevent Gaslighting an Other Manipulative Tactics. Independently Published, 2020.

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26

Dressler, Richard A. Language Activity Resource Kit With Manipulatives. Psychological Corp, 1999.

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27

Bloomer, Anne; Carlson Phyllis. Activity Math: Using Manipulatives in the Classroom. Addison-Wesley, 1992.

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28

Chaitow, Leon. Soft-Tissue Manipulation: A Practitioner's Guide to the Diagnosis and Treatment of Soft Tissue Dysfunction and Reflex Activity. HarperCollins Publishers Ltd, 1987.

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29

Chaitow, Leon. Soft-Tissue Manipulation: A Practitioner's Guide to the Diagnosis and Treatment of Soft-Tissue Dysfunction and Reflex Activity. Healing Arts Press, 1987.

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30

Hands-on Math: Manipulative Activites for the Classroom. Creative Teaching Press, 1994.

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31

Primary geoboard activity book: Grades K-3. Vernon Hills, Ill: Learning Resources, 1990.

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32

Beder, Sharon. Free Market Missionaries: The Corporate Manipulation of Community Values. Taylor & Francis Group, 2012.

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33

Beder, Sharon. Free Market Missionaries: The Corporate Manipulation of Community Values. Taylor & Francis Group, 2012.

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34

Beder, Sharon. Free Market Missionaries: The Corporate Manipulation of Community Values. Taylor & Francis Group, 2012.

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35

Beder, Sharon. Free Market Missionaries: The Corporate Manipulation of Community Values. Routledge, 2012.

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36

Adams-Curtis, Leah E. Manipulation, gross motor behaviors, and activity states of Capuchin monkeys during development. 1990.

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37

Voolich, Erica Dakin. Investigating with Power Solids: Book. hand2mind, 2000.

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38

Problem Solving with Pentominoes Grades 1-4 Activity Book. Learning Resources, 1992.

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39

Books, Keen Kite. Year 5 Hands-On Maths: 10 Minutes of Concrete Manipulatives a Day for Maths Mastery. Keen Kite Books, 2018.

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40

Books, Keen Kite. Year 4 Hands-On Maths: 10 Minutes of Concrete Manipulatives a Day for Maths Mastery. Keen Kite Books, 2017.

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41

Books, Keen Kite. Year 1 Hands-On Maths: 10 Minutes of Concrete Manipulatives a Day for Maths Mastery. Keen Kite Books, 2017.

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42

Books, Keen Kite. Year 2 Hands-On Maths: 10 Minutes of Concrete Manipulatives a Day for Maths Mastery. Keen Kite Books, 2017.

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43

Tsur, Reuven. Elusive Qualities in Poetry, Receptivity, and Neural Correlates. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190457747.003.0013.

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Abstract:

Arnheim’s terms “actively organizing mind” and “passively receiving mind” can usefully be applied in practical criticism to suggest the significance of poetic structures as described by more concrete terms. But it is not quite clear what exactly they refer to. This chapter explores how the latter term can be illuminating in close readings of poems by Verlaine. Neuropsychological findings proposed in the last section fill those terms with more solid meaning. When you experience sensory stimuli, certain areas in the secondary somatosensory cortex light up. When you perceive yourself as the voluntary agent causing the sensations, this activity is suppressed. This may account for the observation that the actively organizing mind is less sensitive to elusive sensations in poetry than a passive attitude. This chapter explores the linguistic means—syntactic, semantic, and phonetic—by which Verlaine’s texts manipulate the fictional speaker and/or the flesh-and-blood reader into a passive stance.

44

Eade, Frank, Paul Dickinson, Susan Hough, Steve Gough, and Stella Dudzic. Making Sense of Maths - All Things Equal: Solving Equations and Algebraic Manipulation. Hodder Education Group, 2012.

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45

Eade, Frank, Paul Dickinson, Susan Hough, Steve Gough, and Stella Dudzic. Making Sense of Maths: Solving Equations and Algebraic Manipulation. Hodder Education Group, 2012.

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46

DeLane, Zac. Activity Workbook and Study Guide for the Digital Way : Graphic Design and Photo Manipulation: Workbook. Independently Published, 2018.

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47

Perkins, Elizabeth C., Shaun P. Brothers, and Charles B. Nemeroff. Animal Models for Post-Traumatic Stress Disorder. Edited by Charles B. Nemeroff and Charles R. Marmar. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190259440.003.0024.

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Animal models of post-traumatic stress disorder (PTSD) provide a wellspring of biological information about this complex condition by providing the opportunity to manipulate trauma exposure and measure biological outcomes in a systematic manner that is not possible in clinical studies. Symptoms of PTSD may be induced in animals by physical (immobilization, foot shock, underwater stress) and psychological stressors (exposure to predator, social defeat, early life trauma) or a combination of both. In addition, genetic, epigenetic and transgenic models have been created by breeding animals with a behavioral propensity for maladaptive stress response or by directly manipulating genes that have been implicated in PTSD. The effect of stressors in animals is measured by a variety of means, including observation of behavior, measurement of structural alterations in the brain and of physiological markers such as HPA axis activity and altered gene expression of central nervous system neurotransmitter system components including receptors. By comparing changes observed in stress exposed animals to humans with PTSD and by comparing animal response to treatments that are effective in humans, we can determine the validity of PTSD animal models. The identification of a reliable physiological marker of maladaptive stress response in animals as well as standard use of behavioral cutoff criteria are critical to the development of a valid animal model of PTSD.

48

Alain, Pietrancosta. Part A Annotated Guide, 4 Public Disclosure of Inside Information and Market Abuse. Oxford University Press, 2017. http://dx.doi.org/10.1093/law/9780198811756.003.0004.

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This chapter concerns the provisions laid out in the Market Abuse Regulation (MAR) regarding the unlawful disclosure of inside information and market manipulation. Considering the overwhelming evidence of a high level of market abuse activity, the preventative measures laid out here can be considered the MAR’s main contribution. Articles 17 to 21 of the MAR serve to complement the main market abuse prohibitions, serving the ancillary purpose of reducing the potential occurrences of insider dealing or market manipulation, through special, prompt, or objective disclosure requirements weighing on persons categorized according to the sensitivity of their professional positions. Articles 17 to 19 mainly concern issuers and their managers. Articles 20 and 21 impose objectivity and transparency requirements on persons producing or disseminating investment recommendations and on public institutions disseminating statistics or forecasts.

49

Meredith, Tami M. Women’s Use of Computer Games to Practice Intrasexual Competition. Edited by Maryanne L. Fisher. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199376377.013.47.

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Digital gaming, whether performed using a game console, cellular telephone, or desktop computer, is now a popular entertainment activity. While men still dominate among game developers and players, this disparity has been reduced as game designers shift their views and develop games that support women’s style of play. In particular, women desire to practice and perform the competitive styles they use when performing real-world intrasexual competition: self-promotion, competitor derogation and manipulation, target manipulation, and the building of social hierarchies to obtain allies or spread information needed to support these strategies. Women play games and compete, both among each other and against game challenges, if given the opportunity to do so in a meaningful and realistic manner where they can practice their preferred competitive skills. This chapter examines digital gaming with respect to women’s competitive strategies to identify how games can support these strategies and appeal to women.

50

Glatzer, David J. Math Connections: High School Activites Blackline Masters. Dale Seymour Publications, 1991.

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