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Books on the topic 'REDD+ Scheme'

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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

Great Britain. Scottish Office. Pensions Agency. Scottish Teachers' Superannuation Scheme: An easy-to-read guide. Edinburgh: SOPA, 1993.

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2

Waddington, Eileen. Going home: An evaluation of British Red Cross home from hospital schemes. London: British Red Cross, 1996.

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3

McLean, Catherine. An evaluative study of the Red Cross Hospital Aftercare Service - Omagh: A voluntary sector pilot scheme which aims to support older people, aged over 65 years, as part of post-discharge multi-sector care provision following temporary admission to hospital. (s.l: The Author), 2004.

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4

Critical media is elementary: Teaching youth to critically read and create media. New York: Peter Lang, 2008.

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5

Klaassen, C. J. M. Schadeveroorzakend handelen in functie-- diverse wegen leiden naar de werkgever: Enkele beschouwingen over de aansprakelijkheid van de werkgever en de ondergeschikte voor schade toegebracht of opgelopen in het kader van het werk : rede ... Deventer: W.E.J. Tjeenk Willink, 2000.

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6

Macmillan: Read Scheme Teachers Guide Rev. Macmillan Education Ltd, 1987.

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7

Staff, Ladybird Books. Read with Me: Key Words Reading Scheme. Penguin Books, Limited, 2006.

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8

Murray, W., and Jill Corby. Magic Music (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1999.

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9

Picture Dictionary (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1999.

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10

Murray, W., and Jill Corby. Let's Play (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1993.

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11

Murray, W., and Jill Corby. Tom's Storybook (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1999.

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12

Murray, W., and Jill Corby. The Robbery (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1999.

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13

Murray, W. First Words (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1999.

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14

(Illustrator), Stuart Trotter, ed. The Dream (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1999.

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15

Ladybird. Read with Me - The Fierce Giant 12 (Read with Me: Key Words Reading Scheme). Ladybird Books, 1998.

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16

Murray, W., and Jill Corby. The Dragon Den (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1999.

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17

Murray, W., and Jill Corby. The Sports Day (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1993.

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18

(Illustrator), Jon Davis, ed. The Day Trip (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1993.

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19

(Illustrator), Terry Burton, ed. A Busy Night (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1993.

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20

(Illustrator), Marida Hines, ed. The Big Secret (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1999.

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21

Murray, W., and Jill Corby. The Space Boat (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1999.

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22

Murray, W., and Jill Corby. The Dolphin Chase (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1999.

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23

Hoff, Syd. Danny and the Dinosaur Go to Camp (I Can Read Books (Harper Paperback)). Tandem Library, 1999.

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24

Murray, W., and Jill Corby. Lost in Piper's Park (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1999.

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25

(Illustrator), Terry Burton, ed. Sam to the Rescue (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1993.

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26

My First Starting to Read CD-ROM (My First Reading Scheme). Dorling Kindersley Publishers Ltd, 2000.

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27

(Illustrator), J. H. Wingfield, ed. Read and Write: Key Words Reading Scheme 1C (Ladybird Key Words). Dutton Juvenile, 1997.

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28

Murray, W., and Jill Corby. Kate and the Crocodile (Read with Me: Key Words Reading Scheme). Ladybird Books Ltd, 1993.

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29

Hoff, Syd. Danny and the Dinosaur Go to Camp Book and CD (I Can Read Book 1). HarperFestival, 2005.

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30

Hoff, Syd. Danny and the Dinosaur Go to Camp Book and CD (I Can Read Book 1). HarperFestival, 2005.

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31

Investigation of the use of erasures in a concatenated coding scheme: Technical report. Toledo, Ohio: Dept. of Electrical Engineering, College of Engineering, University of Toledo, 1997.

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32

(Illustrator), Marisol Sarrazin, ed. Sam at the Seaside (Kids Can Read). Kids Can Press, 2006.

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33

Labatt, Mary. Sam at the Seaside (Kids Can Read). Kids Can Press, 2006.

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34

McDermid, Douglas. Ferrier and the Myth of Scottish Common Sense Realism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789826.003.0006.

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James Frederick Ferrier (1808–64), the first notable British idealist of the nineteenth century and the greatest Scotch metaphysician since Thomas Reid, waged a ferocious dialectical war against common sense realism. This chapter examines “Reid and the Philosophy of Common Sense” (1849), an essay in which Ferrier challenges four aspects of the received view about Reid: (1) That Reid was the first noteworthy opponent of the representationalist doctrine of perception that dominates modern philosophy from Descartes to Hume. (2) That Reid vanquished representationalism, and defended a doctrine of immediate perception. (3) That Reid put paid to Berkeleyan idealism and to veil of ideas scepticism. (4) That Reid vindicated realism by appealing to the plain dictates of common sense. If Ferrier is right in thinking that Reid’s scheme is fundamentally unsound, the tradition of Scottish common sense realism represented by Hamilton has no future.
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35

Reading and Language Information Centre., ed. Learning to read: Annotated lists of early readers, reading schemes, extension readers. Reading: Reading and Language Information Centre, 1987.

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36

Reading and Language Information Centre., ed. Learning to read: Annotated lists of early readers, reading schemes, extension readers. London: Reading and Language InformationCentre, University of Reading, 1985.

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37

Diary of a Worm I Can Read Book 1. HarperCollins Publishers Inc, 2014.

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38

Hutchinson, G. O. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821717.003.0026.

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Form, on the most detailed level, turns out to be inextricably connected with expression, meaning, and larger structure. Perhaps modern scholars underestimate form, as is apparent from the greater importance of metre in ancient conceptions of poetic genre. Rhythm plays an important part in building up the worlds of the rhythmic narrative writing that has been considered. At climactic moments of Chariton, rhythm intensifies the supremacy of love in the erotic scheme of values; in the moments of Plutarch, it helps the presentation of a broader scheme of values, where politics is not simply set aside, but where the individual can transcend powerlessness and death. Philosophy, comparison, the evolution and unpredictability of people are presented the more forcefully through passages heightened by rhythm; rhythm as elsewhere marks meaning and expresses thought. The greatness of Plutarch’s writing emerges much more strongly when we start to read him rhythmically.
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39

del Guayo Castiella, Iñigo. Support for Renewable Energies and the Creation of a Truly Competitive Electricity Market. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198822080.003.0017.

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Early in the EU liberalization process, renewable energies needed governmental support in a market dominated by traditional sources. Support was considered an exception to prohibition of governmental promotion of indigenous national energy sources. The Climate and Energy Package changed this perspective, leading to the 2009 Directive, allowing member states to enforce support schemes promoting renewable energies. Conflicts emerged between some schemes and the rules on state aids of the Treaty on the Functioning of the European Union. Deficient stability of support schemes must yield to a more predictable legal framework. The proposed substitute renewable energies Directive must be read in light of reinforcements of EU sustainable energies policies and 2015 Paris Agreement commitments. Renewable energies technology innovation has reduced costs and governmental support is somehow redundant. The future Directive provides rules that are compatible with competition and on the need to support generation from renewable energies in other member states.
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40

Jones, Amanda, and Sally Jones. Learn to Read Rapidly with Phonics: Beginner Reader Book 5. a Fun, Colour in Phonic Reading Scheme. Guinea Pig Education, 2009.

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41

Jones, Amanda, and Sally Jones. Learn to Read Rapidly with Phonics: Beginner Reader Book 2. a Fun, Colour in Phonic Reading Scheme. Guinea Pig Education, 2009.

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42

Jones, Amanda, and Sally Jones. Learn to Read Rapidly with Phonics: Beginner Reader Book 4. a Fun, Colour in Phonic Reading Scheme. Guinea Pig Education, 2009.

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43

Contributors, Multiple. An Essay. Occasion'd by the Revd. Mr. Madden's Scheme for Promoting Learning in the College by Præmiums. Gale Ecco, Print Editions, 2018.

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44

Learn to Read Rapidly with Phonics: Beginner Reader Book 6. a Fun, Colour in Phonic Reading Scheme. Guinea Pig Education, 2009.

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45

Jones, Amanda, and Sally Jones. Learn to Read Rapidly with Phonics : Beginner Reader Book 1: A Fun, Colour in Phonic Reading Scheme. Guinea Pig Education, 2009.

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46

Jones, Amanda, and Sally Jones. Learn to Read Rapidly with Phonics: Beginner Reader Book 3. a Fun, Colour in Phonic Reading Scheme. Guinea Pig Education, 2009.

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47

Charles, Parkinson. 4 Malaya. Oxford University Press, 2007. http://dx.doi.org/10.1093/acprof:oso/9780199231935.003.0004.

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Malaya achieved independence on 31 August 1957 with a minimalist bill of rights. The main local pressure for the bill of rights came from the Malayan Indian Congress, which was supported in its demand by the majority Malay and Chinese political parties under the umbrella of the Alliance Party. The decision to include a bill of rights in the Malayan independence constitution was made by the Reid commission. The influences on the Malayan bill of rights were primarily Asian; the rights in the constitutions of India, Pakistan, Ceylon, and Burma all figured prominently. The Reid commission conceived the bill of rights as the central feature of a fundamentally non-communal constitution. However, as the majority Malays favoured special rights for Malays in a communal state, they opposed the commission's scheme to safeguard the minority Chinese and Indian communities.
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48

Campbell, Janet. Learning to read without a graded reading scheme: What strategies are used instead of the reading scheme and are those strategies successful with children who speak English as a second language? 1992.

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49

Wiener, Harvey S. Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.001.0001.

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Reading, however fundamental the task may seem to everyday life, is a complex process that takes years to master. Yet, learning to read in the early stages is not an overwhelming problem for most children, especially when their classroom learning is coupled with a nurturing home environment in which reading is cherished, and pencil and paper are always available and fun to use. In fact, studies have shown that children score higher in reading if their parents support and encourage them at home. Unfortunately, though many parents want to involve themselves actively in their children's education, very few know just what to do. Now Dr. Harvey S. Wiener, author of the classic Any Child Can Write, provides an indispensable guide for parents who want to help their children enter the magic realm of words. In Any Child Can Read Better, Second Edition, Dr. Wiener offers practical advice on how to help children make their way through the maze of assignments and exercises related to classroom reading. In this essential book, parents learn how to be "reading helpers" without replacing or superseding the teacher--by supporting a child's reading habits and sharing the pleasures of fiction, poetry, and prose. Home learning parents also will find a wealth of information here. Through comfortable conversation and enjoyable exercises that tap children's native abilities, parents can help their child practice the critical thinking and reading skills that guarantee success in the classroom and beyond. For example, Dr. Wiener explains how exercises such as prereading warm-ups like creating word maps (a visual scheme that represents words and ideas as shapes and connects them) will allow youngsters to create a visual format and context before they begin reading. He shows how pictures from a birthday party can be used to create patterns of meaning by arranging them chronologically to allow the party's "story" to emerge, or how they might by arranged by order of importance--a picture of Beth standing at the door waiting for her friends to arrive could be displayed first, Beth blowing out the birthday cake placed toward the middle of the arrangement, and the pictures of Beth opening her gifts, especially the skates she's been begging for all year, would surely go toward the end of the sequence. Dr. Wiener shows how these activities, and many others, such as writing games, categorizing toys or clothes or favorite foods, and reading journals, will help children draw meaning out of written material. This second edition includes a new chapter describing the benefits of encouraging children to keep a journal of their personal reactions to books, the value of writing in the books they own (underlining, writing in the margins, and making a personal index) and a variety of reading activities to help children interact with writers and their books. Dr. Wiener has also expanded and updated his fascinating discussion of recommended books for children of all ages, complete with plot summaries. Written in simple, accessible prose, Any Child Can Read Better offers sensible advice for busy parents concerned with their children's education.
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50

Bogue, Ronald. Deleuze and Roxy: The Time of the Intolerable and Godard’s Adieu au langage. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474422734.003.0015.

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Focusing specifically on Jean-Luc Godard’s experimental 3-D outing, Adieu au langage (2014), this chapter equates becoming-animal (manifested through Godard’s dog, Roxy) with the time of the intolerable, a crisis in the action-image which precludes any absorption of affect within the sensory-motor schema. In this sense, Roxy becomes an immanent, animistic force that remakes the world (and by extension, as in all of Godard’s films, cinema itself) into a protean force of becoming, where even 3-D bifurcates and deterritorialises as a new form of machinic fabulation. In the case of the intolerable, where our sensory-motor schema is allowed to jam or break, a different type of image appears, what Deleuze calls a pure optical-sound image: ‘opsigns’ and ‘sonsigns’, images where the seen and heard no longer extend into action. In Adieu au langage, Godard’s use of 3D also offers a new kind of time-image, a lectosign (a visual image which must be ‘read’ as much as seen) that requires the eye’s negotiation of conflicting points of attention within the shot, thereby inducing crisis and the intolerable within the image itself.
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