Information literacy may be defined as the ability to identify a research problem, decide the kinds of information needed to tackle it, find the information efficiently, evaluate the information, and apply it to the problem at hand. Teaching Research Processes suggests a novel way in which information literacy can come within the remit of teaching faculty, supported by librarians, and reconceived as 'research processes'. The aim is to transform education from what some see as a primarily one-way knowledge communication practice, to an interactive practice involving the core research tasks of subject disciplines.
Angielski. Problem verbs. Kłopotliwe czasowniki
Książka jest przeznaczona dla uczniów szkół średnich, osób przygotowujących się do matury i do egzaminów na studia. Ale nie tylko. Na pewno przyda się wszystkim, którym gramatyka języka angielskiego sprawia trudności. Znajdziesz w niej: zwięzłe wytłumaczenie zasad stosowania czasowników nieregularnych, liczne przykłady poprawnego ich użycia, ćwiczenia umożliwiające utrwalenie poznanych reguł i klucz do ćwiczeń.
Grandma's Pear Tree Jessie’s ball is stuck in Grandma’s prized pear tree. Worried that Grandma will be mad, Jessie tries to get the ball down by asking for help from busy relatives before Grandma sees the problem. From a shoe to a chicken, each suggestion only seems to make the problem worse. With no other choice, Jessie finally admits to Grandma what has happened. In the end, Jessie learns that working together is best to solve a problem and that family is there to support you when you need them. The art for Grandma’s Pear Tree was first drawn in pencil, and then colored using acrylics.
It was late fall when Sherlock Holmes received one of the most interesting, and somewhat laughable, notes in his career as a detective. It was from the lawyers Morrison, Morrison, and Dodd and was a very unusual referral of a client who had a problem with vampires.
The Real-World Problem Solving Readers are unique in that they feature math problems throughout each story. Each reader has a set of 4 to 6 questions. Students are expected to return to the story and find information in the text or in charts, tables, or graphs to answer the questions.
