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The World Almanac E-Newsletter And help keep your costs down, the post office supplies cartons for use with contests and homework help, with reference facts on topics like space, http://www.worldalmanac.com/200108WAE-Newsletter.htm
Extractions: Volume 1, Number 8 - August 2001 What's in this issue? August Events Holidays - National and International This Day in History - August August Birthdays Featured Location of the Month: Salt Lake City, Utah Obituaries Science in the News Astronomical Events Special Feature: Crowds in the Sky - Air Travel in 2001 Chronology - Events of July 2001 Offbeat News Stories 100 Years Ago in the World Almanac: Comparing the costs of a college education in 1901 vs. 2000/2001 Links of the Month The new World Almanac websites August Events
Complete IFLA The learning function is mostly homework help. The educational share of the questions is only 18% in Sweden, against 40% in Norway. In Sweden, some of http://home.hio.no/~tord/good/ifla/complete2.htm
Extractions: Reference statistics for library planning. Part II. 8. The structure of demand We have specified three main settings and five situations that generate questions (Table J). And we are ready to grapple with the empirical data. The following analysis is based on a random sample of the questions available in the Ask The Library archive. For technical reasons, the early questions (1998, 1999) are stored separately. The sample we work with comprise 10% of the questions from the beginning of 2000 till May 2002. From Table K we see that most of the questions are generated by people in their private lives and by young people in connection with their school work. The persons we define as citizens are of course largely the same individuals that we encounter at work, school or studies. We are not counting individuals as such, but persons in specific social roles.
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2004 Articles And Content About homework help Women s History Women s History More All the Basics A profile of Queen Christina of Sweden, with links to more resources. http://womenshistory.about.com/od/2004articlesandcontent/
Extractions: zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Homework Help Women's History Women's History - More ... Recent Content 2004 Articles and Content Homework Help Women's History Essentials Biographies of Notable Women ... Help w(' ');zau(256,140,140,'el','http://z.about.com/0/ip/417/C.htm','');w(xb+xb+' ');zau(256,140,140,'von','http://z.about.com/0/ip/496/7.htm','');w(xb+xb); Sign Up Now for the Women's History newsletter! See Online Courses Search Women's History Alphabetical Recent Up a category Clare Boothe Luce Quotes Quotes by Clare Boothe Luce - part of an extensive collection of quotations by notable women. Women's History - Site Index A handy list of content on this site. Hannah Arendt Quotes Quotations from political philosopher Hannah Arendt, on politics, totalitarianism, marriage, love, forgiveness, and much more. Christina of Markyate It took a lot of courage to resist the pressures of family and culture in the 12th century, but Christine of Markyate was a young girl who not only resisted, she succeeded and founded a community of women religious and influenced several key monastic figures in English history. Karen Nussbaum Quotes Selected quotations from Karen Nussbaum, working women's organizer and advocate, founder of 9to5 and one-time Director of the Women's Bureau, US Department of Labor.
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Extractions: Network From Library Stuff: "Carol links to the incredible blogging project going on at the University of Minnesota Libraries, called UThink . Incredible stuff going on over there. So, any student, faculty member, or staff can have a MovableType blog hosted by the University. ... Great stuff. Probably the best example out there as to how libraries can lead in the creation and distribution of content to users." [ Stephen Cohen Posted to the Blogs to note Dept.- Discuss (1 response) Trackback  Always Running is an interactive project connecting two California continuation high schools: Calvine High School in Elk Grove and Maple High School in Lompoc. Students at these two sites will explore and compare contemporary issues in their own communities to author Luis Rodriquez's experiences of growing up Latino in East L.A." Posted to the Blogs to note Dept.- Discuss (1 response) Trackback  Note Alan's ultimate enjoyment of the pace he's seeing: Back in February, I mentioned
Extractions: Germanic Languages and Literatures Courses in Dutch (Division 357) 112. Second Special Speaking and Reading Course. Dutch 111 or the equivalent. Graduate students should elect the course as Dutch 512. (4). (LR). This course, a continuation of 111, proceeds with the basics of the Dutch language. We will primarily use the monolingual text, Code Nederlands, in which each lesson consists of an everyday conversation, a grammatical explanation, exercises, a comprehensive vocabulary list of one topic, questions about the conversation, homework, and a special computer exercise. To enliven the class, the teacher will present the students with a variety of texts, music, video, and simple prose, which can serve as a starting point for conversation. Cost:3 WL:3 (Broos) 232. Second-Year Dutch. Dutch 231 or the equivalent. Graduate students should elect the course as Dutch 532. (4). (LR). This course, a continuation of Dutch 231, will further examine the particular difficulties and subtleties of Dutch conversation and style. Grammatical items introduced in previous courses will be reviewed where necessary. Introduction to contemporary Dutch society by means of songs, video, comics, newspaper articles, and literature will enliven the course, which will be conducted mostly in Dutch. Required text: Code Nederlands
Extractions: Germanic Languages and Literatures Dutch Courses (Division 357) 112. Second Special Speaking and Reading Course. Dutch 111 or the equivalent. (4). (FL). This course, a continuation of 111, proceeds with the basic grammar of the Dutch language. We will primarily use the monolingual text LEVAND NEDERLANDS (Living Dutch), in which each lesson consists of an everyday conversation, a grammatical explanation, exercises, a comprehensive vocabulary list of one topic, questions about the conversation, discussion and homework. To strengthen the command of the language, grammatical patterns in conversation will be emphasized. To enliven the class, the teacher will present the students with songs of Dutch singers and cabaret artists, and simple prose, which can serve as a starting point for conversation. (Broos) 232. Second-Year Dutch. Dutch 231 or the equivalent. (4). (FL). This course, a continuation of Dutch 231, will further examine the particular difficulties and subtleties of Dutch grammar and style. Grammatical items introduced in previous courses will be reviewed where necessary. Introduction to contemporary Dutch society by means of songs, comics, newspaper articles, and literature will enliven the course, which will be conducted mostly in Dutch. (Broos) 339. Independent Study.
Extractions: General Aims and Objectives Bergen Norway Research in Norway ... Visit the Exhibition Participants Pictures Evaluation Form Programme Student Groups Organisation Organisers Steering / Advice Student Helpers Contact us ... National Organisers Contest Prizes The Jury Projects Project Evaluation ... Award Ceremony Press HiRes Pictures Presseinfo (NO) Press Contact Press Links Links EU Contest More Links e-mail Any views that may have been expressed should not be taken as a statement of the European Commission's Research Directorate-General. Apologies are also given for any omissions or errors. EU Contest - Bergen 2001 relies on the assistance of a team of student helpers. They are present to give the participants, national organisers, jury, staff and others all the assistance they want. We have been fortunate to have very experienced student helpers at EU Contest - Bergen 2001. The composition of the student helper team reflects the strong links between the Scandinavian youth science organisations. We are also happy to include non-Nordic student helpers in our team. Kristine Askvik
Extractions: International Comparative Survey ( 1 ) This study is the third international comparative survey on children, following two in 1988 and 1990 ( see Tables 1, 2 ). This time, our main interest was to reveal how children are growing in Sweden, a nation advanced in welfareigate problems that occur as children grow in different countries,, and in China, which has a strict single-child policy. The objective of the survey was to invest by studying the results of the current survey as well as those of previous surveys on children in the Republic of Korea ( South Korea ), Taiwan, Thailand, and New Zealand. Table 1 Composition of Samples (Third International Comparative Survey)
Extractions: Karl M. Bunday A few of the newgroups listed have short descriptions that evidently were added by persons other than the proponents. Suggestions for additions to this FAQ are most welcome. Many thanks to those who saw earlier versions of this FAQ and added to or corrected the information posted earlier. And special thanks to the persons who wrote suggesting that I post a copy of this FAQ on the World Wide WebI have now done so here, http://learninfreedom.org/ed-newsgroups.html at my Web site, which has links to other information about on-line resources for self-education. Some of the newsgroups listed here are very inactive (possibly because they are not carried at many sites). Some are very active, with verifiable frequent postings from multiple countries. But in general the proportion of all Internet users who discuss issues on Usenet has been declining since 1997 as Web-based discussion boards and E-mail mailing lists have become more popular. For a more up-to-date picture of where people discuss education issues on-line, see this site's Discussion Groups about Education Reform and Home-Schooling page.
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Extractions: Alg@line http://scout.cs.wisc.edu/ http://scout.cs.wisc.edu/about/criteria.html http://scout.cs.wisc.edu/report/sci-eng/current/ This issue: http://scout.cs.wisc.edu/report/sci-eng/2001/se-010606.html Visit the Internet Scout Weblog at: http://scout.cs.wisc.edu/weblog/ Feedback is always welcome: firstname.lastname@example.org ====== Research ==== 1. Alg@line Database http://meri.fimr.fi/Algaline/eng/EnAlgaline.nsf?OpenDatabase Maintained by the Finnish Institute of Marine Research and several other institutions, the Alg@line Database offers updated reports on the conditions of phytoplankton and related parameters in the Baltic Sea. The reports, which vary in length and detail (though most are brief), summarize measurements of Oxygen, Salinity, Temperature, Nutrients, Harmful substances, Plankton, Zooplankton, Benthic Animals, Flow, and Other measurements. In addition, the Maps and Figures section offers numerous color images (including satellite) of Baltic Sea conditions and marine organisms. To access reports by geographic subregion of the Baltic, head to the Reports section. Finally, the Latest News section keeps researchers abreast of changing conditions (e.g., algal blooms) and research cruises in the Baltic. For researchers or anyone else wanting in-depth information on a host of ecological parameters for the Baltic Sea, this is an excellent reference site. [LXP] 2. i-mass.com http://i-mass.com/
1961 Academy Awards help Site Map. College Center Through a Glass Darkly, Sweden. Irving G. Thalberg Memorial Award, Stanley Kramer. Jean Hersholt Humanitarian Award http://www.infoplease.com/ipa/A0148869.html
Extractions: Arts and Entertainment Awards Movie Awards ... The Academy Awards The 1961 Academy Awards were presented April 9, 1962 at the Santa Monica Civic Auditorium. Best Motion Picture Fanny , Joshua Logan, producer (Warner Bros.) The Guns of Navarone , Carl Foreman, producer (Columbia) The Hustler , Robert Rossen, producer (Twentieth Century-Fox) Judgment at Nuremberg , Stanley Kramer, producer (United Artists) West Side Story , Robert Wise, producer (United Artists) Best Actor Charles Boyer, Fanny Paul Newman, The Hustler Maximilian Schell, Judgment at Nuremberg Spencer Tracy
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Extractions: Read today's paper Sign in Register Go to: Guardian Unlimited home UK news World news Newsblog Archive search Arts Books Business EducationGuardian.co.uk Film Football Jobs MediaGuardian.co.uk Money The Observer Politics Science Shopping SocietyGuardian.co.uk Sport Talk Technology Travel Been there Audio Email services Special reports The Guardian The northerner The wrap Advertising guide Crossword Soulmates dating Headline service Syndication services Events / offers Help / contacts Feedback Information GNL press office Living our values Newsroom Reader Offers Style guide Travel offers TV listings Weather Web guides Working at GNL Guardian Weekly Money Observer Public After two years of coursework, homework and pretty much every other kind of work possible, followed by months of blood, sweat and revision, followed - finally - by the fear and tears of the GCSE exams themselves, I can sit back and await the crushing disappointment of finding out on Thursday that I didn't do that well after all. But as it turns out, according to most of the country's media, it was all a big waste of time anyway. And it was easy, apparently. Sitting in a very hot exam room, eyes streaming with hayfever, trying to write coherently about the Liberal health reforms at the turn of the century (something I didn't even know was part of the GCSE syllabus until a week before the exam) is too easy, they say. But last year around 5% of all GCSE students failed to pass a single exam.