JUSTICE AND LIBERTY: A POLITICAL DIALOGUE

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Trump couldn't be making it more clear... Help tomorrow’s citizens find their voice: Teach the First Amendment The most basic liberties guaranteed to Americans – embodied in the 45 words of the First Amendment to the U. For more on TV violence and kids: Violence in the Media--Psychologists Help Protect Children from Harmful Effects: Decades of psychological research confirms that media violence can increase aggression. Dean also predicts that it is possible that with a shutdown or shutdown threats, the Tea Party could successfully bully President Obama into complying with its demands.

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Publisher: UNIVERSITY PRESS OF THE PACIFIC (2003)

ISBN: B008GFR8HO

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Do people really think in ideological terms? Does the liberal-conservative dimension adequately capture how Americans feel about political issues? Ideology has a major effect on public opinion. If you are surrounded by someone that thinks a specific way, it is stupid not to think that their views will not be pushed on you, even slightly pdf. You will soon receive an activation email. Once you click on the link, you will be added to our list Murray N. Rothbard vs. the read pdf http://hoperadiony.com/library/murray-n-rothbard-vs-the-philosophers-unpublished-writings-on-hayek-mises-strauss-and-polanyi. Consider the Bill of Rights, which was as controversial when it was first debated as parts of it still are today. Rights: An Op-Ed article Monday on the Bill of Rights said it was ratified 118 years ago. It was ratified 218 years ago. — The founders of our country, united in the revolution, were divided over the issue of including a bill of rights in the Constitution of 1787 pdf. You might be surprised to find that the movie “Avatar,” the novel Animal Farm, and the song “Born in the USA” all have something in common. Each of these works is an example of art used to make social commentary. A social commentary, as the term suggests, is a comment on society, and not just a comment, but often a criticism ref.: Burke's Speech on Conciliation download online Burke's Speech on Conciliation with the. Both are terribly emotional and sobering. In search of my original name, I came upon a greater mystery ref.: Notes from Frederick Bastiat's read for free Notes from Frederick Bastiat's Essays on. Films can tell us a lot about the country where they were made. What have you learned about a country from watching its movies? Use specific examples and details to support your response. Others prefer to study with a group of students. Use specific reasons and examples to support your answer. You have enough money to purchase either a house or a business English Perspectives http://www.patricioginelsa.com/lib/english-perspectives. And if there were no primary substances, there would be no “secondary” substances (species and genera), either. For these secondary substances are just the ways in which the primary substances are fundamentally classified within the category of substance The Doctrine of Judicial Review: Its Legal and Historical Basis and Other Essays (Library of Liberal Thought) www.patricioginelsa.com.

Cluster analysis simply looks for interrelationships among the genetic markers that identify statistically distinct entities. 29. In Tang, Quertermous, Rodriguez et al. (2005), “Hispanic” corresponded to a cluster, even though no one thinks of “Hispanic” as a race online. Behold, the wages of the laborers who mowed your fields, which you kept back by fraud, are crying out against you, and the cries of the harvesters have reached the ears of the Lord of hosts. “You shall not oppress your neighbor or rob him epub. As Siebott and Harrison explain, the verdict was notable because the MBSs and notes had received an AAA rating, or the equivalent, from credit ratings agencies -- but the jury's verdict indicates that such ratings were not enough; the bank also had an independent duty to do its own due diligence. Siebott and Harrison contend that this verdict is significant not only because other, similar verdicts may be forthcoming, but also because it may signal a fundamental change in the role of credit-rating agencies , e.g. The Tyranny of Clichés: How Liberals Cheat in the War of Ideas http://itslovakia.com/freebooks/the-tyranny-of-cliches-how-liberals-cheat-in-the-war-of-ideas.

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The saying "Beauty is in the eyes of the beholder," goes to say that defining beauty can be tough. However, God's words can lead us to discover what our individual meaning of beauty truly is and should be; that is deter from looking at physical appearance for God looks at the heart in all people and things Myths, Lies and Downright download online Myths, Lies and Downright Stupidity: Get. If you'd like to get the TEAS test score you deserve, to quit worrrying about whether your score on the TEAS test is "good enough," and to beat the test taking game, then this might be the most important message you read this year. Our comprehensive study guide for the TEAS test is written by our test experts, who painstakingly researched the topics and the concepts that you need to know to do your best on the TEAS test God Blessed America No More God Blessed America No More. Buchanan examines the true costs associated with environmental harms, and notes that the spill disaster has brought with it not only new harms, but also new information that must now be taken into account in our decision-making -- for instance, information about flaws in our safety and mitigation technologies. Buchanan also raises the deeper question of whether, as Americans, we have made costly mistakes in our lifestyle choices by refusing to make outlays of money (such as for high-speed trains) that would have been beneficial in the long run, and opting for environmentally-damaging choices such as driving cars and eating copious amounts of meat Sign Posts: A Collection of Essays Vol. I http://www.patricioginelsa.com/lib/sign-posts-a-collection-of-essays-vol-i. American Journal of Community Psychology, 18(1), 41-54. The Highlander Folk School: A history of its major programs. Transforming power: Domination, empowerment, and education. Albany, NY: State University of New York Press The South African Cross The South African Cross. The public, expecting a revised version of the Articles of Confederation, was shocked by this new document. The Philadelphia Convention had been a very private affair, and only the individuals inside the meeting room were aware of the drastic changes that were taking place , cited: Political Lectures. Containing download pdf http://www.patricioginelsa.com/lib/political-lectures-containing-the-lecture-on-spies-and-informers-and-prosecutions-for-political.

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Candlewick Press hide caption A man celebrates the annual Fire Festival in northern Ghana Coming World Changes http://www.patricioginelsa.com/lib/coming-world-changes. One should write in first person point of view, as the reader wants your experience and thoughts of the passage that was given to you Spelunking for Vonnegut read epub read epub. Use of the river for water sports is therefore sure to increase. The city government should for that reason devote more money in this year's budget to riverside recreational facilities. Write a response in which you examine the stated and/or unstated assumptions of the argument ref.: English Perspectives read pdf read pdf. He used the Old Testament to illustrate, elucidate, and support the New. The New Testament embodies and engulfs all that was in the Old Testament Let Me Be Clear: Barack download online download online. Here are some examples of the “choose a side” writing topics: “Do you agree or disagree with the following statement pdf? Healthcare and Social Assistance: Identification of Research Opportunities for the Next Decade of NORA This document addresses the research needs of the occupational safety and health community within the Healthcare and Social Assistance (HCSA) industrial sector download. The word aitia (“cause” or, perhaps better, “explanation”), Aristotle tells us, is “said in many ways.” In one sense, a cause is “that out of which a thing comes to be, and which persists; e.g., bronze, silver, and the genus of these are causes of a statue or a bowl” (Physics 194b24) online. And then came COMMENTARY, offering month after month of piercing, bracing analysis—and value judgments of right and wrong, and clear writing about American gains and losses ref.: Essays, historical and biographical, political, social, literary, and scientific read here. The content in both The Must Know Guide to the Qur'an for the Western World and The Qur'an Dilemma represent the effort and production of many former Muslim writers, Islamic specialists, scholars, editors, researchers, and translators , e.g. Identity as Reasoned Choice: A South Asian Perspective on The Reach and Resources of Public and Practical Reason in Shaping Individual Identities www.richandersonmedia.com. In the category of quality, for example, the genus (color) is ‘said of’ the species (white) and both genus and species are ‘said of’ the particular white. There has been considerable scholarly dispute about these particulars in nonsubstance categories. For more detail, see the supplementary document: The language of this contrast (‘in’ a subject vs. ‘said of’ a subject) is peculiar to the Categories, but the idea seems to recur in other works as the distinction between accidental vs. essential predication , cited: The Intellectuals and the Flag read online. In new media, that number was less grim, but still sad, 19%. It’s true that this number is, at least in part, a result of a higher number of men in economics. In fact, only 9% of economics doctorates were awarded to women in 1974, but the number has been steadily on the rise, reaching 27% by 2000 , source: Crowds (copy 2): a read epub Crowds (copy 2): a moving-picture. Will California vote to catch up to Carpinteria’s bag ban A Vindication of the Rights of Women http://www.patricioginelsa.com/lib/a-vindication-of-the-rights-of-women? EFIS is the tool to fulfill EC Decision 2007/344/EC on the harmonised availability of information regarding spectrum use in Europe and the ECC Decision ECC/DEC/(01)03 on EFIS. C) fatty acids that are joined together in the polypeptide. E) hydrophilic head attached to the hydrophobic tail. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. share personal experiences prompted by oral, print and other media texts talk and represent to explore, express and share stories, ideas and experiences Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. understand that stories, information and personal experiences can be recorded in pictures and print and can be listened to, read or viewed begin to make connections among sounds, letters, words, pictures and meaning participate in shared listening, reading and viewing experiences, using oral, print and other media texts from a variety of cultural traditions and genres, such as picture books, fairy tales, rhymes, stories, photographs, illustrations and video programs talk about and represent the actions of characters portrayed in oral, print and other media texts talk about experiences similar or related to those in oral, print and other media texts experience a variety of oral, print and other media texts develop a sense of story through reading, listening and viewing experiences identify the main characters in a variety of oral, print and other media texts appreciate the sounds and rhythms of language in shared language experiences, such as nursery rhymes and personal songs contribute ideas and answer questions related to experiences and familiar oral, print and other media texts listen to and recite short poems, songs and rhymes; and engage in word play and action songs Students will listen, speak, read, write, view and represent to manage ideas and information. seek information from a variety of sources, such as people at school, at home, in the community, picture books, photographs and videos represent and talk about ideas and information; dictate to a scribe Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. make statements related to the content of own and others' pictures, stories or talk use drawings to illustrate ideas and information, and talk about them Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. explore personal experiences and family traditions related to oral, print and other media texts use appropriate words, phrases and statements with adults and peers when speaking and listening, sharing and taking turns share personal experiences that are clearly related to oral, print and other media texts experiment with different ways of exploring and developing stories, ideas and experiences express preferences for a variety of oral, print and other media texts Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. use previous experience and knowledge of oral language to make connections to the meaning of oral, print and other media texts use knowledge of context, pictures, letters, words, sentences, predictable patterns and rhymes in a variety of oral, print and other media texts to construct and confirm meaning use a variety of strategies, such as making predictions, rereading and reading on read aloud with some fluency and accuracy, after rehearsal self-correct when reading does not make sense, using cues such as pictures, context, phonics, grammatical awareness and background knowledge participate in shared listening, reading and viewing experiences, using oral, print and other media texts from a variety of cultural traditions and genres, such as poems, storytelling by elders, pattern books, audiotapes, stories and cartoons retell interesting or important aspects of oral, print and other media texts tell or represent the beginning, middle and end of stories tell, represent or write about experiences similar or related to those in oral, print and other media texts tell what was liked or disliked about oral, print and other media texts experiment with repetition, rhyme and rhythm to create effects in own oral, print and other media texts distinguish differences in the ways various oral, print and other media texts are organized know that stories have beginnings, middles and endings tell what characters do or what happens to them in a variety of ral, print and other media texts demonstrate interest in repetition, rhyme and rhythm in shared language experiences, such as action songs and word play generate and contribute ideas for individual or group oral, print and other media texts change, extend or complete rhymes, rhythms and sounds in pattern stories, poems, nursery rhymes and other oral, print and other media texts Students will listen, speak, read, write, view and represent to manage ideas and information. find information on a topic, using a variety of sources, such as picture books, concept books, people and field trips use text features, such as illustrations, titles and opening shots in video programs, to access information use questions to find specific information in oral, print and other media texts identify or categorize information according to sequence, or similarities and differences list related ideas and information on a topic, and make statements to accompany pictures share ideas and information from oral, print and other media texts with familiar audiences talk about information gathering experiences by describing what was interesting, valuable or helpful Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. ask or respond to questions or comments related to the content of own or others' pictures, stories or talk rephrase by adding or deleting words, ideas or information to make better sense print letters legibly from left to right, using lines on a page as a guide use words and pictures to add sensory detail in oral, print and other media texts identify periods, exclamation marks and question marks when reading, and use them to assist comprehension present ideas and information to a familiar audience, and respond to questions add such details as labels, captions and pictures to oral, print and other media texts speak in a clear voice, with appropriate volume, to an audience Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. share personal experiences and family traditions related to oral, print and other media texts talk about other times, places and people after exploring oral, print and other media texts from various communities share ideas and experiences through conversation, puppet plays, dramatic scenes and songs to celebrate individual and class accomplishments use appropriate words, phrases and sentences to ask questions, to seek and give assistance, and to take turns express or represent ideas and feelings resulting from activities or experiences with oral, print and other media texts use a variety of forms of oral, print and other media texts to organize and give meaning to experiences, ideas and information recognize and talk about developing abilities as readers, writers and illustrators Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. connect personal experiences and knowledge of words, sentences and story patterns from previous reading experiences to construct and confirm meaning use knowledge of the organizational structures of print and stories, such as book covers, titles, pictures and typical beginnings, to construct and confirm meaning apply a variety of strategies, such as asking questions, making predictions, recognizing relationships among story elements and drawing conclusions figure out, predict and monitor the meaning of unfamiliar words to make sense of reading, using cues such as pictures, context, phonics, grammatical awareness and background knowledge preview book covers and titles; look for familiar words, phrases and story patterns to assist with constructing and confirming meaning use predictable phrases and sentence patterns, and attend to capital letters, periods, question marks and exclamation marks to read accurately, fluently and with comprehension during oral and silent reading use knowledge of word parts, contractions and compound words to read unfamiliar words in context associate sounds with some vowel combinations, consonant blends and digraphs, and letter clusters to read unfamiliar words in context use pictionaries and personal word books to confirm the spellings or locate the meanings of unfamiliar words in oral, print and other media texts engage in a variety of shared and independent listening, reading and viewing experiences, using oral, print and other media texts from a variety of cultural traditions and genres, such as legends, video programs, puppet plays, songs, riddles and informational texts identify favourite kinds of oral, print and other media texts respond to mood established in a variety of oral, print and other media texts connect situations portrayed in oral, print and other media texts to personal and classroom experiences retell the events portrayed in oral, print and other media texts in sequence suggest alternative endings for oral, print and other media texts discuss, represent or write about interesting or important aspects of oral, print and other media texts express thoughts or feelings related to the events and characters in oral, print and other media texts recognize that ideas and information can be expressed in a variety of oral, print and other media texts identify main characters, places and events in a variety of oral, print and other media texts demonstrate interest in the sounds of words and word combinations in pattern books, poems, songs, and oral and visual presentations use own and respond to others' ideas to create oral, print and other media texts add descriptive words to elaborate on ideas and create particular effects in oral, print and other media texts create narratives that have beginnings, middles and ends; settings; and main characters that perform actions use traditional story beginnings, patterns and stock characters in own oral, print and other media texts Students will listen, speak, read, write, view and represent to manage ideas and information. relate personal knowledge to ideas and information in oral, print and other media texts ask questions to determine the main idea of oral, print and other media texts find information on a topic, using a variety of sources, such as simple chapter books, multimedia resources, computers and elders in the community use text features, such as table of contents, key words, captions and hot links, to access information use given categories and specific questions to find information in oral, print and other media texts categorize related ideas and information, using a variety of strategies, such as finding significant details and sequencing events in logical order produce oral, print and other media texts with introductions, middles and conclusions record key facts and ideas in own words; identify titles and authors of sources Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. identify features that make own or peers' oral, print or other media texts interesting or appealing print legibly and efficiently, forming letters of consistent size and shape, and spacing words appropriately use knowledge of word patterns, word combinations and parts of words to learn new words choose words, language patterns, illustrations or sounds to create a variety of effects in oral, print and other media texts use phonic knowledge and skills and visual memory to spell words of more than one syllable, high frequency irregular words and regular plurals in own writing use periods and question marks, appropriately, as end punctuation in own writing identify commas and apostrophes when reading, and use them to assist comprehension clarify ideas and information presented in own oral, print and other media texts, by responding to questions and comments speak in a clear voice, with appropriate volume, at an understandable pace and with expression Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. discuss the experiences and traditions of various communities portrayed in oral, print and other media texts discuss similarities and differences in settings, characters and events in oral, print and other media texts from various communities adjust own language use according to the context, purpose and audience discuss areas of personal accomplishment as readers, writers and illustrators Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. share ideas developed through interests, experiences and discussion that are related to new ideas and information identify the different ways in which oral, print and other media texts, such as stories, textbooks, letters, pictionaries and junior dictionaries, are organized, and use them to construct and confirm meaning apply a variety of strategies, such as setting a purpose, confirming predictions, making inferences and drawing conclusions monitor and confirm meaning by rereading when necessary, and by applying knowledge of pragmatic, semantic, syntactic and graphophonic cueing systems attend to and use knowledge of capitalization, commas in a series, question marks, exclamation marks and quotation marks to read accurately, fluently and with comprehension during oral and silent reading apply word analysis strategies to segment words into parts or syllables, when reading unfamiliar words in context associate sounds with an increasing number of vowel combinations, consonant blends and digraphs, and letter clusters to read unfamiliar words in context use pictionaries, junior dictionaries and spell-check functions to confirm the spellings or locate the meanings of unfamiliar words in oral, print and other media texts choose a variety of oral, print and other media texts for shared and independent listening, reading and viewing experiences, using texts from a variety of cultural traditions and genres, such as nonfiction, chapter books, illustrated storybooks, drum dances, fables, CDROM programs and plays tell or write about favourite parts of oral, print and other media texts connect own experiences with the experiences of individuals portrayed in oral, print and other media texts, using textual references connect portrayals of characters or situations in oral, print and other media texts to personal and classroom experiences summarize the main idea of individual oral, print and other media texts discuss, represent or write about ideas in oral, print and other media texts, and relate them to own ideas and experiences and to other texts express feelings related to words, visuals and sound in oral, print and other media texts identify how authors use comparisons, and explain how they create mental images identify distinguishing features of a variety of oral, print and other media texts include events, setting and characters when summarizing or retelling oral, print or other media texts describe the main characters in terms of who they are, their actions in the story and their relations with other characters identify ways that messages are enhanced in oral, print and other media texts by the use of specific techniques recognize examples of repeated humour, sound and poetic effects that contribute to audience enjoyment experiment with ways of generating and organizing ideas prior to creating oral, print and other media texts add sufficient detail to oral, print and other media texts to tell about setting and character, and to sustain plot Students will listen, speak, read, write, view and represent to manage ideas and information. identify facts and opinions, main ideas and details in oral, print and other media texts find information to answer research questions, using a variety of sources, such as children's magazines, CDROMs, plays, folk tales, songs, stories and the environment use text features, such as titles, pictures, headings, labels, diagrams and dictionary guide words, to access information locate answers to questions and extract appropriate and significant information from oral, print and other media texts organize ideas and information, using a variety of strategies, such as clustering, categorizing and sequencing draft ideas and information into short paragraphs, with topic and supporting sentences record facts and ideas using a variety of strategies; list titles and authors of sources list significant ideas and information from oral, print and other media texts Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. print legibly, and begin to learn proper alignment, shape and slant of cursive writing use keyboarding skills to compose, revise and print text choose words, language patterns, illustrations or sounds to add detail and create desired effects in oral, print and other media texts identify a variety of sentence types, and use in own writing use phonic knowledge and skills and visual memory, systematically, to spell phonically regular, three-syllable words in own writing identify generalizations that assist with the spelling of unfamiliar words, including irregular plurals in own writing identify commas, end punctuation, apostrophes and quotation marks when reading, and use them to assist comprehension present ideas and information on a topic, using a pre-established plan use print and nonprint aids to illustrate ideas and information in oral, print and other media texts speak or present oral readings with fluency, rhythm, pace, and with appropriate intonation to emphasize key ideas Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. describe similarities between experiences and traditions encountered in daily life and those portrayed in oral, print and other media texts retell, paraphrase or explain ideas in oral, print and other media texts identify and discuss similar ideas or topics within stories from oral, print and other media texts from various communities demonstrate respect for the ideas, abilities and language use of others identify others who can provide assistance, and seek their help in specific situations ask others for their ideas, and express interest in their contributions share personal responses to explore and develop understanding of oral, print and other media texts discuss and compare the ways similar topics are developed in different forms of oral, print and other media texts select preferred forms from a variety of oral, print and other media texts identify other perspectives by exploring a variety of ideas, opinions, responses and oral, print and other media texts use talk, notes, personal writing and representing to record and reflect on ideas, information and experiences Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. explain how the organizational structure of oral, print and other media texts can assist in constructing and confirming meaning distinguish differences in the structural elements of texts, such as letters and storybooks, to access and comprehend ideas and information apply knowledge of root words, compound words, syllabication, contractions and complex word families to read unfamiliar words in context use junior dictionaries, spell-check functions and electronic dictionaries to confirm the spellings or locate the meanings of unfamiliar words in oral, print and other media texts experience oral, print and other media texts from a variety of cultural traditions and genres, such as personal narratives, plays, novels, video programs, adventure stories, folk tales, informational texts, mysteries, poetry and CDROM programs identify and discuss favourite authors, topics and kinds of oral, print and other media texts discuss a variety of oral, print or other media texts by the same author, illustrator, storyteller or filmmaker make general evaluative statements about oral, print and other media texts connect the thoughts and actions of characters portrayed in oral, print and other media texts to personal and classroom experiences identify the main events in oral, print and other media texts; explain their causes, and describe how they influence subsequent events compare similar oral, print and other media texts and express preferences, using evidence from personal experiences and the texts develop own opinions based on ideas encountered in oral, print and other media texts describe and compare the main characteristics of a variety of oral, print and other media texts identify and explain connections among events, setting and main characters in oral, print and other media texts identify the speaker or narrator of oral, print or other media texts recognize how words and word combinations, such as word play, repetition and rhyme, influence or convey meaning use a variety of strategies for generating and organizing ideas and experiences in oral, print and other media texts select and use visuals that enhance meaning of oral, print and other media texts produce oral, print and other media texts that follow a logical sequence, and demonstrate clear relationships between character and plot Students will listen, speak, read, write, view and represent to manage ideas and information. locate information to answer research questions, using a variety of sources, such as maps, atlases, charts, dictionaries, school libraries, video programs, elders in the community and field trips use a variety of tools, such as indices, legends, charts, glossaries, typographical features and dictionary guide words, to access information identify information sources that inform, persuade or entertain, and use such sources appropriately make notes of key words, phrases and images by subtopics; cite titles and authors of sources alphabetically examine gathered information to identify if more information is required; review new understanding communicate ideas and information in a variety of oral, print and other media texts, such as short reports, talks and posters Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. identify the general impression and main idea communicated by own and peers' oral, print and other media texts use pre-established criteria to provide support and feedback to peers on their oral, print and other media texts write legibly, using a style that demonstrates awareness of alignment, shape and slant use special features of software when composing, formatting and revising texts identify simple and compound sentence structures, and use in own writing use phonic knowledge and skills and visual memory, systematically, to spell multisyllable words in own writing identify quotation marks in passages of dialogue, and use them to assist comprehension present to peers ideas and information on a topic of interest, in a well-organized form add interest to presentations through the use of props, such as pictures, overheads and artifacts adjust volume, tone of voice and gestures appropriately, to suit a variety of social and classroom activities Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. describe similarities and differences between personal experiences and the experiences of people or characters from various cultures portrayed in oral, print and other media texts appreciate that responses to some oral, print or other media texts may be different identify and discuss main characters, plots, settings and illustrations in oral, print and other media texts from diverse cultures and communities ask for and provide information and assistance, as appropriate, for completing individual and group tasks select from provided forms of oral, print and other media texts those that best organize ideas and information and develop understanding of topics select and explain preferences for particular forms of oral, print and other media texts reflect on areas of personal accomplishment, and set personal goals to improve language learning and use use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and those encountered in oral, print and other media texts search for further ideas and information from others and from oral, print and other media texts to extend understanding Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. use knowledge of organizational structures, such as tables of contents, indices, topic sentences and headings, to locate information and to construct and confirm meaning preview sections of print texts, and apply reading rate and strategies appropriate for the purpose, content and format of the texts comprehend new ideas and information by responding personally, taking notes and discussing ideas with others identify and use the structural elements of texts, such as letters, brochures, glossaries and encyclopedias, to access and comprehend ideas and information identify and know by sight the meaning of high frequency prefixes and suffixes to read unfamiliar, multisyllable words in context find words in dictionaries and glossaries to confirm the spellings or locate the meanings, by using knowledge of phonics and structural analysis, alphabetical order and guide words experience oral, print and other media texts from a variety of cultural traditions and genres, such as historical fiction, myths, biographies, poetry, news reports and guest speakers express points of view about oral, print and other media texts describe and discuss new places, times, characters and events encountered in oral, print and other media texts compare characters and situations portrayed in oral, print and other media texts to those encountered in the classroom and community describe characters' qualities based on what they say and do and how they are described in oral, print and other media texts support own interpretations of oral, print and other media texts, using evidence from personal experiences and the texts identify and discuss similarities and differences among a variety of forms of oral, print and other media texts identify the main problem or conflict in oral, print and other media texts, and explain how it is resolved identify sections or elements in print or other media texts, such as shots in films or sections in magazines experiment with words and sentence patterns to create word pictures; identify how imagery and figurative language, such as simile and exaggeration, convey meaning use texts from listening, reading and viewing experiences as models for producing own oral, print and other media texts experiment with modeled forms of oral, print and other media texts to suit particular audiences and purposes use structures encountered in texts to organize and present ideas in own oral, print and other media texts use own experience as a starting point and source of information for fictional oral, print and other media texts Students will listen, speak, read, write, view and represent to manage ideas and information. summarize important ideas in oral, print and other media texts and express opinions about them identify categories of information related to particular topics, and ask questions related to each category locate information to answer research questions, using a variety of sources, such as newspapers, encyclopedias, CDROMs, a series by the same writer, scripts, diaries, autobiographies, interviews and oral traditions use a variety of tools, such as chapter headings, glossaries and encyclopedia guide words, to access information determine the usefulness and relevance of information for research purpose and focus, using pre-established criteria record information in own words; cite titles and authors alphabetically, and provide publication dates of sources record ideas and information in relevant categories, according to a research plan communicate ideas and information in a variety of oral, print and other media texts, such as illustrated reports, charts, graphic displays and travelogues Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. develop criteria for evaluating the effectiveness of oral, print and other media texts edit for appropriate use of statements, questions and exclamations write legibly, using a style that is consistent in alignment, shape and slant extend word choice through knowledge of synonyms, antonyms and homonyms and the use of a thesaurus distinguish different meanings for the same word, depending on the context in which it is used identify past, present and future verb tenses, and use in sentences use phonic knowledge and skills, visual memory, the meaning and function of words in context, and spelling generalizations to spell with accuracy in own writing recognize various uses of apostrophes, and use them appropriately in own writing adjust volume, tone of voice and gestures to engage the audience; arrange presentation space to focus audience attention Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. discuss personal understanding of the lives of people or characters in various communities, cultural traditions, places and times portrayed in oral, print and other media texts compare own and others' responses to ideas and experiences related to oral, print and other media texts identify and discuss how qualities, such as courage, ambition and loyalty, are portrayed in oral, print and other media texts from diverse cultures and communities formulate questions to guide research or investigations, with attention to specific audiences and purposes contribute ideas to help solve problems, and listen and respond constructively assess a variety of oral, print and other media texts, and discuss preferences for particular forms use talk, notes, personal writing and representing, together with texts and the ideas of others, to clarify and shape understanding evaluate the usefulness of new ideas, techniques and texts in terms of present understanding Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. combine personal experiences and the knowledge and skills gained through previous experiences with oral, print and other media texts to understand new ideas and information apply knowledge of organizational structures of oral, print and other media texts to assist with constructing and confirming meaning identify, and explain in own words, the interrelationship of the main ideas and supporting details preview the content and structure of subject area texts, and use this information to set a purpose, rate and strategy for reading identify and use the structural elements of texts, such as magazines, newspapers, newscasts and news features, to access and comprehend ideas and information integrate and apply knowledge of phonics, sight vocabulary, language and context clues, and structural analysis to read unfamiliar words in texts of increasing length and complexity choose the most appropriate reference to confirm the spellings or locate the meanings of unfamiliar words in oral, print and other media texts experience oral, print and other media texts from a variety of cultural traditions and genres, such as autobiographies, travelogues, comics, short films, myths, legends and dramatic performances explain own point of view about oral, print and other media texts make connections between own life and characters and ideas in oral, print and other media texts discuss common topics or themes in a variety of oral, print and other media texts discuss common topics or themes in a variety of oral, print and other media texts observe and discuss aspects of human nature revealed in oral, print and other media texts, and relate them to those encountered in the community summarize oral, print or other media texts, indicating the connections among events, characters and settings make judgements and inferences related to events, characters, setting and main ideas of oral, print and other media texts comment on the credibility of characters and events in oral, print and other media texts, using evidence from personal experiences and the text discuss how detail is used to enhance character, setting, action and mood in oral, print and other media texts identify key characteristics of a variety of forms or genres of oral, print and other media texts discuss the connections among plot, setting and characters in oral, print and other media texts identify first and third person narration, and discuss preferences with reference to familiar texts alter words, forms and sentence patterns to create new versions of texts for a variety of purposes; explain how imagery and figurative language, such as personification and alliteration, clarify and enhance meaning choose life themes encountered in reading, listening and viewing activities, and in own experiences, for creating oral, print and other media texts use literary devices, such as imagery and figurative language, to create particular effects determine purpose and audience needs to choose forms, and organize ideas and details in oral, print and other media texts express the same ideas in different forms and genres; compare and explain the effectiveness of each for audience and purpose Students will listen, speak, read, write, view and represent to manage ideas and information. use note-taking or representing to assist with understanding ideas and information, and focusing topics for investigation develop and follow own plan for accessing and gathering ideas and information, considering guidelines for time and length of investigation and presentation locate information to answer research questions, using a variety of sources, such as printed texts, bulletin boards, biographies, art, music, community resource people, CDROMs and the Internet use a variety of tools, such as bibliographies, thesauri, electronic searches and technology, to access information evaluate the congruency between gathered information and research purpose and focus, using pre-established criteria organize ideas and information using a variety of strategies and techniques, such as comparing and contrasting, and classifying and sorting according to subtopics and sequence organize and develop ideas and information into oral, print or other media texts with introductions that interest audiences and state the topic, sections that develop the topic and conclusions make notes on a topic, combining information from more than one source; use reference sources appropriately recognize gaps in gathered information, and suggest additional information needed for a particular audience and purpose communicate ideas and information in a variety of oral, print and other media texts, such as multiparagraph reports, question and answer formats and graphs Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. work collaboratively to revise and enhance oral, print and other media texts experiment with a variety of software design elements, such as spacing, graphics, titles and headings, and font sizes and styles, to enhance the presentation of texts show the relationships among key words associated with topics of study, using a variety of strategies such as thought webs, outlines and lists choose words that capture a particular aspect of meaning and that are appropriate for context, audience and purpose experiment with several options, such as sentence structures, figurative language and multimedia effects, to choose the most appropriate way of communicating ideas or information identify comparative and superlative forms of adjectives, and use in own writing identify past, present and future verb tenses, and use throughout a piece of writing edit for and correct commonly misspelled words in own writing, using spelling generalizations and the meaning and function of words in context use colons before lists, to separate hours and minutes, and after formal salutations in own writing identify parentheses and colons when reading, and use them to assist comprehension identify ellipses that show words are omitted or sentences are incomplete when reading, and use them to assist comprehension use various styles and forms of presentations, depending on content, audience and purpose Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. compare personal challenges and situations encountered in daily life with those experienced by people or characters in other times, places and cultures portrayed in oral, print and other media texts share and discuss ideas and experiences that contribute to different responses to oral, print and other media texts identify ways in which oral, print and other media texts from diverse cultures and communities explore similar ideas use appropriate language to participate in public events, occasions or traditions demonstrate respect by choosing appropriate language and tone in oral, print and other media texts assume a variety of roles, and share responsibilities as a group member contribute to group knowledge of topics to identify and focus information needs, sources and purposes for research or investigations address specific problems in a group by specifying goals, devising alternative solutions and choosing the best alternative use talk, writing and representing to examine, clarify and assess understanding of ideas, information and experiences talk with others to elaborate ideas, and ask specific questions to seek helpful feedback Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. identify, connect, and summarize in own words, the main ideas from two or more sources on the same topic identify and use visual and textual cues, such as numbers, bullets and words; for example, first/then/next, before/after, on the one hand/on the other hand and if/then, that signal organizational patterns in print and other media texts, to enhance understanding of ideas and information identify and use, effectively and efficiently, structural features of textbooks, such as tables of contents and indices, to access ideas and nformation and to read with purpose experience oral, print and other media texts from a variety of cultural traditions and genres, such as journals, nature programs, short stories, poetry, letters, CDROM programs, mysteries, historical fiction, drawings and prints justify own point of view about oral, print and other media texts, using evidence from texts predict and discuss the consequences of events or characters' actions, based on information in oral, print and other media texts compare the choices and behaviours of characters portrayed in oral, print and other media texts with those of self and others analyze how plot develops; the connection between plot and subplot; and the interrelationship of plot, setting and characters develop, clarify and defend own interpretation, based on evidence from the text with support from own experiences discuss how techniques, such as colour, shape, composition, suspense, foreshadowing and flashback, are used to communicate meaning and enhance effects in oral, print and other media texts identify and explain the usefulness, effectiveness and limitations of various forms of oral, print and other media texts reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing activities identify various forms and genres of oral, print and other media texts, and describe key characteristics of each discuss connections among plot and subplot, main and supporting characters, main idea and theme in a variety of oral, print and other media texts identify and explain how narrative hooks, foreshadowing, flashback, suspense and surprise endings contribute to the effectiveness of plot development explore surprising and playful uses of language and visuals in popular culture, such as cartoons, animated films and limericks; explain ways in which imagery and figurative language, such as simile, convey meaning choose appropriate strategies for generating ideas and focusing topics for oral, print and other media texts create oral, print and other media texts that are unified by point of view, carefully developed plot and endings consistent with previous events create a variety of oral, print and other media texts to explore ideas related to particular topics or themes Students will listen, speak, read, write, view and represent to manage ideas and information. use note-taking, outlining or representing to summarize important ideas and information in oral, print and other media texts discuss the types and sources of information appropriate for topic, audience, form, purpose and point of view plan and organize data collection based on instructions, explanations and pre-established parameters obtain information from a variety of sources, such as adults, peers, advertisements, magazines, lyrics, formal interviews, almanacs, broadcasts and videos, to explore research questions use a variety of tools and text features, such as headings, subheadings, topic sentences, summaries, staging and pacing, and highlighting, to access information distinguish between fact and opinion, and follow the development of argument and opinion scan to locate specific information quickly; summarize and record information useful for research purposes make notes, using headings and subheadings or graphic organizers appropriate to a topic; reference sources assess if the amount and quality of gathered information is appropriate to purpose and audience; address information gaps communicate ideas and information in a variety of oral, print and other media texts, such as reports, autobiographies, brochures and video presentations Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. identify particular content features that enhance the effectiveness of published oral, print and other media texts incorporate particular content features of effective texts into own oral, print and other media texts choose and use printing, cursive writing or word processing, depending on the task, audience and purpose identify differences between standard English and slang, colloquialism or jargon, and explain how these differences affect meaning experiment with figurative language, illustrations and video effects to create visual images, provide emphasis or express emotion distinguish between formal and informal conventions of oral and written language, and use each appropriately, depending on the context, audience and purpose identify and use common subjective and objective forms of pronouns, appropriately and correctly in own writing extend spelling vocabulary to include words frequently used in literature, but infrequently used in oral and other media texts present ideas and opinions confidently, but without dominating the discussion, during small group activities and short, whole class sessions clarify and support ideas or opinions with details, visuals or media techniques ask questions or make comments that elicit additional information; probe different aspects of ideas, and clarify understanding Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. discuss how ideas, people, experiences and cultural traditions are portrayed in various oral, print and other media texts identify and discuss recurring themes in oral, print and other media texts from diverse cultures and communities review, reread, discuss and reflect on oral, print and other media texts to explore, confirm or revise understanding seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas, opinions and experiences discuss and respond to ways that forms of oral, print and other media texts enhance or constrain the development and communication of ideas, information and experiences pursue personal interest in specific genres by particular writers, artists, storytellers and filmmakers reconsider and revise initial understandings and responses in light of new ideas, information and feedback from others Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. enhance understanding by paraphrasing main ideas and supporting details, and by rereading and discussing relevant passages monitor understanding; skim, scan or read slowly and carefully, as appropriate, to enhance comprehension take notes, make outlines and use such strategies as read, recite, review to comprehend and remember ideas and information identify and use visual and textual cues in reference materials, such as catalogues, databases, web sites, thesauri and writers' handbooks, to access information effectively and efficiently identify and use structural features of a variety of oral, print and other media texts, such as newspapers, magazines, instruction booklets, advertisements and schedules, encountered in everyday life to access ideas and information and to read with purpose choose and use strategies for word identification, vocabulary development and spelling that either build on specific strengths or address areas for improvement experience oral, print and other media texts from a variety of cultural traditions and genres, such as magazine articles, diaries, drama, poetry, Internet passages, fantasy, nonfiction, advertisements and photographs expect that there is more than one interpretation for oral, print and other media texts, and discuss other points of view explain connections between own interpretation and information in texts, and infer how texts will influence others make connections between biographical information about authors, illustrators, storytellers and filmmakers and their texts interpret the choices and motives of characters portrayed in oral, print and other media texts, and examine how they relate to self and others identify and describe characters' attributes and motivations, using evidence from the text and personal experiences compare two similar oral, print or other media texts by considering the characters, plot, conflicts and main ideas discuss how techniques, such as word choice, balance, camera angles, line and framing, communicate meaning and enhance effects in oral, print and other media texts identify ways that characters can be developed, and discuss how character, plot and setting are interconnected and mutually supportive identify and discuss how word choice and order, figurative language, plot, setting and character work together to create mood and tone discuss how the choice of form or genre of oral, print and other media texts is appropriate to purpose and audience distinguish theme from topic or main idea in oral, print and other media texts identify and explain characters' qualities and motivations, by considering their words and actions, their interactions with other characters and the author's or narrator's perspective summarize the content of media texts, and discuss the choices made in planning and producing them identify creative uses of language and visuals in popular culture, such as commercials, rock videos and magazines; explain how imagery and figurative language, such as hyperbole, create tone and mood choose forms or genres of oral, print or other media texts for the particular affects they will have on audiences and purposes Students will listen, speak, read, write, view and represent to manage ideas and information. experiment with several ways to focus a topic, and select a form appropriate to audience and purpose identify and trace the development of arguments, opinions or points of view in oral, print and other media texts select the most appropriate information sources for topic, audience, purpose and form choose a plan to access, gather and record information, according to self-selected parameters obtain information from a variety of sources, such as artifacts, debates, forums, biographies, autobiographies, surveys, documentaries, films, CDROMs, charts and tables, when conducting research expand and use a variety of tools and text features, such as subtitles, margin notes, key words, electronic searches, previews, reviews, visual effects and sound effects, to access information record key ideas and information from oral, print and other media texts, avoiding overuse of direct quotations develop and use criteria for evaluating the usefulness, currency and reliability of information for a particular research project organize ideas and information creatively, as well as logically, to develop a comparison or chronology, or to show a cause-effect relationship organize ideas and information to establish an overall impression or point of view in oral, print and other media texts make notes in point form, summarizing major ideas and supporting details; reference sources discard information that is irrelevant for audience, purpose, form or point of view evaluate the relevance and importance of gathered information; address information gaps communicate ideas and information in a variety of oral, print and other media texts, such as interviews, minilessons and documentaries Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. evaluate how particular content features contribute to, or detract from, the overall effectiveness of own and others' oral, print and other media texts; make and suggest revisions revise to enhance sentence variety, word choice and appropriate tone enhance the coherence and impact of documents, using electronic editing functions vary handwriting style and pace, depending on the context, audience and purpose choose an effective format for documents, depending on the content, audience and purpose explore and explain ways that new words, phrases and manners of expression enter the language as a result of factors, such as popular culture, technology, other languages infer the literal and figurative meaning of words in context, using idioms, analogies, metaphors and similes use words and phrases to modify, clarify and enhance ideas and descriptions in own writing use a variety of simple, compound and complex sentence structures to communicate effectively, and to make writing interesting identify the use of spelling variants in print and other media texts, and discuss the effectiveness depending on audience and purpose use hyphens to break words at the end of lines, and to make a new word from two related words in own writing identify semicolons, dashes and hyphens when reading, and use them to assist comprehension use appropriate capitalization and punctuation for referencing oral, print and other media texts plan and facilitate small group and short, whole class presentations to share information plan and shape presentations to achieve particular purposes or effects, and use feedback from rehearsals to make modifications anticipate the organizational pattern of presentations, and identify important ideas and supporting details Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. compare own with others' understanding of people, cultural traditions and values portrayed in oral, print and other media texts clarify and broaden perspectives and opinions, by examining the ideas of others compare ways in which oral, print and other media texts reflect specific elements of cultures or periods in history explain preferences for texts and genres by particular writers, artists, storytellers and filmmakers reflect on own growth in language learning and use, by considering progress over time and the attainment of personal goals integrate own perspectives and interpretations with new understandings developed through discussing and through experiencing a variety of oral, print and other media texts Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. discuss how interpretations of the same text might vary, according to the prior knowledge and experiences of various readers identify explicit and implicit ideas and information in texts; listen and respond to various interpretations of the same text preview complex texts as to their intent, content and structure, and use this information to set a purpose and select strategies for reading analyze and discuss how the structural features of informational materials, such as textbooks, bibliographies, databases, catalogues, web sites, commercials and newscasts, enhance the effectiveness and efficiency of communication apply and explain effective procedures for identifying and comprehending words in context; adjust procedures according to the purpose for reading and the complexity of the texts experience oral, print and other media texts from a variety of cultural traditions and genres, such as essays, broadcast advertisements, novels, poetry, documentaries, films, electronic magazines and realistic fiction identify and discuss how timeless themes are developed in a variety of oral, print and other media texts consider historical context when developing own points of view or interpretations of oral, print and other media texts compare and contrast own life situation with themes of oral, print and other media texts express the themes of oral, print or other media texts in different forms or genres consider peers' interpretations of oral, print and other media texts, referring to the texts for supporting or contradicting evidence analyze how the choices and motives of characters portrayed in oral, print and other media texts provide insight into those of self and others identify and discuss theme and point of view in oral, print and other media texts discuss and explain various interpretations of the same oral, print or other media text relate the themes, emotions and experiences portrayed in oral, print and other media texts to issues of personal interest or significance discuss how techniques, such as irony, symbolism, perspective and proportion, communicate meaning and enhance effect in oral, print and other media texts describe how theme, dominant impression and mood are developed and sustained through choices in language use and the interrelationship of plot, setting and character identify features that define particular oral, print and other media texts; discuss differences in style and their effects on content and audience impression explain the relationships between purposes and characteristics of various forms and genres of oral, print and other media texts compare the development of character, plot and theme in two oral, print or other media texts evaluate the effectiveness of oral, print and other media texts, considering the believability of plot and setting, the credibility of characters, and the development and resolution of conflict compare a main character in one text to the main character in another text from a different era, genre or medium identify ways that a change in narrator might affect the overall meaning of oral, print and other media texts summarize the content of media texts, and suggest alternative treatments analyze creative uses of language and visuals in popular culture, such as advertisements, electronic magazines and the Internet; recognize how imagery and figurative language, such as metaphor, create a dominant impression, mood and tone generalize from own experience to create oral, print and other media texts on a theme create oral, print and other media texts that interrelate plot, setting and character, and reveal the significance of the action create oral, print and other media texts that include main and minor characters, and show how the main character develops and changes as a result of the action and events Students will listen, speak, read, write, view and represent to manage ideas and information. synthesize ideas and information from a variety of sources to develop own opinions, points of view and general impressions assess adequacy, accuracy, detail and appropriateness of oral, print and other media texts to support or further develop arguments, opinions or points of view select information sources that will provide effective support, convincing argument or unique perspectives obtain information reflecting multiple perspectives from a variety of sources, such as expository essays, graphs, diagrams, online catalogues, periodical indices, film libraries, electronic databases and the Internet, when conducting research expand and use a variety of tools and text features, such as organizational patterns of texts, page layouts, font styles and sizes, colour and voice-overs, to access information distinguish between primary and secondary sources, and determine the usefulness of each for research purposes balance all sections of oral, print and other media texts and ensure sentences, paragraphs and key ideas are linked throughout develop coherence by relating all key ideas to the overall purpose of the oral, print or other media text use own words to summarize and record information in a variety of forms; paraphrase and/or quote relevant facts and opinions; reference sources select and record ideas and information that will support an opinion or point of view, appeal to the audience, and suit the tone and length of the chosen form of oral, print or other media text evaluate usefulness, relevance and completeness of gathered information; address information gaps communicate ideas and information in a variety of oral, print and other media texts, such as media scripts, multimedia presentations, panel discussions and articles reflect on the research process, identifying areas of strength and ways to improve further research activities Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. share sample treatments of a topic with peers, and ask for feedback on the relative effectiveness of each revise to ensure effective introductions, consistent points of view, effective transitions between ideas and appropriate conclusions distinguish between the denotative and connotative meaning of words, and discuss effectiveness for achieving purpose and affecting audience explore the derivation and use of words, phrases and jargon, including variations in language, accent and dialect in Canadian communities and regions identify and use variant spellings for particular effects, depending on audience, purpose, content and context use dashes to show sentence breaks or interrupted speech, where appropriate in own writing know that rules for punctuation can vary, and adjust punctuation use for effect in own writing choose appropriate types of evidence and strategies to clarify ideas and information, and to convince various readers and audiences integrate a variety of media and display techniques, as appropriate, to enhance the appeal, accuracy and persuasiveness of presentations follow the train of thought, and evaluate the credibility of the presenter and the evidence provided Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. examine how personal experiences, cultural traditions and Canadian perspectives are presented in oral, print and other media texts take responsibility for developing and sharing oral, print and other media texts and for responding respectfully to the texts of others analyze how oral, print and other media texts reflect the traditions, beliefs and technologies of different cultures, communities or periods in history explore and experiment with various ways in which language arts are used across cultures, age groups and genders to honour and celebrate people and events create or use oral, print and other media texts in ways that are respectful of people, opinions, communities and cultures contribute to group efforts to reach consensus or conclusions, by engaging in dialogue to understand the ideas and viewpoints of others generate and access ideas in a group, and use a variety of methods to focus and clarify topics for research or investigations share responsibility for the completion of team projects by establishing clear purpose and procedures for solving problems, monitoring progress and making modifications to meet stated objectives establish and use criteria to evaluate group process and personal contributions; set goals and make plans for improvement

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