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Medium 9780596514372


Slice PDF May 27, 2014
<p>START</p><p>1.</p><p>»</p><p>CUT THE TEMPLATE</p><p>a. Using a marking pen, trace Template A onto the industrial felt. Using a utility knife, cut out the template. b. To determine the length of the bracelet and the battery slit location for your wrist, wrap the industrial felt around your wrist loosely, making sure to align the edges of both sides. Pinch the opposite sides of the felt close to your wrist until it feels snug. Using a marking pen, mark the location.</p><p>c. Using a marking pen, make another mark about 1" from your original mark; this is the location of your battery slit. Using a utility knife, make a vertical slit slightly smaller than your coin cell battery. Repeat, creating a slit on the opposite end of the felt. You should now have 2 battery slits (on the left and right sides) that align when you wrap the felt around your wrist. d. Wrap the felt around your wrist until both edges align.</p><p>Slip the battery through the battery slits, making sure the bracelet fits comfortably. If you have a small wrist, you may want to cut off the extra material from the edges of the bracelet. Leave at least 1" of material on both edges. Make adjustments to Template B accordingly.</p><a class="default-logo-link" href="/ebooks/362237-fashioning-technology-a-diy-intro-to-smart-crafting">See more</a>

Medium 9781855755604

5. Therapists and clients

Slice ePub May 24, 2014
<p>How can we see our clients—both in the proper, perceptual meaning of the word, and in its figurative one? Another apparently innocuous question, which can, however, have interesting answers. For we can only see things and persons from our own point of view. Our view is always situated. This is also, probably, what Maturana means when he states that “everything that is said, is said by an observer” (Maturana &amp;Varela, 1980): anything I can say, I say from my own point of view.</p><p>Of course, science had to transcend the individual point of view in order to grow and to establish another kind of point of view—that of the disembodied, all-knowing Maxwell's demon—a point of view that can encompass virtually everything and that, as such, is neither situated nor even human.<sup></sup>1 But in my ordinary life I can still say that the scientific view is but one point of view—one that is more relevant that many others, but one point of view all the same.</p><p>The theory of the observer, made popular by constructivist theorists (see Maturana &amp;Varela, 1980; von Foerster, 1982), tends to emphasize too strongly the uniqueness of my point of view and to overlook another side of this situatedness, one that is considered by Bakhtin (1923). According to him, my point of view is necessarily limited. In order to transcend, to trespass such a limitedness, I need another perspective: the perspective of another—of the Other. This is one of the reasons why psychotherapy is relevant for peo-ple—at least for some of them—and supervision for the therapist: because in therapy I am constantly faced with another perspective, another position, and at the same time this other person is striving to give me—or us—some sense, in my exclusive interest.</p><a class="default-logo-link" href="/ebooks/228059-the-dialogical-therapist-dialogue-in-systemic-practice">See more</a>

Medium 9781935542032

Chapter Two RTI and Quality Instruction

Slice ePub September 08, 2014
<p>In the past, ELs who exhibited learning disabilities may have been underserved because school personnel did not have the knowledge and skills needed to identify and treat these students (Ortiz &amp; Artiles, 2010). Now, RTI provides a great opportunity to address the needs of ELs in a whole-school effort. RTI involves providing services that ensure best practices in all instructional endeavors. Schools have options for providing such services but must address the three-tiered structure of increasingly intensive and focused instruction and interventions for students with academic or behavioral concerns.</p><p>RTI stems from the Individuals with Disabilities Education Improvement Act of 2004. It is a three-tiered data-driven instructional system that provides access to quality instruction and intervention for all students. Once thought by educators to be exclusively for special education, many schools delayed implementing RTI across the board.</p><p>The National Center on Response to Intervention ( explains that the three-tiered system calls for benchmarks as follows: 80 to 90 percent of students must be achieving grade-level standards, but some may need additional support (Tier 1); 10 to 15 percent of students are one or two years below grade level (Tier 2); and 5 to 10 percent of students are two or more years below grade level (Tier 3).</p><a class="default-logo-link" href="/ebooks/756007-teaching-reading-comprehension-to-english-learners-k-5">See more</a>

Medium 9780596513986

29. Designing with Exceptions

Source: Learning Python
Slice ePub May 29, 2014
<p>This chapter rounds out this part of the book with a collection of exception design topics and common use case examples, followed by this part's gotchas and exercises. Because this chapter also closes out the book at large, it includes a brief overview of development tools as well to help you as you make the migration from Python beginner to Python application developer.</p><p>Our examples so far have used only a single <code>try</code> to catch exceptions, but what happens if one <code>try</code> is physically nested inside another? For that matter, what does it mean if a <code>try</code> calls a function that runs another <code>try</code>? Technically, <code>try</code> statements can <em>nest</em> in terms of syntax and the runtime control flow through your code.</p><p>Both of these cases can be understood if you realize that Python <em>stacks</em> <code>try</code> statements at runtime. When an exception is raised, Python returns to the most recently entered <code>try</code> statement with a matching <code>except</code> clause. Because each <code>try</code> statement leaves a marker, Python can jump back to earlier <code>try</code>s by inspecting the stacked markers. This nesting of active handlers is what we mean when we talk about propagating exceptions up to "higher" handlerssuch handlers are simply <code>try</code> statements entered earlier in the program's execution flow.</p><a class="default-logo-link" href="/ebooks/363860-learning-python">See more</a>

Medium 9781934989111

Chapter 31: What Is the True Function of a Teacher?

Slice ePub September 06, 2013

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