More than 150 years ago, the idea took flight that lessons could be taught and people could
learn by correspondence through the mail.
Not exact matches
Articles on Science and Disability, 1970s
Correspondence, 1970s Articles on Science and Disability, 1980s Conferences on Science and Disability, 1980s
Correspondence, 1980s Articles on Science and Disability, 1990s Conferences on Science and Disability, 1990s
Correspondence, 1990s Project Proposals (funded) on Science and Disability, 1990s Articles on Science and Disability, 2000s Conferences on Science and Disability, 2000s
Correspondence, 2000s AAAS Annual Meeting - Barrier Free, 1976 A Disgn for Utilizing Successful Disabled Scientists as Role Models - Final Report, 1977 - 1978 Utilization of Scientific Professional Society Placement Services - Final Report, 1978 - 1980 Within Reach: Out of School Opportunities for Youth - A Guide, 1981 Appropriate Technology: Its Design and Use
by Disabled People, Workshop, Tel Aviv, Israel, Nov. 20, 1984 Appropriate Technology Workshop Papers, Nov. 20, 1984 Linkages Project meeting, Feb. 11, 1986 China Fund for the Handicapped: Deng Pufang, US Visit, Oct. 10,1987 Teaching Science and Mathematics to Students with
Learning Disabilities: Challenges and Resources (NSF Grant 9552586), Jan. 1990 Recruitment and Retention of Students and Faculty with Disabilities in Schools of Engineering (NSF Grant EID 9101122), 1990 - 1995 Agenda for Access: Scientists and Engineers with Disabilities, Oct. 1991 High School, High Tech, 1993 Model Undergraduate Project for the Disabled: A Study of Issues involved in underrepresentation (NSF Grand HRD 9054022), Jan. 31, 1994 AAAS - NASA ACCESS - Summer internship program, 1996 - 1997 AAAS - National Easter Seals Society ACCESS Science, 1996 - 1998 ENTRY POINT!
You are recommended maintaining several relationships
by correspondence in order to
learn those women and choose the one, two or three for meeting.
But
by taking actual teaching out of the distance
learning equation, we are dooming distance
learning to mere
correspondence course status.
Participants
learn through: - Participating in a fun pub - style quiz to eradicate common spelling, punctuation, and grammar misconceptions and errors; - Considering the role of parents, their needs and interests, and what they expect from their child's school, as a means to understand why schools sometimes receive difficult communications; - Reading and analysing examples of poor written
correspondence, considering how both the tone and the accuracy can be improved; - Exploring different language strategies to create a personal, polite tone within emails,
by considering the connotations of different words; - Taking away help sheets that can be referred to whenever written communications are being drafted.
This is not exactly the point of the arts and humanities story, but as Bauerlein points out in his blog essay «a big assumption here» is that «the best way to
learn to write business
correspondence at age 30 is
by writing lots of business
correspondence at age 17.»
The best way to
learn to write business
correspondence at age 30 is
by writing lots of business
correspondence a age 17.
Kindergarten students will work on one - to - one
correspondence (see Glossary),
learn about ordinal numbers (First, Second, Third, Fourth, etc.),
learn to count
by 1s, and may even begin
learning to skip count
by numbers like 2s, 5s, and 10s (ex: 2,4, 6, 8, or 5, 10, 15, 20).
London School of Journalism — The LSJ provides journalism
correspondence courses and writing lessons
by distance
learning worldwide, and post-graduate diploma courses in London.
Many local associations will develop and deliver their own training, but the training can also be delivered through methods and avenues that aren't necessarily local — home study,
correspondence courses, Internet - based distance
learning, and courses offered
by other associations, including state associations.