| Preface |
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xix | |
| About the Author |
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xxiii | |
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Adopt A Plan→Do→Review Cycle for Academic Reading |
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1 | (20) |
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What Is a Plan→Do→Review Cycle? |
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2 | (1) |
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Why Do I Need to Develop a Plan for Every Assignment? |
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3 | (3) |
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Caring About Kids: When Parents Divorce/The Division of Scientific and Public Information, National Institute of Mental Health |
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6 | (1) |
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What Do I Do Once I Start to Read? |
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6 | (2) |
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Why Should I Do Anything Else? |
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8 | (1) |
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If I Understand What I've Read, Why Do I Have to Review? |
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8 | (1) |
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9 | (1) |
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Think and Connect Questions |
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9 | (1) |
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9 | (1) |
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9 | (1) |
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Use Your Strategies---Exercise #1 |
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10 | (3) |
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10 | (3) |
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Use Your Strategies---Exercise #2 |
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13 | (2) |
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13 | (2) |
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Use Your Strategies---Exercise #3 |
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15 | (2) |
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Sources of Groundwater Pollution |
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15 | (2) |
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Use Your Strategies---Exercise #4 |
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17 | (3) |
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Computers: The Essentials |
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17 | (3) |
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20 | (1) |
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Determine Who the Author Is and Why the Author Is Writing |
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21 | (20) |
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What Is My Basic Strategy for Determining Who and Why? |
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22 | (1) |
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Why Does It Matter Who the Author Is? |
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22 | (1) |
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22 | (4) |
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Practice: Identifying the Author's Purpose |
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26 | (2) |
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28 | (1) |
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Think and Connect Questions |
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28 | (1) |
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28 | (1) |
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28 | (1) |
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Use Your Strategies---Exercise #1 |
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29 | (3) |
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Use Your Strategies---Exercise #2 |
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32 | (1) |
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Can Interpersonal Skills Be Taught? |
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32 | (1) |
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32 | (1) |
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Use Your Strategies---Exercise #3 |
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33 | (2) |
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Being A Blood Donor/Metlife Consumer Education Center |
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33 | (2) |
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35 | (1) |
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Use Your Strategies---Exercise #4 |
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36 | (1) |
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36 | (1) |
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37 | (1) |
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Use Your Strategies---Exercise #5 |
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38 | (1) |
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38 | (1) |
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39 | (1) |
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39 | (2) |
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Understand the Vocabulary the Author Uses |
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41 | (26) |
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What Is My Basic Strategy for Understanding the Author's Vocabulary? |
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42 | (1) |
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How Can I Use the Context to Help Define a Word? |
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42 | (2) |
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Practice: Defining Words Using Context Clues |
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44 | (1) |
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How Can I Use the Word Itself as a Clue to Its Meaning? |
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45 | (1) |
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Practice: Defining Words Using Word Parts |
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45 | (2) |
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If I Still Can't Figure Out the Meaning, What Other Resources Can I Use? |
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47 | (2) |
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Practice: Selecting the Best Dictionary Definition |
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49 | (1) |
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Practice: Defining Words Using Outside Resources |
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50 | (1) |
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How Can I Use the Strategies Together While I'm Reading? |
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51 | (1) |
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Practice: Defining Words Using Context Clues, Word Parts, and Other Resources |
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52 | (1) |
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Endangered Species: Endangered Means There's Still Time/U.S. Department of the Interior, U.S. Fish and Wildlife Service |
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52 | (1) |
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How Can a Word Mean More Than Its Definition? |
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53 | (1) |
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Practice: Considering Both the Connotative and Denotative Meanings |
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54 | (1) |
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What Is Figurative Language? |
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55 | (1) |
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Practice: Understanding Figurative Language |
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56 | (1) |
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56 | (1) |
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Think and Connect Questions |
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57 | (1) |
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57 | (1) |
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57 | (1) |
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Use Your Strategies---Exercise #1 |
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58 | (1) |
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Mistletoe: Harmless Holiday Sprig? Or Something Far Worse? |
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58 | (1) |
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59 | (1) |
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Use Your Strategies---Exercise #2 |
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60 | (1) |
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60 | (1) |
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60 | (1) |
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Use Your Strategies---Exercise #3 |
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61 | (1) |
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Hummingbirds: Jewels on Wings |
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61 | (1) |
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61 | (1) |
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Use Your Strategies---Exercise #4 |
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62 | (1) |
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Drop The Ball on Sports Metaphors in Political Coverage |
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62 | (1) |
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63 | (1) |
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Use Your Strategies---Exercise #5 |
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64 | (1) |
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Obsessive-Compulsive Disorder |
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64 | (1) |
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64 | (1) |
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65 | (2) |
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Identify What the Author Is Writing About |
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67 | (22) |
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What Is My Basic Strategy for Identifying What the Author Is Writing About? |
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68 | (1) |
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How Can I Identify the Main Idea of a Paragraph? |
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68 | (2) |
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Practice: Identifying Directly Stated Main Ideas |
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70 | (1) |
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What Can I Do if the Main Idea Isn't Directly Stated? |
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71 | (1) |
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Practice: Identifying Implied Main Ideas |
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72 | (1) |
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How Can I Be Sure I Have Identified the Main Idea of a Paragraph? |
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73 | (1) |
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Practice: Identifying the Main Idea in a Paragraph |
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73 | (2) |
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How Can I Identify the Thesis of a Multiparagraph Selection? |
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75 | (1) |
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Practice: Identifying the Thesis of a Multiparagraph Selection |
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75 | (1) |
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Special Nutritional Needs of Athletes and Active Individuals |
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75 | (1) |
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76 | (1) |
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Think and Connect Questions |
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76 | (1) |
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76 | (1) |
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77 | (1) |
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Use Your Strategies---Exercise #1 |
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78 | (2) |
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Use Your Strategies---Exercise #2 |
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80 | (1) |
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80 | (1) |
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81 | (1) |
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Use Your Strategies---Exercise #3 |
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82 | (1) |
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82 | (1) |
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83 | (1) |
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Use Your Strategies---Exercise #4 |
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84 | (1) |
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84 | (1) |
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85 | |
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Use Your Strategies---Exercise #5 |
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84 | (2) |
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Theories of Human Behavior |
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86 | (1) |
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86 | (1) |
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87 | (2) |
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Establish How the Author Develops Ideas |
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89 | (28) |
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What Is My Basic Strategy for Establishing How the Author Develops Ideas? |
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90 | (1) |
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Why Do Authors Use Details? |
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90 | (1) |
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What Types of Details Do Authors Use? |
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90 | (2) |
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Why Do I Need to Identify Relationships among Levels of Information? |
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92 | (1) |
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What Are Signal Words and Phrases? |
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92 | (1) |
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Practice: Using the Author's Clues |
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93 | (1) |
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How Does the Author Develop a Thesis or Main Idea? |
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94 | (6) |
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Practice A: Determining How the Author Develops Ideas |
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100 | (1) |
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Practice B: Determining How the Author Develops Ideas |
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101 | (2) |
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103 | (1) |
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Think and Connect Questions |
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103 | (1) |
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103 | (1) |
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104 | (1) |
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Use Your Strategies---Exercise #1 |
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105 | (3) |
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Use Your Strategies---Exercise #2 |
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108 | (2) |
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Prest-O! Change-O! A Short and very Stationary History of the Remote Control |
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108 | (2) |
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110 | (1) |
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Use Your Strategies---Exercise #3 |
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111 | (1) |
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Running the Small Business: Reasons for Successes and Failures |
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111 | (1) |
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111 | (1) |
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Use Your Strategies---Exercise #4 |
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112 | (1) |
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The Benefits of the Sociological Perspective |
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112 | (1) |
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113 | (1) |
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Use Your Strategies---Exercise #5 |
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114 | (1) |
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Glittering Alice; Sad Eleanor |
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114 | (1) |
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115 | (1) |
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116 | (1) |
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Recognize the Author's Stance |
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117 | (24) |
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What Is My Basic Strategy for Recognizing the Author's Stance? |
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118 | (1) |
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What Is the Author's Stance? |
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118 | (1) |
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118 | (1) |
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119 | (1) |
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Practice: Identifying Point of View |
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120 | (2) |
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How Can I Differentiate among Facts, Opinions, and Reasoned Judgments? |
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122 | (1) |
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Practice: Distinguishing between Fact and Opinion |
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122 | (1) |
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123 | (3) |
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Work the Bugs out, Channel 11 |
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125 | (1) |
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Practice: Identifying Tone |
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126 | (1) |
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127 | (1) |
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Think and Connect Questions |
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127 | (1) |
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127 | (1) |
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128 | (1) |
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Use Your Strategies---Exercise #1 |
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129 | (1) |
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Execution has Benefits---Doesn't It? |
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129 | (1) |
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130 | (1) |
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Use Your Strategies---Exercise #2 |
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131 | (1) |
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131 | (1) |
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132 | (1) |
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Use Your Strategies---Exercise #3 |
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133 | (1) |
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133 | (1) |
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134 | (1) |
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Use Your Strategies---Exercise #4 |
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135 | (1) |
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Endorsements Just a Shell Game |
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135 | (1) |
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136 | (1) |
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Use Your Strategies---Exercise #5 |
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137 | (1) |
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137 | (1) |
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138 | (1) |
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139 | (2) |
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Integrate Written and Graphic Information |
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141 | (28) |
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What Is My Basic Strategy for Integrating Written and Graphic Information? |
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142 | (1) |
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How Can I Understand Graphic Information? |
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142 | (1) |
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142 | (2) |
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Practice: Reading and Integrating Written Material and a Graph |
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144 | (1) |
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145 | (1) |
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Practice: Reading and Integrating Written Material and a Table |
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146 | (1) |
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How Do I Read a Pie Chart or Circle Graph? |
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147 | (1) |
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Practice: Reading and Integrating Written Material and a Pie Chart |
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148 | (1) |
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149 | (3) |
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Practice: Reading and Integrating Written Material and a Diagram |
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152 | (1) |
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How Do I Read a Photograph or Illustration? |
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153 | (1) |
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Practice: Reading and Integrating Written Material and a Photograph or Illustration |
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153 | (1) |
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154 | (1) |
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Think and Connect Questions |
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154 | (1) |
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155 | (1) |
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155 | (1) |
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Use Your Strategies---Exercise #1 |
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156 | (5) |
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Use Your Strategies---Exercise #2 |
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161 | (1) |
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The Health-Illness Continuum |
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161 | (1) |
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162 | (1) |
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Use Your Strategies---Exercise #3 |
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163 | (2) |
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163 | (2) |
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165 | (1) |
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Use Your Strategies---Exercise #4 |
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166 | (1) |
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The Greying of the Planet |
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166 | (1) |
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167 | (1) |
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167 | (2) |
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Organize the Information You Need |
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169 | (22) |
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What Is My Basic Strategy for Organizing the Information I Need? |
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170 | (1) |
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Why Do I Need to Organize Information? |
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170 | (1) |
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How Can I Effectively Annotate Text? |
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171 | (2) |
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Practice: Annotating Text |
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173 | (1) |
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163 | (11) |
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How Can I Create an Outline or Map to Organize Information I Need? |
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174 | (4) |
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Practice: Creating an Informal Outline or Information Map |
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178 | (1) |
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How Can I Create a Summary to Organize the Information I Need? |
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178 | (1) |
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Practice: Writing a Summary |
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179 | (1) |
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179 | (1) |
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Think and Connect Questions |
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179 | (1) |
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180 | (1) |
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180 | (1) |
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Use Your Strategies---Exercise #1 |
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181 | (1) |
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181 | (1) |
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182 | (1) |
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Use Your Strategies---Exercise #2 |
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183 | (1) |
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Alcohol in Perspective/University of California at Berkeley Wellness Letter |
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183 | (1) |
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184 | (1) |
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Use Your Strategies---Exercise #3 |
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185 | (2) |
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Learning Through Toys and Play/The Toy Manufacturers of America and the American Toy Institute |
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185 | (2) |
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187 | (1) |
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Use Your Strategies---Exercise #4 |
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188 | (1) |
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Nurse Practitioner Similar to a Physician's Assistant |
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188 | (1) |
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189 | (1) |
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189 | (2) |
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Decide What to Do with the Author's Information |
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191 | (16) |
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What Is My Basic Strategy for Deciding What to Do with the Author's Information? |
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192 | (1) |
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What Is a Critical Reader? |
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192 | (1) |
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How Do I Objectively Analyze and Author's Work? |
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192 | (1) |
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How Do I Draw Logical Inferences to Reach a Reasoned Judgment? |
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193 | (1) |
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What Should I Do With the Ideas and Information? |
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194 | (1) |
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Practice: Using Your Strategies |
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194 | (1) |
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Ultraviolet Sunlight/National Center for Atmospheric Research |
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194 | (1) |
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195 | (1) |
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Think and Connect Questions |
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195 | (1) |
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195 | (1) |
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196 | (1) |
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Use Your Strategies---Exercise #1 |
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197 | (3) |
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Irradiation: A Safe Measure for Safer Food |
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197 | (2) |
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Irradiated Food: Some Facts to Consider |
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199 | (1) |
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200 | (1) |
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Use Your Strategies---Exercise #2 |
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201 | (1) |
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In Perspective: Nature's Corporations |
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201 | (1) |
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201 | (1) |
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Use Your Strategies---Exercise #3 |
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202 | (1) |
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Problems in American Education---Bureaucracy and Student Passivity |
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202 | (1) |
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203 | (1) |
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Use Your Strategies---Exercise #4 |
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204 | (1) |
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The Road to Success is Paved with Determination, Focus |
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204 | (1) |
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205 | (1) |
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205 | (2) |
| Theme 1 Reducing Waste in America |
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207 | (36) |
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The History of Garbage: Archaeologists Bust Myths about Solid Waste and Society |
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208 | (4) |
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``The History of Garbage'' Questions |
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212 | (1) |
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212 | (1) |
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212 | (1) |
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212 | (1) |
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Municipal Solid Waste: Disposal and Recovery |
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213 | (17) |
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230 | (1) |
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``Living with Waste'' Questions |
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231 | (1) |
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231 | (1) |
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231 | (1) |
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231 | (1) |
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We're Winning the Garbage War |
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232 | (1) |
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``We're Winning the Garbage War'' Questions |
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233 | (1) |
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234 | (1) |
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234 | (1) |
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234 | (1) |
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235 | (3) |
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``Don't Buy These Myths'' Questions |
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238 | (1) |
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239 | (1) |
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239 | (1) |
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239 | (1) |
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Recycling is a Bunch of Garbage |
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240 | (1) |
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``Recycling Is a Bunch of Garbage'' Questions |
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241 | (1) |
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241 | (1) |
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Life's Greatest Mystery: When it comes to unanswered Questions, the most perplexing has to be, ``Why do People Litter?'' |
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241 | (1) |
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``Life's Greatest Mystery'' Questions |
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242 | (1) |
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242 | (1) |
| Theme 2 Confronting Violence in Society |
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243 | (52) |
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244 | (1) |
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``The Moral Circle'' Questions |
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245 | (1) |
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245 | (1) |
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246 | (30) |
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276 | (2) |
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``Why Rocky III?'' Questions |
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278 | (1) |
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278 | (1) |
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279 | (1) |
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Hollywood's Three Big Lies |
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279 | (2) |
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``Hollywood's Three Big Lies'' Questions |
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281 | (1) |
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281 | (1) |
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282 | (1) |
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282 | (1) |
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Cultural Explanations for Teen Violence |
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282 | (2) |
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``Cultural Explanations for Teen Violence'' Questions |
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284 | (1) |
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284 | (1) |
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284 | (1) |
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284 | (1) |
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285 | (2) |
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``Listen to the Children'' Questions |
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287 | (1) |
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287 | (1) |
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287 | (1) |
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287 | (1) |
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Family Violence: When we hurt the Ones we Love |
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288 | (3) |
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``Family Violence'' Questions |
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291 | (1) |
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291 | (1) |
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291 | (1) |
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291 | (1) |
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292 | (2) |
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294 | (1) |
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294 | (1) |
| Theme 3 ``Doing Philosophy'' in Everyday Life |
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295 | (34) |
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297 | (15) |
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What is the Secret of Teaching Values? |
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312 | (2) |
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``What Is the Secret of Teaching Values?'' Questions |
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314 | (1) |
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314 | (1) |
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314 | (1) |
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314 | (1) |
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Feeding on Fast Food and False Values |
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315 | (1) |
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``Feeding on Fast Food and False Values'' Questions |
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316 | (1) |
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317 | (1) |
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317 | (1) |
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317 | (1) |
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Universities Must Teach Both Facts and Values to Stave Off Barbarism |
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318 | (1) |
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``Universities Must Teach Both Facts and Values to Stave Off Barbarism'' Questions |
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319 | (1) |
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319 | (1) |
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320 | (1) |
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320 | (1) |
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321 | (1) |
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``Life Lessons'' Questions |
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322 | (1) |
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323 | (1) |
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Happiness is First Things First |
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323 | (1) |
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``Happiness Is First Things First'' Questions |
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324 | (1) |
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324 | (1) |
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325 | (3) |
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``The Necklace'' Questions |
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328 | (1) |
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328 | (1) |
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328 | (1) |
| Theme 4 Thriving In The Workplace |
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329 | (52) |
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331 | (1) |
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``Workplace 2020'' Questions |
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332 | (1) |
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333 | (1) |
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333 | (1) |
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333 | (1) |
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There Is No Future for the Workplace |
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334 | (3) |
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``There Is No Future for the Workplace'' Questions |
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337 | (1) |
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337 | (1) |
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337 | (1) |
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337 | (1) |
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338 | (28) |
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366 | (4) |
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``Money and Motivation'' Questions |
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370 | (1) |
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370 | (1) |
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370 | (1) |
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370 | (1) |
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371 | (1) |
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``Invest in People'' Questions |
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372 | (1) |
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372 | (1) |
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372 | (1) |
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372 | (1) |
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If You Choose a Job You Love, You'll Never Have to ``Work'' |
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373 | (1) |
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``If You Choose a Job You Love, You'll Never Have to `Work''' Questions |
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374 | (1) |
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374 | (1) |
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Preparation and Practice Lead to a Successful Interview |
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374 | (2) |
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``Preparation and Practice Lead to a Successful Interview'' Questions |
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376 | (1) |
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376 | (1) |
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376 | (1) |
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376 | (1) |
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How to Read an Annual Report |
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377 | (1) |
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``How to Read an Annual Report'' Questions |
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378 | (1) |
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378 | (1) |
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379 | (2) |
| Glossary |
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381 | (4) |
| Suggested Answers for Practice Exercises |
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385 | (20) |
| Credits |
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405 | (6) |
| Index |
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411 | |
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