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Extract 1 Learning is to go to school and remember new things that teachers tell and drive into our heads. Extract 2 Learning is trying to answer your own questions or acquiring a new skill. It is also investigating to increase your knowledge of a subject to gain qualifications or because it interests you. (Berry and Sahlberg, 1996) These extracts, from 14-15 year-old children, were taken from a study of children s ideas about learning (Berry and Sahlberg, 1996). Taken together, they illustrate that while teaching and learning can be activities that are directed by adults and focused on outcomes and meeting expectations, they can also be personally motivated processes of cognitive change. Both types of experience are commonplace in children sexperiences of attending school. However, the child s description in Extract 2 implies that learning is something that is not confined to formal settings, and it is this broader conception of learning that has been explored by psychologists since the late nineteenth century. This chapter is concerned with the contributions that psychology and psychologists have made to the field of children s education; specifically,what psychological theory and research has to say about the nature of teaching and learning. However, before we can engage in such a discussion, it is necessary to reflect on the nature of education itself.

The output from netstat (which was shortened to fit here) indicates that an instance of the apache process with a process ID of 2105 is listening (as indicated by the LISTEN state) for connections to any local IP address (indicated by 0.0.0.0) on port 80 (the standard HTTP port). If a different program is listening to port 80, it is shown there. You can use the kill command to terminate the process, but if it is something other than apache (or httpd), you should also find out why it is running. If you don t see any other processes listening on port 80, it could be that you have accidentally told Apache to listen on the same IP address and port combination in more than one place. There are three configuration directives that can be used for this: BindAddress, Port, and Listen:

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8.4.1.6 What Is the Advantage of lntracellular Phosphorolysis Versus Hydrolysis of Glycogen Phosphorolysis is particularly advantageous for skeletal muscle and heart, which utilize the glucose units of glycogen for energy within the cell. As discussed in 4, phosphorylation of sugars serves both to activate them and to trap them within the cell. Mobilization of glycogen by phosphorolysis thus ensures that the exercising muscle can utilize the glycogen-derived glucose for its energy needs directly rather than allowing that glucose to be released into the bloodstream. Another advantage of phosphorolytic degradation of glycogen as opposed to hydrolysis of glycogen is that generation of glucose phosphate instead of free glucose permits the glycogen-derived glucose to bypass the initial activation step of glycolysis: the hexokinase or glucokinase reaction. As also discussed in 4, each glucose molecule entering the glycolytic pathway requires 2 ATP to produce the activated glycolytic intermediate, fructose 1,6-bisphosphate. Subsequent glycol ysis to lactate generates 4 ATP, for a net yield of 2 ATP/glucose. Phosphorolysis of glycogen, in effect, conserves some of the activation energy required for glycogen synthesis and only requires the input of one ATP to generate fructose 1,6-bisphosphate. This

The <template:get /> tag is used to retrieve the contents of a bean stored in the request scope, with the intention of replacing the tag instance with the contents of the retrieved bean. It is used to define the actual template JSP that will be referenced by the <template:insert /> tag. The bean being retrieved is assumed to have been placed on the request by a <template:put /> tag. The <template:get /> tag has no body and supports three attributes, as shown in Table 16.1.

If you have already added a resource dictionary into your project, but you want to make it available to more windows or to the entire application, right-click either App.xaml in the Resources panel or Window (for the current window in the artboard), and choose Link To Resource Dictionary and choose the name.

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TABLE 16.1 1996 U.S. Radioactive Waste Inventory Type/Origin Military HLW LLW SNF (MTHM)a TRU Mill tailings Commercial HLW LLW SNF (MTIHM)a Mill tailings

Sequence, amino acid, 6 Sequencing bottom-up , 213, 215, 218 top-down , 217, 245 Serum, composition of, 424 SID, see Surface-induced dissociation 32 Heat shock transcription factor, 216, 290, 318 Signaling, 421 422 Single molecule spectroscopy, 71 Single nucleotide polymorphism, 329 Singular value decomposition (SVD), 51, 187 Small angle neutron scattering (SANS), 53 Small angle X-ray scattering (SAXS), 50 51 Solvent penetration, 32, 203 Solvent-accessible surface area (SASA), 143, 171, 191, 251, 396 SORI, see Sustained off-resonance irradiation Spectroscopy, vibrational, see IR spectroscopy SPR, see Surface plasmon resonance Src kinase, 287 Stathmin, 391 393 Stopped ow, 58, 232 234, 248 250 Stored waveform inverse Fourier transform (SWIFT), 133 Structure covalent, 1, 6 higher-order, 10 11 noncovalent, 18 primary, see Sequence, amino acid quaternary, 9, 18 19. See also Assembly, protein secondary, 9, 11, 13 14 tertiary, 9, 14 15 SUMO-1, 276

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