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History of England and the British Nation: the 1100s
History of England and the British Nation: a century-by-century history in 10 chapters
£2.50 Preview RemoveEquilibrium Notes
Key Facts & Summary of Chemical Equilibrium Chemical equilibrium is defined as the dynamic condition reached by a reversible reaction when the direct reaction and the inverse reaction occur simultaneously. A reversible reaction can proceed in both forward and backward directions. Equilibrium is reached when the rate of the forward reaction equals the rate of the reverse reaction. All reactant and product concentrations are constant at equilibrium. The equilibrium constant can be used to determine if a reaction is at equilibrium. In this pdf all the concepts are written clearly and neatly . Good luck!!
£75.00 Preview RemoveHistory of England and the British Nation: the 1400s
History of England and the British Nation: a century-by-century history in 10 chapters
£2.50 Preview RemoveNew Literacies among the Early Childhood Curriculum
This is a note for 2nd-year college students taking up Special Needs in Early Childhood Education that contains information on how new literacies are incorporated in early childhood.
£3.75 Preview RemoveSynopses of 4 special needs related journals
This has been submitted to my university and achieved a 2:1 grade. Ashby, C. (2012) Disability Studies and Inclusive Teacher Preparation: A Socially Just Path for Teacher Education. Research & Practice for Persons with Severe Disabilities. Vol. 37, No. 2: 89-99. Broomhead, K. (2013) Blame, guilt and the need for 'labels'; insights from parents of children with special educational needs and educational practitioners. British Journal of Special Education. Vol. 40, No. 1: 14-21. Keil, S., Miller, O. and Cobb, R. (2006) Special educational needs and disability.British Journal of Special Education. Vol. 33, No. 4: 168-170. Richards, G. (2010) 'I was confident about teaching but SEN scared me': preparing new teachers for including pupils with special educational needs. Support for Learning. Vol. 25, No. 3: 108-115.
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