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A similar problem arises inidentifying the various editions and/or reprints of works. For moreprecise bibliographic information researchers are referred to thecatalogues of the major Australian libraries and to the aforementionedtexts, though all are limited in some way in their scope. For example,library catalogues generally do not reference magazine articles orephemera, concentrating instead on books and journals. Muir andHolden 1985 is the most comprehensive publication to date dealingwith the artist's output and the circumstances surrounding the manypublications she was associated with during her lifetime. In the compilation of this listing I would like toacknowledge the work of Marcie Muir and Robert Holden listed in thebibliography below, and the assistance of various library cataloguessuch as those of the State Library of New South Wales and the VictorianState Library. I would also like to thank a number of correspondents,most especially an anonymous collector of Ida Rentoul Outhwaite's workfrom Ida's home town of Melbourne. Anyone with particularly rare orunlisted items or variations, please contact the compiler of this list,with details for adding to the bibliography. , . Ida Rentuol Outhwaite stated in 1917: "'I remember the firstthing of mine that appeared. I was 13 when a friend of ours sent it toan English magazine, and they reproduced it. It was so funny a row ofchildren on a bough.

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Make sure the bathrooms, toilets and the surrounding landscape are clean. Make sure you have made provision whereby the students participates in the class activities. This satisfies their need to be recognized in the class. For instance you can have a Student Appreciation day where you serve refreshments to the students. Help the students in easing their stress where possible. This can come in the form of subsidized transportation, student aid grants and scholarships.

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I dont like when people attend a concert or a reading and say the musician or author is a bad performer because of low energy levels or lack of inflection. I like attending concerts where the musicians barely move and are afraid to look at the audience, in part because I can then focus on the music instead of feeling pressure to also move or to look at things. Feel like just typing AVOID MY READINGS IF YOU DISLIKE HEARING PROSE READ IN A QUIET, STEADY MONOTONE. I try to read things least conducive to zoning out, for example, parts of a book that are mostly dialogue or dont have very long sentences and, based on experience, seem most likely to cause people to laugh. Or I try to read some other thing, like poems or an essay or something, that isnt the book that is currently being promoted for sale at the reading. It seems bleak to me a little to read a book to an audience that has come to buy the book, has already read the book, or will after the reading be perusing the book to discern if they want to buy it. I like QandAs. ; I would rather there only be QandAs; instead of readings, both in terms of my events and me attending other peoples events. Something I dont like about QandAs; is when someone asks a question like what did you eat today? or some other question with a concrete, unique, as yet unknown answer and theres a group of people who view that person or that question as bad or silly or something. Feel like just typing I LIKE QUESTIONS THAT MAY ELICIT CONCRETE ANSWERS, IN PART BECAUSE THE ANSWER WILL LIKELY BE SOMETHING NO ONE KNOWS YET, WHEREAS MOST QUESTIONS THAT ELICIT ABSTRACT ANSWERS HAVE ALREADY BEEN ANSWERED AND CAN BE READ AT ANY TIME IN MORE ACCURATE FORM ON THE INTERNET OR IN ONE OF THE AUTHORS BOOKS. Tao Lin is the author of 6 books of fiction/poetry and can be followed on Twitter here.

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For example, if only two students wanted a piece of a whole cherry pie, I show, by slicing the pie in half, how much they each would get if they shared the whole entire pie. Of course, I dont actually allow children to eat 1/2 of an entire pie!Conversely, if eight children wanted a piece of the same pie, I show how much 1/8 of the pie is. There is something memorable about working with real pies that helps the children understand these concepts better than if they only worked with numbers or non edible manipulatives. To introduce the basis of ten in our place value system, I arrange the students desks into a group of ten five desks long by two desks across so they resemble a bus. Then I have all of my students sit on the rug. I then invite seven students to step aboard and take a seat in our Ones Bus. I then ask four more students to join them. My students quickly realize that the bus will not hold all eleven children. So, we decide that, in order to make room for the one remaining student on the Ones Bus, the ten ones would group together to form one group of ten and that group would move over to the floor beside the Ones Bus, thus creating our Tens Train one row of ten students. After playing this game several times with different number combinations, my students did not struggle with this regrouping concept anymore. When teaching place value, I provide students with tasty manipulatives.

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