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DESENHO DE PEÇAS DE VESTUARIO COM CORELDRAW X7

Este livro apresenta as ferramentas do software Coreldraw X7, explorando suas principais funções e modos de operação. Fornece exemplos práticos de projetos realizados com esse programa, como roupas, aviamentos e estampas, descrevendo a criação diferentes peças do vestuário - botões, bolsos, golas, mangas, decotes etc. Além disso, ensina a elaborar uma ficha técnica. Por meio desta obra, o estudante ou o profissional aprenderá a utilizar o Coreldraw X7 em seus projetos de moda, de maneira a melhorar quantitativa e qualitativamente sua produtividade. Para facilitar o aprendizado, cada peça do vestuário é apresentada em um capítulo diferente.

Este livro apresenta as ferramentas do software Coreldraw X7, explorando suas principais funções e modos de operação.

etiket

Komentar Positif: "Saya pikir, dia tidak killer kok. Dia cuma ingin membuat
muridnya belajar setiap saat." 5. Berikan alasan yang jelas. Jangan asal
memberi kritik. Tapi dasari dengan fakta dan bukti-bukti yang akurat. Kalau tidak,
bisa menjurus ke fitnah. 6. Bila masalahnya sepele, tidak merugikan siapa pun
dan berpengaruh pada apa pun, lebih baik tidak mengkritik. Misalnya, teman
yang bicaranya cadel atau postur tubuhnya pendek tentu tak usah dikritik. 7. Bila
orang yang dikritik ...

Kepemimpinan dan manajemen pendidikan masa depan berlandaskan trilogi karakter bangsa berbudaya Pancasila menuju Indonesia modern dan sejahtera 2020-an

On educational management in Indonesia.

On educational management in Indonesia.

Hotel facilities

Presenting 28 hotels and inns built in Japan between 1990 and 1997, this book features structures constructed for the purpose of accommodating. Builders of hotels will find this book very useful due to the careful attention put into each project in order to provide the hotel guests with the leisure they expect to enjoy. Additional coverage includes smaller-scale facilities aimed towards local reconstruction.n

Presenting 28 hotels and inns built in Japan between 1990 and 1997, this book features structures constructed for the purpose of accommodating.

Using Reflection and Metacognition to Improve Student Learning

Across the Disciplines, Across the Academy

Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material. This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education. Key elements include embedding metacognitive instruction in the content matter; being explicit about the usefulness of metacognitive activities to provide the incentive for students to commit to the extra effort; as well as following through consistently. Recognizing that few teachers have a deep understanding of metacognition and how it functions, and still fewer have developed methods for integrating it into their curriculum, this book offers a hands-on, user-friendly guide for implementing metacognitive and reflective pedagogy in a range of disciplines. Offering seven practitioner examples from the sciences, technology, engineering and mathematics (STEM) fields, the social sciences and the humanities, along with sample syllabi, course materials, and student examples, this volume offers a range of strategies for incorporating these pedagogical approaches in college classrooms, as well as theoretical rationales for the strategies presented. By providing successful models from courses in a broad spectrum of disciplines, the editors and contributors reassure readers that they need not reinvent the wheel or fear the unknown, but can instead adapt tested interventions that aid learning and have been shown to improve both instructor and student satisfaction and engagement.

compare that to the outcome (“Where did I have difficulties on the exam?”), and
make adjustments as necessary (“Next time, I should solve more practice
problems so I know better how to set things up”). 2. When instructors review the
graded ...