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Birds For Dummies by Gina Spadafori, Brian L. Speer

By Gina Spadafori, Brian L. Speer

"Filled with the data each bird-owner...needs." Joel Murphy, DVM, ABVP, writer of the way to deal with Your puppy poultry compliment for Birds for Dummies(r) "Squawk approximately this! A lighthearted...informative publication concerning the care and upkeep of our fine-feathered friends." - Gary A. Gallerstein, DVM, writer of the total fowl Owner's guide "At final - a e-book that comprises greater than simply lovely chicken photos. This was once enjoyable to learn. it truly is transparent, concise, authentic, helpful, and understandable." -Linda Biggi, proprietor, chicken Gardens

Full-color consultant to puppy birds inside!

"You usually are not disappointed." Walter Rosskopf, Jr., DVM, Dipl. ABVP qualified in Avian perform Get the note on birds! From finches and canaries to conures and macaws, this pleasant consultant describes the species that make the simplest pets, explains easy methods to decide on the poultry who's right for you, deals tips about bonding along with your feathered good friend, and gives specialist recommendation on feeding and grooming.

Discover the best way to: opt for the perfect chicken on your price range and way of life Create a bird-friendly surroundings reduce noise and mess retain your chook groomed, healthy, and fit Bond along with your bird

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So, when designing an e-tivity, it is important to specify the purpose clearly and make it achievable. At Stage 1, even 53 simple e-tivities may need a considerable amount of time and support to work well. Some people respond best to ‘achievement’ motivation. They need tasks that they can reasonably easily achieve—ones that are neither too hard nor too easy (McClelland, 1985). Others will need ‘competence’ motivation. This refers to participants’ belief in their ability to achieve, what (to them) may seem a difficult task.

Learning delivery is conceptualized as a learning journey undertaken by the students and their learning advisors, taking a path navigated by e-tivities. The learning advisors take the role of e-moderators. They facilitate, question and encourage their participant groups. They aim to develop in each student 34 and group an understanding of the relevant knowledge domain as well as a capacity for reflection and self-evaluation. Many of the learning advisors are not traditional academics, but experienced practitioners in their field, trained for their e-moderating roles.

The tutor also acts as a ‘postperson’—to deliver the handouts! Because the e-moderator hears (reads) everything that is said (written) and can contribute, in an equally permanent fashion, without disturbing the discussion, the online experience challenges this familiar model. A student posts a thoughtful message, which is read not only by the group but by the e-moderator too. Another follows this. The e-moderator acts more as a commentator than a facilitator in such a circumstance. Online, not only does the e-moderator post the handout but he or she can also comment on it—act as a mediator between the content and the learning.

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