The document discusses the benefits of regular exercise for both physical and mental health. It notes that exercise can help reduce the risk of diseases like heart disease, diabetes, and some cancers. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to experience these health benefits.
This document provides guidance on academic writing for a course assignment. It outlines the expectations for academic writing, including demonstrating knowledge, applying theory to practice, analyzing and evaluating materials. It discusses key aspects of academic writing style, such as being formal and concise while avoiding slang, abbreviations and vague language. Students are advised to write reflectively in the first person for reflections, and more impersonally when analyzing theories. The document concludes by providing details of the assignment task and formatting requirements.
The document discusses the benefits of regular exercise for both physical and mental health. It notes that exercise can help reduce the risk of diseases like heart disease, diabetes, and some cancers. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to experience these health benefits.
This document provides guidance on academic writing for a course assignment. It outlines the expectations for academic writing, including demonstrating knowledge, applying theory to practice, analyzing and evaluating materials. It discusses key aspects of academic writing style, such as being formal and concise while avoiding slang, abbreviations and vague language. Students are advised to write reflectively in the first person for reflections, and more impersonally when analyzing theories. The document concludes by providing details of the assignment task and formatting requirements.
This document discusses a study examining the interaction between class size, formative feedback, and student achievement. The study found that smaller class sizes allowed teachers to provide more frequent formative feedback to students. It also found that for students who received frequent formative feedback, lower achieving students in 4th grade showed greater improvement in achievement by 6th grade compared to lower achieving students who received less frequent feedback. The results suggest that smaller class sizes enabling more formative feedback can help improve achievement growth for lower performing students over time.
32. まとめ
引用文献 I
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引用文献 V
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38. まとめ
引用文献 VII
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引用文献 VIII
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40. まとめ
引用文献 IX
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