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The science of being great

THE SCIENCE OF BEING GREAT

... Now Forward: THE SCIENCE OF BEING GREAT presented by www.healpastlives.com "The Science of Being Great" Prosperity Classic presented by www.healpastlives.com "The Science of Being Great" by Ellen... This volume is the third of a series The first of which is "The Science of Getting Rich", a book intended solely for those who want money The second of which is "The Science of Being Well", a... becomes as one of the gods The awakening of the Principle of Power in man is the real conversion: the passing from death to life It is when the dead hear the voice of the Son of Man and come

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MARKETING QUỐC TẾ 1 MARKETING DEFINITION

MARKETING QUỐC TẾ 1 MARKETING DEFINITION

Marketing Management, 14e (Kotler/Keller)Chapter 1 Defining Marketing for the 21st Century1) Which of the following statements about marketing is true?A) It is of little importance when products are standardized.B) It can help create jobs in the economy by increasing demand for goods and services.C) It helps to build a loyal customer base but has no impact on a firm's intangible assets.D) It is more important for bigger organizations than smaller ones.E) It is seldom used by nonprofit organizations.Answer: BPage Ref: 4Objective: 1Difficulty: Easy2) ________ is the art and science of choosing target markets and getting, keeping, and growingcustomers through creating, delivering, and communicating superior customer value.A) Marketing managementB) Knowledge managementC) Operations managementD) Strategic managementE) Distribution managementAnswer: APage Ref: 5Objective: 2Difficulty: Easy3) Identify the correct statement about marketing management.A) It is primarily concerned with the systematic gathering, recording, and analysis of data aboutissues related to marketing products and services.B) It focuses mostly on monitoring the profitability of a company's products and services.C) It focuses solely on attaining an organization's sales goals in an efficient manner.D) It is defined as the field that deals with planning and managing a business at the highest levelof corporate hierarchy.E) It occurs when at least one party to a potential exchange thinks about the means of achieving
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5 6 how weather works (earth sciences)

5 6 how weather works (earth sciences)

California Leveled Science Readers (Grade 5) Content leveled readers teach science concepts, vocabulary, and reading skills – at each student’s reading level – and allow students to read and explore the wonders of nonfiction. Leveled science readers deliver science content to help address the individual needs of all students. They reinforce reading skills and strategies while promoting science understanding. Each grade 5 science reader is a richly illustrated, selfcontained little book with 10 to 14 double pages. BELOW 5.1 Building Blocks of Matter (Physical Sciences) 5.2 Changes in Matter (Physical Sciences) 5.3 Basic Structures of Organisms (Life Sciences) 5.4 MISSING 5.5 Water on Earth (Earth Sciences) 5.6 Weather (Earth Sciences) 5.7 The Solar System (Earth Sciences) ON 5.1 Understanding Matter (Physical Sciences) 5.2 How Matter Changes (Physical Sciences) 5.3 The Building Blocks of Organisms (Life Sciences) 5.4 Systems of the Human Body (Life Sciences) 5.5 Earths Hydrosphere (Earth Sciences) 5.6 How Weather Works (Earth Sciences) 5.7 Earths Solar System (Earth Sciences) ADVANCED 5.1 Atoms (Physical Sciences) 5.2 Acids and Bases at Work (Physical Sciences) 5.3 MISSING 5.4 MISSING 5.5 MISSING 5.6 Hurricanes (Earth Sciences) 5.7 The Red Planet (Earth Sciences)
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5 2 how matter changes (physical sciences)

5 2 how matter changes (physical sciences)

California Leveled Science Readers (Grade 5) Content leveled readers teach science concepts, vocabulary, and reading skills – at each student’s reading level – and allow students to read and explore the wonders of nonfiction. Leveled science readers deliver science content to help address the individual needs of all students. They reinforce reading skills and strategies while promoting science understanding. Each grade 5 science reader is a richly illustrated, selfcontained little book with 10 to 14 double pages. BELOW 5.1 Building Blocks of Matter (Physical Sciences) 5.2 Changes in Matter (Physical Sciences) 5.3 Basic Structures of Organisms (Life Sciences) 5.4 MISSING 5.5 Water on Earth (Earth Sciences) 5.6 Weather (Earth Sciences) 5.7 The Solar System (Earth Sciences) ON 5.1 Understanding Matter (Physical Sciences) 5.2 How Matter Changes (Physical Sciences) 5.3 The Building Blocks of Organisms (Life Sciences) 5.4 Systems of the Human Body (Life Sciences) 5.5 Earths Hydrosphere (Earth Sciences) 5.6 How Weather Works (Earth Sciences) 5.7 Earths Solar System (Earth Sciences) ADVANCED 5.1 Atoms (Physical Sciences) 5.2 Acids and Bases at Work (Physical Sciences) 5.3 MISSING 5.4 MISSING 5.5 MISSING 5.6 Hurricanes (Earth Sciences) 5.7 The Red Planet (Earth Sciences)
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5 2 changes in matter (physical sciences)

5 2 changes in matter (physical sciences)

California Leveled Science Readers (Grade 5) Content leveled readers teach science concepts, vocabulary, and reading skills – at each student’s reading level – and allow students to read and explore the wonders of nonfiction. Leveled science readers deliver science content to help address the individual needs of all students. They reinforce reading skills and strategies while promoting science understanding. Each grade 5 science reader is a richly illustrated, selfcontained little book with 10 to 14 double pages. BELOW 5.1 Building Blocks of Matter (Physical Sciences) 5.2 Changes in Matter (Physical Sciences) 5.3 Basic Structures of Organisms (Life Sciences) 5.4 MISSING 5.5 Water on Earth (Earth Sciences) 5.6 Weather (Earth Sciences) 5.7 The Solar System (Earth Sciences) ON 5.1 Understanding Matter (Physical Sciences) 5.2 How Matter Changes (Physical Sciences) 5.3 The Building Blocks of Organisms (Life Sciences) 5.4 Systems of the Human Body (Life Sciences) 5.5 Earths Hydrosphere (Earth Sciences) 5.6 How Weather Works (Earth Sciences) 5.7 Earths Solar System (Earth Sciences) ADVANCED 5.1 Atoms (Physical Sciences) 5.2 Acids and Bases at Work (Physical Sciences) 5.3 MISSING 5.4 MISSING 5.5 MISSING 5.6 Hurricanes (Earth Sciences) 5.7 The Red Planet (Earth Sciences)
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5 6 hurricanes (earth sciences)

5 6 hurricanes (earth sciences)

California Leveled Science Readers (Grade 5) Content leveled readers teach science concepts, vocabulary, and reading skills – at each student’s reading level – and allow students to read and explore the wonders of nonfiction. Leveled science readers deliver science content to help address the individual needs of all students. They reinforce reading skills and strategies while promoting science understanding. Each grade 5 science reader is a richly illustrated, selfcontained little book with 10 to 14 double pages. BELOW 5.1 Building Blocks of Matter (Physical Sciences) 5.2 Changes in Matter (Physical Sciences) 5.3 Basic Structures of Organisms (Life Sciences) 5.4 MISSING 5.5 Water on Earth (Earth Sciences) 5.6 Weather (Earth Sciences) 5.7 The Solar System (Earth Sciences) ON 5.1 Understanding Matter (Physical Sciences) 5.2 How Matter Changes (Physical Sciences) 5.3 The Building Blocks of Organisms (Life Sciences) 5.4 Systems of the Human Body (Life Sciences) 5.5 Earths Hydrosphere (Earth Sciences) 5.6 How Weather Works (Earth Sciences) 5.7 Earths Solar System (Earth Sciences) ADVANCED 5.1 Atoms (Physical Sciences) 5.2 Acids and Bases at Work (Physical Sciences) 5.3 MISSING 5.4 MISSING 5.5 MISSING 5.6 Hurricanes (Earth Sciences) 5.7 The Red Planet (Earth Sciences)
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Asking the way (English)

Asking the way (English)

Asking the way, the way students get main idea, the way of strategy, the way to get rich, the way forward, parting of the ways,the way of strategy pdf, Asking the way, the way students get main idea, the way of strategy, the way to get rich, the way forward, parting of the ways,the way of strategy pdf, Asking the way, the way students get main idea, the way of strategy, the way to get rich, the way forward, parting of the ways,the way of strategy pdf

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TESTBANK_MARKETING_MANAGEMENT_14E_CHAPTER_ 1

TESTBANK_MARKETING_MANAGEMENT_14E_CHAPTER_ 1

Marketing Management, 14e (Kotler/Keller)Chapter 1 Defining Marketing for the 21st Century1) Which of the following statements about marketing is true?A) It is of little importance when products are standardized.B) It can help create jobs in the economy by increasing demand for goods and services.C) It helps to build a loyal customer base but has no impact on a firm's intangible assets.D) It is more important for bigger organizations than smaller ones.E) It is seldom used by nonprofit organizations.Answer: BPage Ref: 4Objective: 1Difficulty: Easy2) ________ is the art and science of choosing target markets and getting, keeping, and growingcustomers through creating, delivering, and communicating superior customer value.A) Marketing managementB) Knowledge managementC) Operations managementD) Strategic managementE) Distribution managementAnswer: APage Ref: 5Objective: 2Difficulty: Easy3) Identify the correct statement about marketing management.A) It is primarily concerned with the systematic gathering, recording, and analysis of data aboutissues related to marketing products and services.B) It focuses mostly on monitoring the profitability of a company's products and services.C) It focuses solely on attaining an organization's sales goals in an efficient manner.D) It is defined as the field that deals with planning and managing a business at the highest levelof corporate hierarchy.E) It occurs when at least one party to a potential exchange thinks about the means of achieving
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MODALITY IN ENGLISH AND VIETNAMESE A COGNITIVE PERSPECTIVE

MODALITY IN ENGLISH AND VIETNAMESE A COGNITIVE PERSPECTIVE

This study is an attempt to describe, analyse, compare contrast English and Vietnamese root and epistemic modality as realized by modal verbs from Cognitive perspective, more specifically in terms of force dynamic framework. The study is both descriptive and contrastive in nature. The main aim of the research is to find similarities and differences between English and Vietnamese root senses (including obligation, permission, ability and volition) and epistemic senses (including necessity, probability and possibility) of modal verbs from force dynamics. The main data used in this study are taken from the two corpora: one in English with a total of 500,000 words in 91 social science texts and the other in Vietnamese with 500,000 words in 119 social science texts on the ground that (1) it is a rich resource for the researcher to find examples of root and epistemic meanings of modal verbs in English and Vietnamese to serve the purposes of the study and (2) it is the social science field that the researcher often deals with. The texts are research articles published in English and Vietnamese journals respectively in 7 disciplines: education, psychology, social science, economy, linguistics, culture and law, from 2000 upwards. The data collected are then quantitatively and qualitatively analyzed in order to find similarities and differences between English and Vietnamese root and epistemic senses of modal verbs in terms of force dynamics in case that English is considered as a source language and Vietnamese as a comparative one. With the help of the corpusbased analysis the TexSTAT2 programme, frequency occurrences and KWIC (Key Word In Context) concordance of various modals are discussed in order to show their relative importance in expressing root and epistemic senses in the two languages in question. The findings of the study show that both English and Vietnamese writers conceptualizers use the modality of obligation, permission, ability, volition, necessity, probability, and possibility with different force structures and barriers to express their different opinions or attitudes towards the propositions state of affairs or events. It can be inferred from the results of the study that there exists one common core across English and Vietnamese modal verbs, i.e., the force opposition between the Agonist and the Antagonist. The force can be the one which impinges upon the participant or the state of affair or the event, making the situation necessary (e.g. must in English and phải in Vietnamese). The force may be the one that prevents the participant or the situation from taking place (e.g. can’t in English and không thể in Vietnamese). There may be absence of force, or removal of restraint or no barrier so something is possible (though not necessary) (e.g. can in English and có thể in Vietnamese). However, there are a number of differences between the two languages under study when the conceptualizers writers express their own embodied scientific experiences in communication by using various modals with different levels of strength of cognitive, sociophysical and rational forces. One of the typical differences is that in English, low strength forces of modals such as can, could, may, might, predominate over median (will would should ought) and high strength (must have to need cannot), which indicates a tendency for modality to be used to mitigate than to strengthen assertations in academic writing. In contrast, in Vietnamese, high strength modals (phải, cần, không thể) predominate over median (nên, sẽ, muốn, định, toan) and low (có thể), which can be inferred that the Vietnamese writers conceptualizers when writing their papers in social science journals have a tendency of expressing strong obligation and necessity. The overweight of high dynamic value in Vietnamese may be due to the fact that the three major philosophical traditions: Confucianism, Buddhism and Taoism have exerted their influence on the “subjective culture” of the Vietnamese. (cf. Bochner 1986 Marr 1981, cited in Ellis 1994 T.N.Thêm 1998: 25). It is hoped that the findings from this study will make a contribution to further understanding of root and epistemic modality in English compared to Vietnamese in terms of force dynamics and their equivalence and nonequivalence in the expressions of obligation, permission, ability, volition (in sociophysical interactions and relations), and the modality of necessity, probability and possibility (in reasoning domain). Moreover, the findings of similarities and differences between the two languages will be useful in language teaching and learning and translation from English into Vietnamese andor vice versa.
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17343 USE OF GET

17343 USE OF GET

Use of “Get”Practise by heart, three times a day for 15days and see the miracleFor you by Prinkle,Email : sister@v.gg, and mind it I’m a boy.=================================He became nervous about the driving test.He got nervous about the driving test.She became sleepy.She got sleepy.If you want to become rich, you have to workhard.If you want to get rich, you have to work hard.I always become hungry around 6 o'clock.I always get hungry around 6 o'clock.These days it becomes dark around 4 o'clock.These days it gets dark around 4 o'clock.Are you becoming tired?Are you getting tired?It's going to become pretty warm today.It's going to get pretty warm today.She became fat from eating candy all the time.She got fat from eating candy all the time.My cousin becomes discouraged easily.My cousin gets discouraged easily.The store becomes busy at lunchtime.The store gets busy at lunchtime.The student who was sick was sent home.
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GMAT VOCABULARY FLASH CARDS539

GMAT VOCABULARY FLASH CARDS539

GMAT Vocabulary Flash Cards @ englishpdf.com andenglishteststore.com File 539proselyte(n) One who has been won over fromone religious belief to another.--------------------proselytize(v) to convert from one belief orreligion to another--------------------prosody(n) The science of poetical forms.--------------------prospector(n) One who makes exploration,

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TOEFL IBT VOCABULARY FLASH CARDS213

TOEFL IBT VOCABULARY FLASH CARDS213

English Vocabulary Flash Cards @ englishpdf.com andenglishteststore.com File 213exclude(v) To shut out purposely or forcibly.--------------------exclusion(n) Non-admission.--------------------excrescence(n) Any unnatural addition, outgrowth,or development.--------------------excretion(n) The getting rid of waste matter.

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SECRET HIDDEN WITHIN THINK AND GROW RICH

SECRET HIDDEN WITHIN THINK AND GROW RICH

... Lessons”…which he first published in 1928 – some nine years before Think and Grow Rich So…what is the secret from Think and Grow Rich – this ‘Golden Rule”? “The Golden Rule means, substantially,... you what is NOT the secret in Think and Grow Rich ! Many ‘experts’ seem to think that it is Hill’s famous: “Whatever the mind of man can conceive and believe, it can achieve." And, it’s also not... honestly view people as people, and act accordingly I wouldn’t have it any other way! And, now that YOU know the secret that was hidden from millions in Think and Grow Rich – isn’t it time that
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20825 MUZZY CROSSWORD

20825 MUZZY CROSSWORD

81. Where Muzzy visits!122. Name of the princess.3. What is Bob’s job?4. Name of the evil scientist.15575. What means of transportdoes the king use to track Sylviaand Bob down?326. Where does Bob end after heis caught by the King’s men?47. What is Muzzy eating whenhe gets caught by the police?8. What is Muzzy’s favouritedish?

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18646 BOB THE BUILDER

18646 BOB THE BUILDER

Hello, I’m Bobthe builder! And this is my family photo.I’m twenty four years old and live in out skirts of Birmingham. I am a constructorSupervisor. My wife – Susan – is twenty years old and she works with me. Weare currently building a huge shopping centre in Lakeside. It has been a lot ofwork.Susan and I met each other on a summer holidays in Portugal. We are both fromBirmingham - in the UK. But we did not know each other. We had booked our summerholidays to Algarve, called Vila Galé.There we rent an apartment next to each other.One day we bumped into each other and Susan fell spreading all her groceries on thefloor. Of course, as a gentleman, I immediately offered to help her and since that daywe spent all our holidays together. We walked to the beach early in the morning andusually swam, had lunch and play volleyball with our Portuguese friends. Time went by sofast, that when suddenly realized our vacations were over.I was already in love with Susan and so I invited her for a romantic dinner theday before we left to the UK. We ate some cod fish with potatoes and cabbage. It wasdelicious! Later after dinner, I asked her to be my girlfriend and she accepted. As agift I gave her a blue cat. She adores animals! She decided to call her kitten: VilaGalé, like the beach where we spent our holidays.A few months later we decided to get married….. and so here we are on ourfamily portrait. Me. Susan and Vila gale.A – ANSWER THESE QUESTIONS ON THE TEXT:1.Where does Bob live?2.
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26394 STAYING HEALTHY

26394 STAYING HEALTHY

wColegio Laico AngolProf. Macarena Arévalo AlarcónIdioma Extranjero InglésUNIT 3: We are what we eat.Reading Lesson 2Extra material“Staying Healthy”Name: ________________________________ Grade: ___________________ Date: ___________________WARM UP: Let’s start.We will learn: Relative pronounsYou will watch a power point presentation about the main topicof this lesson. You will also watch a funny video called “Sillysongs with Larry” whose script is placed below, pay attention tothe words in bold.We will make: A posterWe will think of: The importance of a healthy diet.We will practice: Oral skillsThe dance of the cucumber (Bob the Tomato English speech)Watch the cucumber; see how he moves, like a lion chasing a
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GR WS VERBSA E

GR WS VERBSA E

The Past Simple Word Search of Irregular Verbs A ­ E A Look up the past simple form of the verbs and translate the base forms into your language. BASE FORM  TRANSLATION PAST SIMPLE PAST PARTICIPLE BE BEGIN BREAK BUY CATCH CHOOSE COME COST CUT DO DRAW DRINK DRIVE EAT .............. / ...................... ....................................... ....................................... ....................................... ....................................... ....................................... ....................................... ....................................... 
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5 1 5 the land of opportunity (social studies)

5 1 5 the land of opportunity (social studies)

Bộ sách Scott Foresman reading street grade 5 advance gồm các quyển sau: 5.1.1 This Is the Way We Go to School 5.1.2 Forecasting the Weather (Earth Science) 5.1.3 Harvesting Medicine on the Hill 5.1.4 African American Athletes (Social Studies) 5.1.5 The Land of Opportunity (Social Studies) 5.2.1 When the Disaster Is Over (Social Studies) 5.2.2 A Safe Heaven (Social Studies) 5.2.3 Making Friends in Mali 5.2.4 Saving Endangered Species (Life Science) 5.2.5 The National Guard Modern Minutemen (Social Studies) 5.3.1 The Patent Process (Social Studies) 5.3.2 The Inspiration of Art (Social Studies) 5.3.3 Whats New with Dinosaur Fossils (Life Science) 5.3.4 Music Gets the Blues (Social Studies) 5.3.5 Hollywood Special Effects (Social Studies) 5.4.1 Cheaper, Faster, Better Recent Technological Innovations (Social Studies) 5.4.2 Feel, Think, Move (Life Science) 5.4.3 A Home for Humans in Outer Space Is It Possible? (Space and Technology) 5.4.4 Nathaniel Comes to Town 5.4.5 What Makes Great Athletes? (Social Studies) 5.5.1 The Sandwich Brigade 5.5.2 Inventions from Space Travel (Space and Technology) 5.5.3 Astronauts and Cosmonauts (Space and Technology) 5.5.4 The Shaping of the Continents (Earth Science) 5.5.5 Journey to Statehood (Social Studies) 5.6.1 Oceans of Resources (Social Studies) 5.6.2 MixedUp Vegetables (Life Science) 5.6.3 From Salt to Silk Precious Goods (Social Studies) 5.6.4 Flying into the 21st Century 5.6.5 Unexpected Music (Social Studies)
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5 2 2 a safe heaven (social studies)

5 2 2 a safe heaven (social studies)

Bộ sách Scott Foresman reading street grade 5 advance gồm các quyển sau: 5.1.1 This Is the Way We Go to School 5.1.2 Forecasting the Weather (Earth Science) 5.1.3 Harvesting Medicine on the Hill 5.1.4 African American Athletes (Social Studies) 5.1.5 The Land of Opportunity (Social Studies) 5.2.1 When the Disaster Is Over (Social Studies) 5.2.2 A Safe Heaven (Social Studies) 5.2.3 Making Friends in Mali 5.2.4 Saving Endangered Species (Life Science) 5.2.5 The National Guard Modern Minutemen (Social Studies) 5.3.1 The Patent Process (Social Studies) 5.3.2 The Inspiration of Art (Social Studies) 5.3.3 Whats New with Dinosaur Fossils (Life Science) 5.3.4 Music Gets the Blues (Social Studies) 5.3.5 Hollywood Special Effects (Social Studies) 5.4.1 Cheaper, Faster, Better Recent Technological Innovations (Social Studies) 5.4.2 Feel, Think, Move (Life Science) 5.4.3 A Home for Humans in Outer Space Is It Possible? (Space and Technology) 5.4.4 Nathaniel Comes to Town 5.4.5 What Makes Great Athletes? (Social Studies) 5.5.1 The Sandwich Brigade 5.5.2 Inventions from Space Travel (Space and Technology) 5.5.3 Astronauts and Cosmonauts (Space and Technology) 5.5.4 The Shaping of the Continents (Earth Science) 5.5.5 Journey to Statehood (Social Studies) 5.6.1 Oceans of Resources (Social Studies) 5.6.2 MixedUp Vegetables (Life Science) 5.6.3 From Salt to Silk Precious Goods (Social Studies) 5.6.4 Flying into the 21st Century 5.6.5 Unexpected Music (Social Studies)
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5 3 1 the patent process (social studies)

5 3 1 the patent process (social studies)

Bộ sách Scott Foresman reading street grade 5 advance gồm các quyển sau: 5.1.1 This Is the Way We Go to School 5.1.2 Forecasting the Weather (Earth Science) 5.1.3 Harvesting Medicine on the Hill 5.1.4 African American Athletes (Social Studies) 5.1.5 The Land of Opportunity (Social Studies) 5.2.1 When the Disaster Is Over (Social Studies) 5.2.2 A Safe Heaven (Social Studies) 5.2.3 Making Friends in Mali 5.2.4 Saving Endangered Species (Life Science) 5.2.5 The National Guard Modern Minutemen (Social Studies) 5.3.1 The Patent Process (Social Studies) 5.3.2 The Inspiration of Art (Social Studies) 5.3.3 Whats New with Dinosaur Fossils (Life Science) 5.3.4 Music Gets the Blues (Social Studies) 5.3.5 Hollywood Special Effects (Social Studies) 5.4.1 Cheaper, Faster, Better Recent Technological Innovations (Social Studies) 5.4.2 Feel, Think, Move (Life Science) 5.4.3 A Home for Humans in Outer Space Is It Possible? (Space and Technology) 5.4.4 Nathaniel Comes to Town 5.4.5 What Makes Great Athletes? (Social Studies) 5.5.1 The Sandwich Brigade 5.5.2 Inventions from Space Travel (Space and Technology) 5.5.3 Astronauts and Cosmonauts (Space and Technology) 5.5.4 The Shaping of the Continents (Earth Science) 5.5.5 Journey to Statehood (Social Studies) 5.6.1 Oceans of Resources (Social Studies) 5.6.2 MixedUp Vegetables (Life Science) 5.6.3 From Salt to Silk Precious Goods (Social Studies) 5.6.4 Flying into the 21st Century 5.6.5 Unexpected Music (Social Studies)
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