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Poetic closure is the sense of conclusion given at the end of a poem. Barbara Herrnstein Smith's detailed study—Poetic Closure: A Study of How Poems End—explores various techniques for achieving closure. One of the most common techniques is setting up a regular pattern and then breaking it to mark the end of a poem.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students .
An epilogue or epilog (from Greek ἐπίλογος epílogos, "conclusion" from ἐπί epi, "in addition" and λόγος logos, "word") is a piece of writing at the end of a work of literature, usually used to bring closure to the work. [1] It is presented from the perspective of within the story.
The definition of success in a given cloze test varies, depending on the broader goals behind the exercise. Assessment may depend on whether the exercise is objective (i.e. students are given a list of words to use in a cloze) or subjective (i.e. students are to fill in a cloze with words that would make a given sentence grammatically correct).
A sound that is much like the vowel, but is not the key (nuclear) sound in a syllable. Examples: the opening sounds in the words “yet” and “wet”. Consonant An alphabetic character which represents a sound created by a constriction or closure at one or more points along the vocal tract. Consonants form the onset or end of a syllable, or ...
Epistemic closure [1] is a property of some belief systems. It is the principle that if a subject S {\displaystyle S} knows p {\displaystyle p} , and S {\displaystyle S} knows that p {\displaystyle p} entails q {\displaystyle q} , then S {\displaystyle S} can thereby come to know q {\displaystyle q} .
An example is the topological closure operator; in Kuratowski's characterization, axioms K2, K3, K4' correspond to the above defining properties. An example not operating on subsets is the ceiling function, which maps every real number x to the smallest integer that is not smaller than x.
The need for closure in social psychology is thought to be a fairly stable dispositional characteristic that can, nonetheless, be affected by situational factors. The Need for Closure Scale (NFCS) was developed by Arie Kruglanski, Donna Webster, and Adena Klem in 1993 and is designed to operationalize this construct and is presented as a unidimensional instrument possessing strong discriminant ...
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