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The original image of Barbra Streisand's cliff-top residence in Malibu, California, which she attempted to suppress in 2003. The Streisand effect is an unintended consequence of attempts to hide, remove, or censor information, where the effort instead increases public awareness of the information.
Yamagishi, Kikuchi & Kosugi (1999) characterize a gullible person as one who is both credulous and naïve. [6] Greenspan (2009) stresses the distinction that gullibility involves an action in addition to a belief, and there is a cause-effect relationship between the two states: "gullible outcomes typically come about through the exploitation of ...
There are four commonly discussed types of fluency: reading fluency, oral fluency, oral-reading fluency, and written or compositional fluency. These types of fluency are interrelated, but do not necessarily develop in tandem or linearly. One may develop fluency in certain type(s) and be less fluent or nonfluent in others. [7]
The relationship between opposites is known as opposition. A member of a pair of opposites can generally be determined by the question What is the opposite of X ? The term antonym (and the related antonymy) is commonly taken to be synonymous with opposite, but antonym also has other more restricted meanings. Graded (or gradable) antonyms are ...
Tacit knowledge can be defined as skills, ideas and experiences that are possessed by people but are not codified and may not necessarily be easily expressed. [5] With tacit knowledge, people are not often aware of the knowledge they possess or how it can be valuable to others.
The ability to read and understand medication instructions is a form of health literacy. Health literacy encompasses a wide range of skills, and competencies that people develop over their lifetimes to seek out, comprehend, evaluate, and use health information and concepts to make informed choices, reduce health risks, and increase quality of life.
Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. Standard Five: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
Beyond eliciting known information (on the asker's part) and recognizing the content of questions (on the askee's part), answering display questions also involves active consideration and interpretation of the way the questions are organised as each display question is designed with a specific answer in mind. [21]