tag:open.umn.edu,2005:/opentextbooks/textbooks?page=17&term=Bayanihan+ELF+Betting+en+Filipinas+%28%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD+peraplayOpen Textbook Library - Search results for "Bayanihan ELF Betting en Filipinas (�������� peraplay.pp.ua ����) Bawat deposito ay nakakakuha ng 5po dagdag na bonus ���� Peraplay Gaming"2018-09-07T17:21:57Zhttps://open.umn.edu/assets/common/favicon/favicon-1594c2156c95ca22b1a0d803d547e5892bb0e351f682be842d64927ecda092e7.icohttps://open.umn.edu/assets/library/otl_logo-f9161d5c999f5852b38260727d49b4e7d7142fc707ec9596a5256a778f957ffc.png3552018-09-07T17:21:57Z2024-01-22T18:50:54ZTeaching Crowds: Learning and Social Media<img alt="Read more about Teaching Crowds: Learning and Social Media" title="Teaching Crowds: Learning and Social Media cover image" class="cover " width="869" height="1310" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Mjk0LCJwdXIiOiJibG9iX2lkIn19--10c5cbf1bbb6045c8c5a674c7f51af94237755f1/9781927356814.png" />Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional "classroom" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning. In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another's expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.3332018-09-07T17:21:55Z2024-01-22T14:52:09ZChoosing & Using Sources: A Guide to Academic Research<img alt="Read more about Choosing & Using Sources: A Guide to Academic Research" title="Choosing & Using Sources: A Guide to Academic Research cover image" class="cover " width="625" height="818" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjczLCJwdXIiOiJibG9iX2lkIn19--eda7dbcc4138fde619458ad92b8e56cf04d9e09f/0000ChooseUse.png" />Choosing & Using Sources presents a process for academic research and writing, from formulating your research question to selecting good information and using it effectively in your research assignments. Additional chapters cover understanding types of sources, searching for information, and avoiding plagiarism. Each chapter includes self-quizzes and activities to reinforce core concepts and help you apply them. There are also appendices for quick reference on search tools, copyright basics, and fair use. What experts are saying about Choosing & Using Sources: A Guide to Academic Research: “…a really fantastic contribution that offers a much needed broadened perspective on the process of research, and is packed to the brim with all kinds of resources and advice on how to effectively use them. The chapter on plagiarism is really excellent, and the chapter on searching for sources is utterly brilliant.” – Chris Manion, PhDCoordinator of Writing Across the Curriculum at Ohio State University “… an excellent resource for students, with engaging content, graphics, and examples—very compelling. The coverage of copyright is outstanding.” – J. Craig GibsonCo-chair of ACRL's Task Force on Information Literacy Competency Standards for Higher Education3312018-09-07T17:21:55Z2024-01-22T14:52:13ZTorts: Cases and Contexts Volume 1<img alt="Read more about Torts: Cases and Contexts Volume 1" title="Torts: Cases and Contexts Volume 1 cover image" class="cover " width="766" height="1059" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjcxLCJwdXIiOiJibG9iX2lkIn19--12d8c957342f1b93b62bce37997bcbb010350856/0000TorCasCon.png" />Plain-spoken and convivial, this casebook makes a deliberate effort to explain the law, rather than to provide a mere compilation of readings and questions. Simple concepts are presented simply. Complex concepts are broken down and accompanied by examples and problems. By being clear and straightforward, the casebook aims to quickly get students to the point where they can navigate regions of gray and build nuanced arguments. The book is written from the conviction that when students stop to puzzle over something, it should be because the law itself puzzles, not because the book obfuscates. Students describe the book as easy to read. A key aim is context, with explanations of how pieces of doctrine fit into the bigger picture. There is also a continual effort to plug doctrine into the real world of practice, getting students to think about litigation strategy and tactics. Another key feature is a high-degree of organization. Doctrine is explained upfront, independent of and before the cases. After the cases, there is no notes-and-questions mishmash. Historical notes, check-your-understanding questions, questions to ponder, and problems are all separately labeled as such. The readings are rich with variety. The classic cases are here, of course. But there are also atypical readings that allow students to see tort law from different perspectives, including an opening statement, a closing argument, administrative-enforcement letters, an excerpt from a novel, and an opinion on tribal law from a Navajo court. Many selections are also startlingly modern, with facts involving texting-and-driving, alcoholic energy drinks, Facebook libel, suddenly accelerating Toyotas, and the misery of a six-hour tarmac delay.3262018-09-07T17:21:55Z2024-03-25T13:19:23ZElementary New Testament Greek<img alt="Read more about Elementary New Testament Greek" title="Elementary New Testament Greek cover image" class="cover " width="386" height="500" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjY2LCJwdXIiOiJibG9iX2lkIn19--fc7515b211522df620217df285b3869158db6722/9781621711513.png" />The need for this particular grammar arises from the peculiar shape of the MDiv curriculum at Asbury Theological Seminary. Several years ago the faculty adopted a curriculum that required one semester of Greek and one semester of Hebrew, each as preparatory for a basic exegesis course in each discipline. It became clear after several years of trial and error that a “lexical” or “tools” approach to learning Greek and Hebrew was inadequate, no matter how skilled the instructors or how motivated the students. In today's general vacuum of grammatical training in public education across the United States, students typically enter seminary training with no knowledge of how languages work. Any training we might give them in accessing grammatical information through the use of Bible software programs will, we learned, come to naught in the absence of an understanding of just what such information actually means. We agreed that we actually needed to “teach the language itself,” at least in some rudimentary fashion, if we hoped students would make sense of grammatical and linguistic issues involved biblical interpretation. The first 12 chapters of this grammar are designed to correspond to the first semester's instructional agenda. In these chapters we introduce all the parts of speech, explain and drill the basic elements of grammar, set forth the larger verb system (excluding the perfect system), teach the tenses of the Indicative Mood only (again, excluding the perfect system), and help students build a vocabulary of all NT words occurring 100 times or more. We also lead students into the NT itself with carefully chosen examples, while at the same time guiding them in each lesson to learn the use of the standard NT lexicon [BDAG] and an exegetical grammar [Wallace's Greek Grammar Beyond the Basics]. We are well aware of the limitations of this approach, but genuinely believe that some instruction along these lines is better than none, and that such an approach provide a foundation for students interested in moving beyond the first semester (into chapters 13-24) into a firmer grasp of the language of the NT.3202018-09-07T17:21:55Z2024-01-22T14:52:13ZBankruptcy Law and Practice<img alt="Read more about Bankruptcy Law and Practice" title="Bankruptcy Law and Practice cover image" class="cover " width="1081" height="1408" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjYwLCJwdXIiOiJibG9iX2lkIn19--c18e05324b03a990f96fd55bc6c8757c836204bf/0000BankLawPr.png" />This is the third edition of Bankruptcy Law and Practice, a Casebook Designed to Train Lawyers for the Practice of Bankruptcy Law. It is designed for a one-semester course in debtor/creditor law and bankruptcy. The book deals with both creditor remedies and debtor protections, starting with state law collection remedies, exemptions, and the important special protections for secured creditors under both Article 9 of the Uniform Commercial Code and state real property recording acts. After a thorough review of state law debt collection practice, the book covers the basics of straight bankruptcy law with a focus on Chapter 7 of the Bankruptcy Code, both for individuals and businesses. Although the book has a practice focus, it covers the major Supreme Court cases, and important appellate cases with an emphasis on areas of uncertainty. The book also emphasizes the Bankruptcy Code itself, using problem sets to get students to work through the language of the Bankruptcy Code. At the end of the book are two abbreviated chapters on bankruptcy reorganizations for consumers under Chapter 13 and for businesses under Chapter 11. These chapters are intended to outline the reasons that debtors choose to file for reorganization rather than liquidation, and focuses on the rules for confirming a plan. The primary goal of the book is to prepare students for the practice of bankruptcy law. Students who understand these materials should be well prepared to anticipate and address the kinds of issues that arise in real bankruptcy cases, whether in a small dollar consumer practice or a big dollar corporate reorganization. Students will learn the language of commercial law and bankruptcy, along with the skills to find their way around the Bankruptcy Code.3142018-09-07T17:21:54Z2024-01-22T14:51:57ZPharo by Example 5.0<img alt="Read more about Pharo by Example 5.0" title="Pharo by Example 5.0 cover image" class="cover " width="212" height="320" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjU0LCJwdXIiOiJibG9iX2lkIn19--9554736475f215063999450ff9e209fec291a928/9781365654596.png" />Pharo is an open-source, elegant and pure object-oriented language that supports truly immersive and life programming experience. Pharo offers excellent tools such as hot-debuggers and on the fly code update that change the programming experience. More at http://www.pharo.org.Pharo is a powerful language and IDE that companies use to deliver complex business-effective applications. More at: http://www.pharo.org/success In Pharo everything is an object, and anything can change at run-time under your fingers. Pharo is written in itself you can explore a complete world. You can feel and talk to objects. But Pharo does not stop there, with Pharo you can improve your object-oriented skills by rediscovering the essence of object-oriented programming. Pharo by Example 50, intended for both students and developers, will guide you gently through the Pharo language and environment by means of a series of examples and exercises. This book is available under the Creative Commons Attribution-ShareAlike 3.0 license.3122018-09-07T17:21:54Z2024-01-22T14:51:57ZWorking With Academic Literacies: Case Studies Towards Transformative Practice<img alt="Read more about Working With Academic Literacies: Case Studies Towards Transformative Practice" title="Working With Academic Literacies: Case Studies Towards Transformative Practice cover image" class="cover " width="450" height="679" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjUyLCJwdXIiOiJibG9iX2lkIn19--3763c1790c4e86061fd1750c667b8848359a8643/9781602357617.png" />The editors and contributors to this collection explore what it means to adopt an "academic literacies" approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States. Key questions addressed include: How can a wider range of semiotic resources and technologies fruitfully serve academic meaning and knowledge making? What kinds of writing spaces do we need and how can these be facilitated? How can theory and practice from "Academic Literacies" be used to open up debate about writing pedagogy at institutional and policy levels?3012018-09-07T17:21:53Z2024-01-22T14:51:52ZWriting Programs Worldwide: Profiles of Academic Writing in Many Places<img alt="Read more about Writing Programs Worldwide: Profiles of Academic Writing in Many Places" title="Writing Programs Worldwide: Profiles of Academic Writing in Many Places cover image" class="cover " width="450" height="681" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjQxLCJwdXIiOiJibG9iX2lkIn19--991a2934ca925ac184e22096cb6b3ecce2af5b30/9781602353435.png" />Emerging from the International WAC/WID Mapping Project, this collection of essays is meant to inform decision-making by teachers, program managers, and college/university administrators considering how writing can most appropriately be defined, managed, funded, and taught in the places where they work. Writing Programs Worldwide offers an important global perspective to the growing research literature in the shaping of writing programs. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners. In these profiles, we see teachers and researchers relying on colleagues and on transnational scholarship to build initiatives that are both well suited to their specific environments and can serve as regional and often global models. Their struggles and achievements offer insights to colleagues in similar locales and across borders who seek to establish, enhance, and assess their own work as designers of writing programs. An introduction and three section essays by the editors illuminate themes that inform this collection. Growing networks of initiators and scholars and survey results from the International WAC/WID Mapping Project exemplify the argument of this collection for transnational exchange and collaboration.2992018-09-07T17:21:53Z2024-01-22T14:51:57ZCopy(write): Intellectual Property in the Writing Classroom<img alt="Read more about Copy(write): Intellectual Property in the Writing Classroom" title="Copy(write): Intellectual Property in the Writing Classroom cover image" class="cover " width="864" height="1290" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjM5LCJwdXIiOiJibG9iX2lkIn19--79a4ab03f989d779a5e5122772eebd9c8de1e78e/9781602352643.png" />The editors of Copy(write): Intellectual Property in the Writing Classroom bring together stories, theories, and research that can further inform the ways in which we situate and address intellectual property issues in our writing classrooms. The essays in the collection identify and describe a wide range of pedagogical strategies, consider theories, present research, explore approaches, and offer both cautionary tales and local and contextual successes that can further inform the ways in which we situate and address intellectual property issues in our teaching.2982018-09-07T17:21:53Z2024-01-22T14:51:57ZCritical Expressivism: Theory and Practice in the Composition Classroom<img alt="Read more about Critical Expressivism: Theory and Practice in the Composition Classroom" title="Critical Expressivism: Theory and Practice in the Composition Classroom cover image" class="cover " width="858" height="1306" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjM4LCJwdXIiOiJibG9iX2lkIn19--53fe667647c2329ceba35d111d645071c0bada30/9781602356511.png" />Critical Expressivism is an ambitious attempt to re-appropriate intellectual territory that has more often been charted by its detractors than by its proponents. Indeed, as Peter Elbow observes in his contribution to this volume, "As far as I can tell, the term 'expressivist' was coined and used only by people who wanted a word for people they disapproved of and wanted to discredit." The editors and contributors to this collection invite readers to join them in a new conversation, one informed by "a belief that the term expressivism continues to have a vitally important function in our field."
https://open.umn.edu/opentextbooks/textbooks?page=16&term=Bayanihan+ELF+Betting+en+Filipinas+%28%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD+peraplay.pp.ua+%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%29+Bawat+deposito+ay+nakakakuha+ng+5po+dagdag+na+bonus+%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD+Peraplay+Gaming
https://open.umn.edu/opentextbooks/textbooks?page=18&term=Bayanihan+ELF+Betting+en+Filipinas+%28%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD+peraplay.pp.ua+%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD%29+Bawat+deposito+ay+nakakakuha+ng+5po+dagdag+na+bonus+%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD+Peraplay+Gaming