tag:open.umn.edu,2005:/opentextbooks/textbooks?page=95&term=Best+Login+sa+Maynila+%28%F0%9F%8C%8F+peraplay
Open Textbook Library - Search results for "Best Login sa Maynila (🌏 peraplay.xyz 💰) Get 5 percent extra bonus with every deposit 💶 PeraPlay.ORG"
2018-09-07T17:21:54Z
https://open.umn.edu/assets/common/favicon/favicon-1594c2156c95ca22b1a0d803d547e5892bb0e351f682be842d64927ecda092e7.ico
https://open.umn.edu/assets/library/otl_logo-f9161d5c999f5852b38260727d49b4e7d7142fc707ec9596a5256a778f957ffc.png
313
2018-09-07T17:21:54Z
2024-01-22T14:52:22Z
Squeak by Example
<img alt="Read more about Squeak by Example" title="Squeak by Example 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/eyJfcmFpbHMiOnsiZGF0YSI6MjUzLCJwdXIiOiJibG9iX2lkIn19--36209ea513ea54183c42535ead9d8f7335538a0e/9783952334102.png" />Squeak is a modern open-source development environment for the classic Smalltalk-80 programming language. Despite being the first purely object-oriented language and environment, Smalltalk is in many ways still far ahead of its successors in promoting a vision of an environment where everything is an object, and anything can change at run-time. Squeak by Example, intended for both students and developers, will guide you gently through the Squeak language and environment by means of a series of examples and exercises. The book helps you get started with A Quick Tour of Squeak and guides you through A First Application. The Smalltalk language is introduced in three chapters on Syntax in a Nutshell, Understanding Message Syntax and The Smalltalk Object Model. Development with Squeak is covered in The Squeak Programming Environment and SUnit. Several of the key classes are presented in chapters on Basic Classes, Collections, Streams and Morphic. The first edition of the book concludes with chapters on Classes and Metaclasses and Frequently Asked Questions.
311
2018-09-07T17:21:54Z
2024-01-22T14:51:57Z
WAC Partnerships Between Secondary and Postsecondary Institutions
<img alt="Read more about WAC Partnerships Between Secondary and Postsecondary Institutions" title="WAC Partnerships Between Secondary and Postsecondary Institutions cover image" class="cover " width="600" height="900" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjUxLCJwdXIiOiJibG9iX2lkIn19--19fd19704e74fc4837434a7964afdf3a5c7bd31e/9781602358096.png" />Working with educators at all academic levels involved in WAC partnerships, the authors and editors of this collection demonstrate successful models of collaboration between schools and institutions so others can emulate and promote this type of collaboration. The chapters in this collection describe and reflect on collaborative partnerships among middle schools, high schools, colleges, and universities that are designed to prepare students for the kinds of work and civic engagement required to succeed in and contribute to society. The WAC partnerships celebrated in this collection include frameworks to build connectivity between institutions while addressing Common Core State Standards, academic and non-academic collaborations around science education, WAC partnerships in Argentina and Germany, and both long- and short-term collaborations.
310
2018-09-07T17:21:54Z
2024-01-22T14:51:57Z
WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices
<img alt="Read more about WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices" title="WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices cover image" class="cover " width="300" height="450" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjUwLCJwdXIiOiJibG9iX2lkIn19--25e1db1cd670dbe324705f09b901e5ec3e3b10b4/9781602355057.png" />In WAC and Second-Language Writers, the editors and contributors pursue the ambitious goal of including within WAC theory, research, and practice the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.
309
2018-09-07T17:21:54Z
2024-01-22T14:51:57Z
Placing the History of College Writing: Stories from the Incomplete Archive
<img alt="Read more about Placing the History of College Writing: Stories from the Incomplete Archive" title="Placing the History of College Writing: Stories from the Incomplete Archive cover image" class="cover " width="450" height="678" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjQ5LCJwdXIiOiJibG9iX2lkIn19--98d75d4f841cb947c336c3959a88ed9de7db0177/9781602358010.png" />In Placing the History of College Writing, Nathan Shepley argues that pre-1950s composition history, if analyzed with the right conceptual tools, can pluralize and clarify our understanding of the relationship between the writing of college students and the writing's physical, social, and discursive surroundings. Even if the immediate outcome of student writing is to generate academic credit, Shepley shows, the writing does more complex rhetorical work. It gives students chances to uphold or adjust institutional codes for student behavior, allows students and their literacy sponsors to respond to sociopolitical issues in a city or state, enables faculty and administrators to create strategic representations of institutional or program identities, and connects people across disciplines, occupations, and geographic locations. Shepley argues that even if many of today's composition scholars and instructors work at institutions that lack extensive historical records of the kind usually preferred by composition historians, those scholars and teachers can mine their institutional collections for signs of the various contexts with which student writing dealt.
308
2018-09-07T17:21:54Z
2024-01-22T14:51:57Z
A Theory of Literate Action: Literate Action Volume 2
<img alt="Read more about A Theory of Literate Action: Literate Action Volume 2" title="A Theory of Literate Action: Literate Action Volume 2 cover image" class="cover " width="400" height="600" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjQ4LCJwdXIiOiJibG9iX2lkIn19--9a3ebd45344f6107c280235066b4ef7d63bae8a2/9781602354791.png" />The second in a two-volume set, A Theory of Literate Action draws on work from the social sciences—and in particular sociocultural psychology, phenomenological sociology, and the pragmatic tradition of social science—to "reconceive rhetoric fundamentally around the problems of written communication rather than around rhetoric's founding concerns of high stakes, agonistic, oral public persuasion" (p. 3). An expression of more than a quarter-century of reflection and scholarly inquiry, this volume represents a significant contribution to contemporary rhetorical theory.
307
2018-09-07T17:21:54Z
2024-01-22T14:51:57Z
A Rhetoric of Literate Action: Literate Action Volume 1
<img alt="Read more about A Rhetoric of Literate Action: Literate Action Volume 1" title="A Rhetoric of Literate Action: Literate Action Volume 1 cover image" class="cover " width="862" height="1295" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjQ3LCJwdXIiOiJibG9iX2lkIn19--0dd02fe8b93b3477c9c25c5536da99690239c7b3/9781602354753.png" />The first in a two-volume set, A Rhetoric of Literate Action is written for "the experienced writer with a substantial repertoire of skills, [who] now would find it useful to think in more fundamental strategic terms about what they want their texts to accomplish, what form the texts might take, how to develop specific contents, and how to arrange the work of writing." The reader is offered a framework for identifying and understanding the situations writing comes out of and is directed toward; a consideration of how a text works to transform a situation and achieve the writer's motives; and advice on how to bring the text to completion and "how to manage the work and one's own emotions and energies so as to accomplish the work most effectively."
306
2018-09-07T17:21:54Z
2024-01-22T14:51:57Z
International Advances in Writing Research: Cultures, Places, Measures
<img alt="Read more about International Advances in Writing Research: Cultures, Places, Measures" title="International Advances in Writing Research: Cultures, Places, Measures cover image" class="cover " width="762" height="1153" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjQ2LCJwdXIiOiJibG9iX2lkIn19--100e231001a5dfb3953def49908822f1421ed81d/9781602353541.png" />The thirty chapters in this edited collection were selected from the more than 500 presentations at the Writing Research Across Borders II Conference in 2011. With representatives from more than forty countries, this conference gave rise to the International Society for the Advancement of Writing Research. The chapters selected for this collection represent cutting edge research on writing from all regions, organized around three themes—cultures, places, and measures. The authors report research that considers writing in all levels of schooling, in science, in the public sphere, and in the workplace, as well as at the relationship among these various places of writing. The authors also consider the cultures of writing—among them national cultures, gender cultures, schooling cultures, scientific cultures, and cultures of the workplace. Finally, the chapters examine various ways of measuring writing and how these measures interact with practices of teaching and learning.Edited by Charles Bazerman, Chris Dean, Jessica Early, Karen Lunsford, Suzie Null, Paul Rogers, and Amanda Stansell.
305
2018-09-07T17:21:53Z
2024-01-22T14:51:57Z
Genre in a Changing World
<img alt="Read more about Genre in a Changing World" title="Genre in a Changing World cover image" class="cover " width="849" height="1304" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjQ1LCJwdXIiOiJibG9iX2lkIn19--bccd8839d78ec0e1b33e09b74ced79e4397f87b9/9781602351271.png" />Genre studies and genre approaches to literacy instruction continue to develop in many regions and from a widening variety of approaches. Genre has provided a key to understanding the varying literacy cultures of regions, disciplines, professions and educational settings. Genre in a Changing World,edited by Charles Bazerman, Adair Bonini, and Débora Figueiredo,provides a wide-ranging sampler of the remarkable variety of current work. The twenty-four chapters in this volume, reflecting the work of scholars in Europe, Australasia, North and South America, were selected from more than 400 presentations at SIGET IV (the Fourth International Symposium on Genre Studies), held on the campus of UNISUL in Tubarão, Santa Catarina, Brazil in August 2007—the largest gathering on genre to that date. The chapters also represent a wide variety of approaches including rhetoric, Systemic Functional Linguistics, media and critical cultural studies, sociology, phenomenology, enunciation theory, the Geneva school of educational sequences, cognitive psychology, relevance theory, sociocultural psychology, activity theory, Gestalt psychology, and schema theory. Sections are devoted to theoretical issues, studies of genres in the professions, studies of genre and media, teaching and learning genre, and writing across the curriculum. The broad selection of material in this volume displays the full range of contemporary genre studies and sets the ground for a next generation of work.
304
2018-09-07T17:21:53Z
2024-01-22T14:51:57Z
Foundational Practices of Online Writing Instruction
<img alt="Read more about Foundational Practices of Online Writing Instruction" title="Foundational Practices of Online Writing Instruction cover image" class="cover " width="861" height="1310" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjQ0LCJwdXIiOiJibG9iX2lkIn19--348bc376714f1fed8b73d7e10a6d010be9d9f84d/9781602356672.png" />Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings. The five parts of this book attempt to cover the most important issues relevant to principle-centered OWI: (1) An OWI Primer, (2) OWI Pedagogy and Administrative Decisions, (3) Practicing Inclusivity in OWI, (4) Faculty and Student Preparation for OWI, and (5) New Directions in OWI. Working from the belief that most writing courses eventually will be mediated online to various degrees, the editors offer principles and practices that will allow this collection to inform future composition theory and praxis. To this end, the editors hope that the guidance provided in this collection will encourage readers to join a conversation about designing OWI practices, contributing to the scholarship about OWI, and reshaping OWI theory.
303
2018-09-07T17:21:53Z
2024-01-22T14:51:57Z
ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios
<img alt="Read more about ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios" title="ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios cover image" class="cover " width="865" height="1299" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjQzLCJwdXIiOiJibG9iX2lkIn19--2b2ea006b3008756df4867807f4d1624ddf5fb8c/9781602354432.png" />ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios addresses theories and practices advanced by some of the most innovative and active proponents of ePortfolios. Editors Katherine V. Wills and Rich Rice interweave twelve essays that address the ways in which ePortfolios can facilitate sustainable and measureable writing-related student development, assessment and accountability, learning and knowledge transfer, and principles related to universal design for learning, just-in-time support, interaction design, and usability testing.
https://open.umn.edu/opentextbooks/textbooks?page=94&term=Best+Login+sa+Maynila+%28%F0%9F%8C%8F+peraplay.xyz+%F0%9F%92%B0%29+Get+5+percent+extra+bonus+with+every+deposit+%F0%9F%92%B6+PeraPlay.ORG
https://open.umn.edu/opentextbooks/textbooks?page=96&term=Best+Login+sa+Maynila+%28%F0%9F%8C%8F+peraplay.xyz+%F0%9F%92%B0%29+Get+5+percent+extra+bonus+with+every+deposit+%F0%9F%92%B6+PeraPlay.ORG