Si-yu-ki. Buddhist records of the Western World.

v. 1. Travels of Fa-hian or Fo-Kwŏ-ki. The mission of Sung-Yun and Hwei-Săng [by Hsüan-chih Yang] Ta-T'ang si-yu-ki. Books 1-5.--v. 2. Ta-T'ang-si-yu-ki. Books 6-12.

The World almanac and book of facts.

Published: Mahwah, N.J. : PRIMEDIA Reference, <1999->; World Almanac Books, 2001-

Prefaces and prologues to famous books : with introductions and notes.

(Contents, cont.) Preface of Fables, ancient and modern / by J. Dryden -- Preface to Joseph Andrews, by H. Fielding -- Preface to the English dictionary; Preface to Shakespeare / by S. Johnson -- Introduction to the Propylaen / by J.W. von Goethe-- Prefaces to various volumes of poems; Appendix to Lyrical ballads; Essays supplementary to preface / by William Wordsworth -- Preface to Cromwell / by Victor Hugo -- Preface to Leaves of grass / by Walt Whitman -- Introduction to the History of English literature / by H.A. Taine.

Sacred scriptures of the world; being selections of the most devotional and ethical portions of the ancient Hebrew and Christian scriptures, to which have been added kindred selections from other ancient scriptures ...

Mode of access: Internet.

The select works of Jonathan Swift ... Containing the whole of his poetical works, the Tale of a tub, Battle of the books, Gulliver's travels, Directions to servants, Polite conversation, Art of punning, Miscellaneous pieces in prose, &c. ... Embellished with engravings ...

"Tale of a tub" (v. 1) and "Travels into several remote nations of the world. By Lemuel Gulliver" (v. 2) each have a special t.-p.

A Library of the world's best literature, ancient and modern /

"University edition limited to one thousand copies, no. 493."

Digital Classics Outside the Echo-Chamber : Teaching, Knowledge Exchange and Public Engagement /

The international perspectives on these issues are especially valuable in an increasingly connected, but still institutionally and administratively diverse world. The research addressed in several chapters in this volume includes issues around technical standards bodies like EpiDoc and the TEI, engaging with ways these standards are implemented, documented, taught, used in the process of transcribing and annotating texts, and used to generate publications and as the basis for advanced textual or corpus research. Other chapters focus on various aspects of philological research and content creation, including collaborative or community driven efforts, and the issues surrounding editorial oversight, curation, maintenance and sustainability of these resources. Research into the ancient languages and linguistics, in particular Greek, and the language teaching that is a staple of our discipline, are also discussed in several chapters, in particular for ways in which advanced research methods can lead into language technologies and vice versa and ways in which the skills around teaching can be used for public engagement, and vice versa. A common thread through much of the volume is the importance of open access publication or open source development and distribution of texts, materials, tools and standards, both because of the public good provided by such models (circulating materials often already paid for out of the public purse), and the ability to reach non-standard audiences, those who cannot access rich university libraries or afford expensive print volumes. Linked Open Data is another technology that results in wide and free distribution of structured information both within and outside academic circles, and several chapters present academic work that includes ontologies and RDF, either as a direct research output or as essential part of the communication and knowledge representation. Several chapters focus not on the literary and philological side of classics, but on the study of cultural heritage, archaeology, and the material supports on which original textual and artistic material are engraved or otherwise inscribed, addressing both the capture and analysis of artefacts in both 2D and 3D, the representation of data through archaeological standards, and the importance of sharing information and expertise between the several domains both within and without academia that study, record and conserve ancient objects. Almost without exception, the authors reflect on the issues of interdisciplinarity and collaboration, the relationship between their research practice and teaching and/or communication with a wider public, and the importance of the role of the academic researcher in contemporary society and in the context of cutting edge technologies. How research is communicated in a world of instant- access blogging and 140-character micromessaging, and how our expectations of the media affect not only how we publish but how we conduct our research, are questions about which all scholars need to be aware and self-critical.

Our heritage : (a romance of the Sierras) in five books /

Mode of access: Internet.

Library of the world's best literature, ancient and modern;

v. 1-27. A-Z.--v.28. Songs,hymns and lyrics.--v. 29. Bio-graphical dictionary.--v. 30.Synopis of noted books. Generalindex.--v.31. Guide to systematicreadings. General index.

Larned's History of the world; or, Seventy centuries of the life of mankind. A survey of history from the earliest known records through all stages of civilization, in all important countries, down to the present time, with an introductory account of prehistoric peoples, and with character sket.

Paged continuously. "Books quoted or referred to": vol. v, p.1416-1422. Published 1914. Published in 1905 under title: Seventy centuries of the life of mankind.

Ready reference collection : a basic list developed for the ready reference center of Library 21 of Seattle World's Fair 1962.

Mode of access: Internet.

Lessons learned . . . about curriculum: Five years on and half a world away

The knowledge, skills, and attitudes manifested in health and physical education school curricula are an arbitrary selection of that which is known and valued at a particular place and time. Bernstein's (2000) theories of the social construction of knowledge offer a way to better understand the relationship among the production, selection, and reproduction of curricular knowledge. This article overviews contemporary knowledge in the primary field (production) on which curriculum writers in the recontextualizing field might draw. It highlights tensions in the knowledge generated within the primary field and, using a case of the USXs National Standards for Physical Education (NASPE), demonstrates how particular discourses become privileged when translated into curriculum documents in the recontextualizing field

Get the picture? The effects of iconicity on toddlers' reenactment from picture books

What do toddlers learn from everyday picture-book reading interactions? To date, there has been scant research exploring this question. In this study, the authors adapted a standard imitation procedure to examine 18- to 30-month-olds' ability to learn how to reenact a novel action sequence from a picture book. The results provide evidence that toddlers can imitate specific target actions on novel real-world objects on the basis of a picture-book interaction. Children's imitative performance after the reading interaction varied both as a function of age and the level of iconicity of the pictures in the book. These findings are discussed in terms of children's emerging symbolic capacity and the flexibility of the cognitive representation.

A IMPORTÂNCIA DAS TICS E DA EDUCAÇÃO COMO PROCESSO COMUNICACIONAL DIALÓGICO NO ENSINO SUPERIOR: Um Estudo da Universidade Estadual de Mato Grosso do Sul

Esta tese teve por objetivo saber como o corpo docente da Universidade Estadual de Mato Grosso do Sul (UEMS) percebe, entende e reage ante a incorporação e utilização das Tecnologias de Informação e Comunicação (TICs) nos cursos de graduação dessa Instituição, considerando os novos processos comunicacionais dialógicos que elas podem proporcionar na sociedade atual. Metodologicamente, a tese é composta por pesquisa bibliográfica, buscando fundamentar as áreas da Educação e Comunicação, assim como a Educomunicação; pesquisa documental para contextualização do lócus da pesquisa e de uma pesquisa exploratória a partir da aplicação de um questionário online a 165 docentes da UEMS, que responderam voluntariamente. Verificou-se que os professores utilizam as TICs cotidianamente nas atividades pessoais e, em menor escala, nos ambientes profissionais. Os desafios estão em se formar melhor esse docente e oferecer capacitação continuada para que utilizem de forma mais eficaz as TICs nas salas de aula. Destaca-se ainda que os avanços em tecnologia e os novos ecossistemas comunicacionais construíram novas e outras realidades, tornando a aprendizagem um fator não linear, exigindo-se revisão nos projetos pedagógicos na educação superior para que estes viabilizem diálogos propositivos entre a comunicação e a educação. A infraestrutura institucional para as TICs é outro entrave apontado, tanto na aquisição como na manutenção desses aparatos tecnológicos pela Universidade. Ao final, propõe-se realizar estudos e pesquisas que possam discutir alterações nos regimes contratuais de trabalho dos docentes, uma vez que, para atuar com as TICs de maneira apropriada, exige-se mais tempo e dedicação do docente.

Educating future IS professionals through real-world integration

We report on teaching Information Systems Analysis (ISA) in a way that takes the classroom into the real world to enrich students' understanding of the broader role of being an IS professional. Through exposure to less controllable and more uncomfortable issues (e.g., client deadlines; unclear scope; client expectations; unhelpful colleagues, complexity about what is the problem never mind the solution) we aim to better prepare students to respond to the complex issues surrounding deployment of systems analysis methodologies in the real world. In this paper we provide enough detail on what these classes involve to allow a reader to replicate appealing elements in their own teaching. This paper is a reflection on integrating in the real world when teaching ISA – a reflection from the standpoint of students who face an unstructured and complex world and of lecturers who aim to prepare students to hit the floor running when they encounter that world.