01118nam--2200373---450-9900003564502033160035645USA010035645(ALEPH)000035645USA01003564520010312d1979----km-y0itay0103----baingING||||||||001yyGraph algorithmsShimon EvenRockvilleComputer Science Pressc1979IX, 249 p.ill.23 cmComputer software engineering series2001Computer Software engeneering series001-------2001Teoria dei grafiAlgoritmiEVEN,Shimon543393ITsalbcISBD990000356450203316001.6 CSE 32089500100105132BKSCIPATTY9020010312USA011403PATTY9020010312USA011407PATTY9020010320USA01134420020403USA011643PATRY9020040406USA011625Graph algorithms876415UNISA04204nam 22008055 450 991079109770332120200919093517.01-349-45770-11-137-31581-410.1057/9781137315816(CKB)2550000001190110(EBL)1183183(OCoLC)842155750(SSID)ssj0000887211(PQKBManifestationID)11547238(PQKBTitleCode)TC0000887211(PQKBWorkID)10839789(PQKB)10646257(DE-He213)978-1-137-31581-6(MiAaPQ)EBC1183183(EXLCZ)99255000000119011020151120d2013 u| 0engur|n|---|||||txtccrCurriculum as Meditative Inquiry[electronic resource] /by A. Kumar1st ed. 2013.New York :Palgrave Macmillan US :Imprint: Palgrave Macmillan,2013.1 online resource (225 p.)Curriculum Studies WorldwideDescription based upon print version of record.1-137-32054-0 1-299-54794-X Includes bibliographical references and index.""Cover""; ""Half-Title""; ""Title""; ""Copyright""; ""Dedication""; ""Contents""; ""A Note to the Readers ""; ""Foreword ""; ""Acknowledgments ""; ""Series Editorâ€?s Introduction ""; ""Introduction ""; ""1. Krishnamurti, Macdonald, and Myself ""; ""2. On the Nature of Consciousness ""; ""3. On the Nature of Education """"4. On the Nature of Meditative Inquiry """"5. On the Nature of Curriculum as Meditative Inquiry ""; ""Conclusion ""; ""Afterword ""; ""Notes ""; ""References ""; ""Index ""2013 Outstanding Academic Title by Choice Review Kumar asks in this volume: Since characteristic features of human consciousness - fear, conditioning, and fragmentation - work against the educational experience, how can we re-imagine curriculum as a space for meditative inquiry and allow it to provide transformative educational experiences to teachers and their students?Curriculum Studies WorldwideEducational psychologyEducation—PsychologyEducation—PhilosophyCurriculums (Courses of study)Education—CurriculaPhilosophy and social sciencesAssessmentEducational Psychologyhttps://scigraph.springernature.com/ontologies/product-market-codes/O39000Educational Philosophyhttps://scigraph.springernature.com/ontologies/product-market-codes/O38000Curriculum Studieshttps://scigraph.springernature.com/ontologies/product-market-codes/O15000Philosophy of Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/E25000Assessment, Testing and Evaluationhttps://scigraph.springernature.com/ontologies/product-market-codes/O33000Educational psychology.Education—Psychology.Education—Philosophy.Curriculums (Courses of study).Education—Curricula.Philosophy and social sciences.Assessment.Educational Psychology.Educational Philosophy.Curriculum Studies.Philosophy of Education.Assessment, Testing and Evaluation.375.001Kumar Aauthttp://id.loc.gov/vocabulary/relators/aut340607BOOK9910791097703321Curriculum as Meditative Inquiry3778651UNINA04016nam 22007211 450 991097304650332120240401224154.097890272712289027271224(CKB)2550000001157263(SSID)ssj0001040411(PQKBManifestationID)11537582(PQKBTitleCode)TC0001040411(PQKBWorkID)11008533(PQKB)10798098(MiAaPQ)EBC1520838(Au-PeEL)EBL1520838(CaPaEBR)ebr10799907(CaONFJC)MIL540306(OCoLC)867630893(PPN)181071045(DE-B1597)721552(DE-B1597)9789027271228(EXLCZ)99255000000115726320130812h20132013 uy 0engurcnu||||||||txtccrDiscourse markers and modal particles categorization and description /Edited by Liesbeth Degand, Université catholique de Louvain ; Bert Cornillie, University of Leuven ; Paola Pietrandrea, Université de Tours & LLL CNRS1st ed.Amsterdam ;Philadelphia :John Benjamins Publishing Company,[2013]©20131 online resource (245 pages)Pragmatics & beyond new series,0922-842X ;v. 234Bibliographic Level Mode of Issuance: Monograph9789027256393 902725639X 9781306090551 1306090555 Includes bibliographical references and index.Modal particles and discourse markers : two sides of the same coin? : introduction /Liesbeth Degand, Bert Cornillie and Paola Pietrandrea --"Same same but different" : modal particles, discourse markers and the art (and purpose) of categorization /Gabriele Diewald --A radical construction grammar perspective on the modal particle-discourse particle distinction /Kerstin Fischer and Maria Alm --Analyzing modal adverbs as modal particles and discourse markers /Karin Aijmer --Modal particles, discourse markers, and adverbs with it-suffix in Estonian /Annika Valdmets --Modal particles : problems in defining a category /Steven Schoonjans --From TAM to discourse : the role of information status in North-Western Italian gièa already' /Mario Squartini --The fuzzy boundaries between discourse marking and modal marking /Maria Josep Cuenca --From discourse markers to modal/final particles : what the position reveals about the continuum /Katsunobu Izutsu and Mitsuko Narita Izutsu --Index.The present article investigates a cross-linguistic correlation between the meaning/function and the position of modal/final particles. It argues that some of the modal particles and their analogs in German, French, and Japanese derive from discourse markers that have come to express some (inter)subjective meanings in a limited sentential position, and it elucidates that the position that directly follows the tensed verb group can serve to motivate the development of modal particles with (inter)subjective meanings. Referring also to English data, it further demonstrates that the utterance-final position is another site of marking intersubjective meanings.Pragmatics & beyond new series ;234.Discourse markersGrammar, Comparative and generalParticlesPragmaticsDiscourse markers.Grammar, Comparative and generalParticles.Pragmatics.401/.41ET 330SEPArvkDegand Liesbeth1800226Cornillie Bert1975-772382Pietrandrea Paola770001MiAaPQMiAaPQMiAaPQBOOK9910973046503321Discourse markers and modal particles4344875UNINA