LEADER 02970nam 2200589Ia 450 001 9910462267403321 005 20200520144314.0 010 $a3-11-086252-2 024 7 $a10.1515/9783110862522 035 $a(CKB)2670000000251343 035 $a(SSID)ssj0000559603 035 $a(PQKBManifestationID)12197581 035 $a(PQKBTitleCode)TC0000559603 035 $a(PQKBWorkID)10568091 035 $a(PQKB)10476685 035 $a(MiAaPQ)EBC3042234 035 $a(DE-B1597)54171 035 $a(OCoLC)979587298 035 $a(DE-B1597)9783110862522 035 $a(Au-PeEL)EBL3042234 035 $a(CaPaEBR)ebr10598305 035 $a(OCoLC)922945311 035 $a(EXLCZ)992670000000251343 100 $a19880603d1988 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe beginnings of Nietzsche's theory of language$b[electronic resource] /$fby Claudia Crawford 205 $aReprint 2011 210 $aBerlin ;$aNew York $cWalter de Gruyter$d1988 215 $axxiv, 311 p 225 0 $aMonographien und Texte zur Nietzsche-Forschung ;$v19 225 0$aMonographien und Texte zur Nietzsche-Forschung ;$vBd. 19 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a3-11-011336-8 320 $aIncludes bibliographical references and indexes. 327 $tI-VI -- $tAcknowledgements -- $tPreface -- $tTable of Contents -- $tKey to Abbreviations -- $tIntroduction -- $tChapter One. Eduard von Hartmann and the Unconscious -- $tChapter Two. Schopenhauer -- $tChapter Three. Kant -- $tChapter Four. Nietzsche: ?The deepest philosophical knowledge lies already prepared in language.? -- $tChapter Five. Schopenhauer and Hartmann: Will, Character, Instinct -- $tChapter Six. Lange?s History of Materialism -- $tChapter Seven. ?On Schopenhauer? -- $tChapter Eight. ?On Teleology? or ?Concerning the Concept of the Organic Since Kant? -- $tChapter Nine. Nietzsche and Hartmann: Unconscious Nature of Language -- $tChapter Ten. Hartmann?s Worldview of the Unconscious -- $tChapter Eleven. Nietzsche?s Worldview in Anschauung -- $tChapter Twelve. Nietzsche and Schopenhauer -- $tChapter Thirteen. Reconciliation of Materialism and Idealism -- $tChapter Fourteen. Nietzsche?s Notes for his Course on ?Rhetoric? and ?On Truth and Lies in a Nonmoral Sense? -- $tAppendix A -- $tAppendix ? -- $tIndex of Subjects -- $tIndex of Names -- $t313-316 606 $aLanguage and languages$xPhilosophy$xHistory$y19th century 608 $aElectronic books. 615 0$aLanguage and languages$xPhilosophy$xHistory 676 $a401 686 $aCG 5917$2rvk 700 $aCrawford$b Claudia$f1945-$0532358 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462267403321 996 $aBeginnings of Nietzsche's theory of language$9900859 997 $aUNINA LEADER 03151nam 2200685 a 450 001 9910451396403321 005 20200520144314.0 010 $a0-8389-9354-0 010 $a0-8389-9821-6 035 $a(CKB)1000000000345654 035 $a(EBL)289075 035 $a(OCoLC)171272425 035 $a(SSID)ssj0000124766 035 $a(PQKBManifestationID)11141395 035 $a(PQKBTitleCode)TC0000124766 035 $a(PQKBWorkID)10024098 035 $a(PQKB)11251587 035 $a(MiAaPQ)EBC3001638 035 $a(MiAaPQ)EBC289075 035 $a(Au-PeEL)EBL3001638 035 $a(CaPaEBR)ebr10194684 035 $a(OCoLC)923563943 035 $a(Au-PeEL)EBL289075 035 $a(OCoLC)64394305 035 $a(EXLCZ)991000000000345654 100 $a20041112d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCollection management for youth$b[electronic resource] $eresponding to the needs of learners /$fSandra Hughes-Hassell, Jacqueline C. Mancall 210 $aChicago $cAmerican Library Association$d2005 215 $a1 online resource (119 p.) 300 $aDescription based upon print version of record. 311 $a0-8389-0894-2 320 $aIncludes bibliographical references and index. 327 $aChanging expectations and models for practice -- Collector behaviors -- Policy as the foundation for the collection -- Selecting resources for learning -- Budgeting for maximum impact on learning -- Collaboration from a planning perspective -- Tools for learner-centered collection management. 330 $aIt's no longer about just about having the ''best'' collection. As education shifts to a learner-centered environment, collection development must address the dynamic interplay between all stakeholders in the wider school community. Based on the latest educational theory and research, Hughes-Hassell and Mancall recommend a plan to operate school media centers in the midst of radical flux, while meeting students' information needs in a holistic context. Connecting to the guidelines of Information Power, the premier learner-focused model for library media centers, Collection Management for Youth 606 $aSchool libraries$xCollection development 606 $aInstructional materials centers$xCollection development 606 $aSchool librarian participation in curriculum planning 606 $aEducational change 606 $aConstructivism (Education) 608 $aElectronic books. 615 0$aSchool libraries$xCollection development. 615 0$aInstructional materials centers$xCollection development. 615 0$aSchool librarian participation in curriculum planning. 615 0$aEducational change. 615 0$aConstructivism (Education) 676 $a025.2/1878 700 $aHughes-Hassell$b Sandra$0994243 701 $aMancall$b Jacqueline C.$f1932-$01026319 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910451396403321 996 $aCollection management for youth$92441173 997 $aUNINA