LEADER 05478nam 2200685Ia 450 001 9910458131803321 005 20200520144314.0 010 $a1-281-04657-4 010 $a9786611046576 010 $a0-08-055220-X 035 $a(CKB)1000000000363995 035 $a(EBL)313890 035 $a(OCoLC)437189580 035 $a(SSID)ssj0000116221 035 $a(PQKBManifestationID)11145115 035 $a(PQKBTitleCode)TC0000116221 035 $a(PQKBWorkID)10027139 035 $a(PQKB)10637045 035 $a(MiAaPQ)EBC313890 035 $a(Au-PeEL)EBL313890 035 $a(CaPaEBR)ebr10191498 035 $a(CaONFJC)MIL104657 035 $a(EXLCZ)991000000000363995 100 $a20070411d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBusiness metadata$b[electronic resource] $ecapturing enterprise knowledge /$fW.H. Inmon, Bonnie O'Neil, Lowell Fryman 210 $aAmsterdam ;$aBoston $cElsevier/Morgan Kaufmann$dc2008 215 $a1 online resource (314 p.) 300 $aDescription based upon print version of record. 311 $a0-12-373726-5 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Business Metadata; Copyright Page; Dedication Page; Brief Table of Contents; Complete Table of Contents; Preface; Chapter 1: Introducing Business Metadata; 1.1 Introduction; 1.2 A Brief History of Metadata; 1.2.1 In the Beginning; 1.2.2 Disk Storage; 1.2.3 Access to Data; 1.2.4 The Personal Computer; 1.2.5 Data Warehousing; 1.2.6 Metadata in Systems Evolution; 1.3 Types of Metadata; 1.3.1 Business Metadata versus Technical Metadata; 1.3.2 Business Metadata; 1.4 Where Can You Find Business Metadata?; 1.4.1 Business Metadata on a Screen; 1.4.2 Reports and Business Metadata 327 $a1.4.3 Corporate Forms and Business Metadata1.5 Structured and Unstructured Metadata; 1.5.1 A Grid for Metadata; 1.6 Where Business Metadata Is Stored; 1.7 When Does Business Data Become Business Metadata?; 1.8 Business Metadata over Time; 1.9 Reference Files: Master Data Management (MDM) and Business Metadata; 1.10 Summary; Chapter 2: The Value of Business Metadata Management; 2.1 Introduction; 2.2 Background; 2.3 Definition of Metadata Revisited; 2.3.1 Library Card Catalog; 2.4 Business Metadata's Importance in a Report; 2.5 Metadata Chaos; 2.5.1 So Why Is Metadata Management Important? 327 $a2.5.2 Reusing Data2.5.3 Accuracy of Information; 2.6 Summary; 2.7 References; Chapter 3: Who Is Responsible for Business Metadata: Business Metadata Stewardship; 3.1 Introduction; 3.2 Who Is Responsible for Business Metadata?; 3.3 Business Metadata Stewardship Concepts; 3.3.1 Ownership Definition; 3.3.2 Stewardship Definition; 3.4 Organizational Options for Business Metadata Stewardship; 3.4.1 The Data Governance Council; 3.4.2 Approaches to Business Metadata Stewardship; 3.5 Metadata Life Cycle and Governance; 3.6 Business Metadata Data Quality Considerations; 3.7 Funding Business Metadata 327 $a3.7.1 The Centralized Implementation3.7.2 The Localized Implementation; 3.7.3 Advantages and Disadvantages of Funding Models; 3.8 Summary; 3.9 References; Chapter 4: Business Metadata, Communication, and Search; 4.1 Introduction; 4.2 The Basic Problem in Information Management; 4.2.1 Lack of Communication Clarity; 4.2.2 The Importance of Definitions; 4.3 The Definition; 4.3.1 Components of a Definition; 4.3.2 Definition Usage Notes; 4.3.3 Miscellaneous Guidelines; 4.4 Communications and Search; 4.4.1 The High Cost of Not Finding Information; 4.4.2 Quantifying Search Problems 327 $a4.5 Business Metadata and Search4.5.2 Classification; 4.6 Summary; 4.7 References; Chapter 5: Initiating a Business Metadata Project; 5.1 Introduction; 5.2 Why Consolidate or Integrate Metadata?; 5.3 Metadata Project Planning and Scoping Considerations; 5.3.1 Business Metadata Versus Technical Metadata; 5.3.2 Different Iterations of Development; 5.3.3 Technology Tool: Local Metadata; 5.4 Defining the Scope of the Metadata Repository; 5.4.1 The Sources of Business and Technical Metadata; 5.5 Summary; Chapter 6: Business Metadata Capture; 6.1 Introduction 327 $a6.2 Why Bother to Capture Business Metadata? 330 $aPeople have a hard time communicating, and also have a hard time finding business knowledge in the environment. With the sophistication of search technologies like Google, business people expect to be able to get their questions answered about the business just like you can do an internet search. The truth is, knowledge management is primitive today, and it is due to the fact that we have poor business metadata management. This book is about all the groundwork necessary for IT to really support the business properly. By providing not just data, but the context behind the data. For th 606 $aDatabase management 606 $aMetadata 606 $aManagement information systems 608 $aElectronic books. 615 0$aDatabase management. 615 0$aMetadata. 615 0$aManagement information systems. 676 $a005.74 700 $aInmon$b William H$0619050 701 $aO'Neil$b Bonnie K$0969641 701 $aFryman$b Lowell$0962240 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910458131803321 996 $aBusiness metadata$92203539 997 $aUNINA LEADER 04156nam 2200613 450 001 9910797437303321 005 20230721042532.0 010 $a1-4522-9705-3 035 $a(CKB)3710000000456943 035 $a(EBL)1649998 035 $a(OCoLC)922907757 035 $a(SSID)ssj0001530391 035 $a(PQKBManifestationID)12540205 035 $a(PQKBTitleCode)TC0001530391 035 $a(PQKBWorkID)11530053 035 $a(PQKB)10571145 035 $a(MiAaPQ)EBC1994081 035 $a(EXLCZ)993710000000456943 100 $a20150820h20082008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aConstructivist strategies for teaching English language learners /$fSharon Adelman Reyes, Trina Lynn Vallone 210 1$aThousand Oaks, California :$cCorwin Press,$d2008. 210 4$dİ2008 215 $a1 online resource (208 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-3686-1 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Contents""; ""Foreword""; ""Preface""; ""About the Authors""; ""About the Contributor""; ""Chapter 1 - Perspectives in Second Language Acquisition and Learning""; ""Language Acquisition""; ""Language and Cognitive Development""; ""Language and Academic Content""; ""Language and Culture""; ""Chapter 2 - Program Models for Second Language Learners""; ""Additive Versus Subtractive Program Models""; ""Mainstream with Modifications""; ""English as a Second Language (ESL)""; ""Transitional Program of Bilingual Instruction (TPI)""; ""Maintenance""; ""Submersion"" 327 $a""Submersion Versus Immersion""""Immersion""; ""Structured English Immersion (SEI)""; ""Integrated""; ""Enrichment""; ""Newcomer Programs""; ""Bilingual Whole Language and Beyond""; ""Chapter 3 - Perspectives in Constructivism""; ""Overview of Constructivist Perspectives""; ""Cognitive Constructivist Perspective""; ""Social Constructivist Perspective""; ""Guiding Principles for Constructivist Classrooms""; ""Concluding Thoughts""; ""Chapter 4 - Constructivist Practice for English Language Learners""; ""Families and Communities""; ""Instructional Practice in Language Arts"" 327 $a""Instructional Practice in the Content Areas""""Assessment""; ""Summary of Suggested Practice for Constructivist Second Language Classrooms""; ""Chapter 5 - Perspectives in Critical Pedagogy""; ""Critical Pedagogy: A Different Perspective""; ""Critical Pedagogy: Guiding Principles""; ""Identity Formation in Critical Classrooms""; ""Chapter 6 - Constructivist Classroom Connections: The Great Second-Grade Bug Invasion""; ""Guidelines for Practice""; ""Chapter 7 - Constructivist Classroom Connections: Intermediate Newcomers Meet the Universal Chicken""; ""Guidelines for Practice"" 327 $a""Chapter 8 - Critical Classroom Connections: Eighth Graders Face a Fence on the Border""""Concluding Thoughts""; ""Chapter 9 - Toward Critical Constructivist Practice with Second Language Learners""; ""Appendix""; ""Glossary""; ""References""; ""Index"" 330 $aThis book provides guidelines for using constructivist teaching methods with English language learners and includes classroom examples, grade-level connections, and strategies that promote educational equity. 606 $aEnglish language$xStudy and teaching$zUnited States$xForeign speakers 606 $aSecond language acquisition$zUnited States 606 $aLimited English-proficient students$zUnited States 606 $aConstructivism (Education) 615 0$aEnglish language$xStudy and teaching$xForeign speakers. 615 0$aSecond language acquisition 615 0$aLimited English-proficient students 615 0$aConstructivism (Education) 676 $a428.0071 700 $aReyes$b Sharon Adelman$01480236 702 $aVallone$b Trina Lynn 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797437303321 996 $aConstructivist strategies for teaching English language learners$93696790 997 $aUNINA