LEADER 03042nam 2200685 a 450 001 9910465265303321 005 20200520144314.0 010 $a3-11-023877-2 024 7 $a10.1515/9783110238778 035 $a(CKB)2560000000079405 035 $a(EBL)835451 035 $a(OCoLC)772845197 035 $a(SSID)ssj0000590744 035 $a(PQKBManifestationID)12255206 035 $a(PQKBTitleCode)TC0000590744 035 $a(PQKBWorkID)10682983 035 $a(PQKB)11565863 035 $a(MiAaPQ)EBC835451 035 $a(WaSeSS)Ind00018171 035 $a(DE-B1597)123334 035 $a(OCoLC)840441831 035 $a(DE-B1597)9783110238778 035 $a(PPN)158069005 035 $a(Au-PeEL)EBL835451 035 $a(CaPaEBR)ebr10527895 035 $a(CaONFJC)MIL628097 035 $a(EXLCZ)992560000000079405 100 $a20110915d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 12$aA grammar of Warrongo$b[electronic resource] /$fby Tasaku Tsunoda 210 $aBerlin ;$aBoston $cDe Gruyter Mouton$d2011 215 $a1 online resource (782 p.) 225 1 $aMouton grammar library,$x0933-7636 ;$v53 300 $aDescription based upon print version of record. 311 $a1-306-96846-1 311 $a3-11-023876-4 320 $aIncludes bibliographical references and indexes. 327 $t Frontmatter -- $tPreface / $rTsunoda, Tasaku -- $tAcknowledgements -- $tContents -- $tList of tables and figures -- $tList of maps and photos -- $tList of abbreviations and symbols -- $tChapter 1. The language and its speakers -- $tChapter 2. Phonology -- $tChapter 3. Word classes and morphology -- $tChapter 4. Syntax -- $tTexts -- $tReferences -- $tIndex of subjects -- $tIndex of languages -- $tIndex of names 330 $aWarrongo is an extinct Australian Aboriginal language that used to be spoken in northeast Australia. This volume is largely based on the rich data recorded from the last fluent speaker. It details the phonology, morphology and syntax of the language. In particular, it provides a truly scrutinizing description of syntactic ergativity - a phenomenon that is rare among the world's language. It also shows that, unlike some other Australian languages, Warrongo has noun phrases that are configurational. Overall this volume shows what can be documented of a language that has only one speaker. 410 0$aMouton grammar library ;$v53. 606 $aWarungu language$xGrammar 606 $aAboriginal Australians$zAustralia, Northern$xLanguages 607 $aAustralia$xLanguages 608 $aElectronic books. 615 0$aWarungu language$xGrammar. 615 0$aAboriginal Australians$xLanguages. 676 $a499/.15 686 $aEE 1820$2rvk 700 $aTsunoda$b Tasaku$0879437 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465265303321 996 $aA grammar of Warrongo$92477230 997 $aUNINA LEADER 05953oam 2200553I 450 001 9910784723503321 005 20230207224304.0 010 $a1-134-31174-5 010 $a1-134-31175-3 010 $a1-280-09621-7 010 $a0-203-44342-X 010 $a0-203-41589-2 024 7 $a10.4324/9780203415894 035 $a(CKB)1000000000405361 035 $a(MiAaPQ)EBC198501 035 $a(Au-PeEL)EBL198501 035 $a(CaPaEBR)ebr10094628 035 $a(CaONFJC)MIL9621 035 $a(OCoLC)57241935 035 $a(OCoLC)647403098 035 $a(EXLCZ)991000000000405361 100 $a20180331d2004 uy 0 101 0 $aeng 135 $aurcn||||||||| 200 00$aEffective learning and teaching in social policy and social work /$f[edited by] Hilary Burgess and Imogen Taylor 210 1$aNew York :$cRoutledgeFalmer,$d2004. 215 $axx, 229 p 225 1 $aEffective learning and teaching in higher education series 311 $a0-415-33495-0 311 $a0-415-33496-9 320 $aIncludes bibliographical references (p. [197]-218) and index. 327 $tchapter 1 Dancing on a moving carpet: the changing context Introduction 1; Conceptualizing change in higher education 1; Changes in learning and teaching 6; Challenges for social policy and social work lecturers: commonality and differentiation 8; /$rPat Young -- $tchapter Changes in learning and teaching -- $tchapter 2 Designing the curriculum: complexity, coherence and innovation Introduction 13; Mapping curriculum design 13; Contexts 14; Time 14; Participation 16; Choice of educational approach 17; Constructive alignment 19; Content or outcome requirements 20; Modes of delivery 22; Balancing educational, institutional and practical considerations 23; Imagination, creativity and innovation 25; /$rHilary Burgess -- $tchapter Content or outcome requirements -- $tchapter 3 Participation in social policy and social work learning Introduction 27; The policy background 27; The new context of involvement 28; Awareness: a pre-requirement for involvement 29; Engaging whom? 31; Challenging exclusion 33; Principles for /$rPeter Beresford -- $tchapter Promoting equality and inclusion -- $tchapter Barriers and resources -- $tchapter Support and retention -- $tchapter Assessment -- $tchapter 5 Students learning to learn Introduction 55; Have ye no nished with the learnin yet? 55; What is learning? 56; What is learning to learn? 57; Individuals as learners 57; Learning styles and strategies 58; The in?uence of the learning environment 62; Teaching learning to learn 63; /$rViviene E. Cree -- $tchapter The in?uence of the learning environment -- $tchapter 6 Promoting interactive learning and teaching Introduction 67; Lectures 67; Learning groups: seminars, group learning and projects 70; Problem-based learning 72; Experiential learning 74; Critical analysis of theory 78; Supporting student learning: /$rHilary Burgess -- $tchapter Learning groups: seminars, group learning and projects -- $tchapter 7 Walking the assessment tightrope Introduction 82; The purpose of assessment 82; Building an assessment strategy 84; Different forms of assessment 86; Peer /$rBeth R. Crisp -- $tchapter Building an assessment strategy -- $tchapter 8 Towards eLearning: opportunities and challenges Introduction 95; Learning in the information society 97; eLearning in social policy and social work 98; Three stages of engaging with eLearning 100; Challenges to educators 102; /$rJackie Rafferty -- $tchapter 9 Developing learning beyond the campus: increasing vocationalism and declining pedagogy? Introduction 109; The process of learning off-campus 110; Conceptual and explanatory issues 111; Social policy eldwork 112; /$rDuncan Scott -- $tchapter The process of learning off-campus -- $tchapter Conceptual and explanatory issues -- $tchapter 10 Interprofessional education /$rMelanie Ashford -- $tchapter Educator perspective -- $tchapter 11 Continuing professional development and education Introduction 138; Who are the learners? 139; The context for CPD 140; What should CPD students learn? 144; How might CPD students be enabled to learn? 147; Examples of teaching /$rPat Higham -- $tchapter 12 Globalization: implications for learning and teaching Introduction 153; Relevance and suitability: two challenges 155; The professional context 160; Student mobility 163; Conclusion 165; /$rZo Irving -- $tchapter The professional context -- $tchapter Student mobility -- $tchapter Conclusion -- $tchapter Useful websites -- $tchapter 13 International perspectives Introduction 169; A comparative perspective on the role of the state in welfare 170; De?nitions and rationale 173; Implementation issues and resources for internationalizing the curriculum 177; /$rKaren Lyons -- $tchapter 14 Developing the university as a learning organization Introduction 184; Modernization and the learning organization 185; The learning organization 186; The scholarship of learning and teaching 189; Strategies to support the development of the scholarship of learning and teaching in social policy and social work 192; The importance of academic management 195; /$rImogen Taylor -- $tchapter The scholarship of learning and teaching. 410 0$aEffective learning and teaching in higher education. 606 $aSocial policy$xStudy and teaching (Higher) 606 $aHuman services$xStudy and teaching (Higher) 606 $aSocial work education 615 0$aSocial policy$xStudy and teaching (Higher) 615 0$aHuman services$xStudy and teaching (Higher) 615 0$aSocial work education. 676 $a361.2/5 701 $aBurgess$b Hilary$f1954-$01564065 701 $aTaylor$b Imogen$01564066 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910784723503321 996 $aEffective learning and teaching in social policy and social work$93832931 997 $aUNINA