LEADER 01843nam 2200481I 450 001 9910705732603321 005 20170629101904.0 035 $a(CKB)5470000002453083 035 $a(OCoLC)992169931 035 $a(EXLCZ)995470000002453083 100 $a20170629j201611 ua 0 101 0 $aeng 135 $aurmn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFunding and strategic alignment guidance for infusing small business innovation research technology into Aeronautics Research Mission Directorate programs and projects for 2015 /$fHung D. Nguyen and Gynelle C. Steele 210 1$aCleveland, Ohio :$cNational Aeronautics and Space Administration, Glenn Research Center,$dNovember 2016. 215 $a1 online resource (iv, 22 pages) 225 1 $aNASA/TM ;$v2016-218906 300 $a"November 2016." 320 $aIncludes bibliographical references (page 22). 606 $aNASA programs$2nasat 606 $aProject management$2nasat 606 $aResearch management$2nasat 606 $aSystems integration$2nasat 606 $aTechnology assessment$2nasat 606 $aTechnology utilization$2nasat 615 7$aNASA programs. 615 7$aProject management. 615 7$aResearch management. 615 7$aSystems integration. 615 7$aTechnology assessment. 615 7$aTechnology utilization. 700 $aNguyen$b Hung D.$0117426 702 $aSteele$b Gynelle C. 712 02$aNASA Glenn Research Center, 801 0$bGPO 801 1$bGPO 906 $aBOOK 912 $a9910705732603321 996 $aFunding and strategic alignment guidance for infusing small business innovation research technology into Aeronautics Research Mission Directorate programs and projects for 2015$93549101 997 $aUNINA LEADER 04422nam 22007093u 450 001 9910789261803321 005 20230803202024.0 010 $a0-8229-7253-0 035 $a(CKB)3710000000096337 035 $a(EBL)2038822 035 $a(OCoLC)878135666 035 $a(SSID)ssj0000556760 035 $a(PQKBManifestationID)11333763 035 $a(PQKBTitleCode)TC0000556760 035 $a(PQKBWorkID)10534063 035 $a(PQKB)11757636 035 $a(MiAaPQ)EBC2038822 035 $a(EXLCZ)993710000000096337 100 $a20151005d2014|||| u|| | 101 0 $aeng 181 $ctxt 182 $cc 183 $acr 200 10$aCrossing Borderlands$b[electronic resource] $eComposition And Postcolonial Studies 210 $cUniversity of Pittsburgh Press$d2014 215 $a1 online resource (297 p.) 225 1 $aPitt Comp Literacy Culture 300 $aDescription based upon print version of record. 311 $a0-8229-4222-4 327 $a""Contents""; ""1. Composition and Postcolonial Studies: An Introduction / Andrea A. Lunsford and Lahoucine Ouzgane ""; ""2. Composing Postcolonial Studies / Min-Zhan Lu ""; ""3. Toward a Mestiza Rhetoric: Gloria Anzalda on Composition and Postcoloniality / Andrea A. Lunsford ""; ""4. Terms of Engagement: Postcolonialism, Transnationalism, and Composition Studies / Deepika Bahri ""; ""5. Encountering the Other: Postcolonial Theory and Composition Scholarship / Gary A. Olson ""; ""6. Pratt and Pratfalls: Revisioning Contact Zones / R. Mark Hall and Mary Rosner "" 327 $a""7. Beside Ourselves: Rhetoric and Representation in Postcolonial Feminist Writing / Susan C. Jarratt """"8. Postcolonial Transformations in Canadian Inuit Testimonio / Martin Behr ""; ""9. (Im)migrant Crossings / Aneil Rallin ""; ""10. Resisting Writing: Reflections on the Postcolonial Factor in the Writing Class / David Dzaka ""; ""11. Arts of the U.S.Mexico Contact Zone / Jaime Armin Meja ""; ""12. Hybridity: A Lens for Understanding Mestizo/a Writers / Louise Rodriguez Connal "" 327 $a""13. The Politics of Location: Using Flare-Ups to Spark ""Reflexive Dialogue"" in the Ever-Changing Classroom Text / Pamela Gay """"14. The New Literacy/Orality Debates: Ebonics and the Redefinition of Literacy in Multicultural Settings / C. Jan Swearingen ""; ""Notes""; ""Bibliography""; ""Contributors""; ""Index"" 330 $aOn the surface, postcolonial studies and composition studies appear to have little in common. However, they share a strikingly similar goal: to provide power to the words and actions of those who have been marginalized or oppressed. Postcolonial studies accomplishes this goal by opening a space for the voices of "others" in traditional views of history and literature. Composition studies strives to empower students by providing equal access to higher education and validation for their writing. For two fields that have so much in common, very little dialogue exists between them. Crossing Border 410 0$aPitt Comp Literacy Culture 606 $aEnglish language -- Rhetoric -- Study and teaching -- United States 606 $aImmigrants -- Education (Higher) -- United States 606 $aMinorities -- Education (Higher) -- United States 606 $aMulticultural education -- United States 606 $aEnglish language$xRhetoric$xStudy and teaching$zUnited States 606 $aMinorities$xEducation (Higher)$zUnited States 606 $aImmigrants$xEducation (Higher)$zUnited States 606 $aMulticultural education$zUnited States 606 $aPostcolonialism$zUnited States 615 4$aEnglish language -- Rhetoric -- Study and teaching -- United States. 615 4$aImmigrants -- Education (Higher) -- United States. 615 4$aMinorities -- Education (Higher) -- United States. 615 4$aMulticultural education -- United States. 615 0$aEnglish language$xRhetoric$xStudy and teaching 615 0$aMinorities$xEducation (Higher) 615 0$aImmigrants$xEducation (Higher) 615 0$aMulticultural education 615 0$aPostcolonialism 676 $a808.042 700 $aLunsford$b Andrea$01547841 701 $aOuzgane$b Lahoucine$01547842 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910789261803321 996 $aCrossing Borderlands$93804385 997 $aUNINA