LEADER 02863nam 2200637Ia 450 001 9910789476603321 005 20230201235213.0 010 $a3-11-085081-8 024 7 $a10.1515/9783110850819 035 $a(CKB)3460000000080927 035 $a(EBL)937919 035 $a(OCoLC)843206821 035 $a(SSID)ssj0000595201 035 $a(PQKBManifestationID)11400973 035 $a(PQKBTitleCode)TC0000595201 035 $a(PQKBWorkID)10555851 035 $a(PQKB)11447498 035 $a(MiAaPQ)EBC937919 035 $a(WaSeSS)Ind00012685 035 $a(DE-B1597)53607 035 $a(OCoLC)979588200 035 $a(DE-B1597)9783110850819 035 $a(Au-PeEL)EBL937919 035 $a(CaPaEBR)ebr10599209 035 $a(CaONFJC)MIL804760 035 $a(EXLCZ)993460000000080927 100 $a20120927e19862010 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aHandbook of Amazonian languages$hVolume 1$iAmazonian languages. /$feditors, Desmond C. Derbyshire, Geoffrey K. Pullum 205 $aReprint 2010 210 1$aBerlin :$cMouton de Gruyter,$d1986. 210 4$a©1986 215 $a1 online resource (xiii, 642 pages) $cillustrations, maps 225 0 $aHandbook of Amazonian Languages ;$vVolume 1 300 $aDescription based upon print version of record. 311 0 $a3-11-010257-9 320 $aIncludes bibliographical references and indexes. 327 $tFront matter --$tIntroduction /$rDerbyshire, Desmond C. / Pullum, Geoffrey K. --$tPart I: Grammatical Sketches --$tOutline of Contents for each chapter in Part I --$tApalai /$rKoehn, Edward / Koehn, Sally --$tCanela-Krahô /$rPopjes, Jack / Popjes, Jo --$tPirahã /$rEverett, Daniel L. --$tUrubu-Kaapor /$rKakumasu, James --$tPart II: Word Order and Typological Studies --$tVerb Prominence, Verb Initialness, Ergativity and Typological Disharmony in Guajajara /$rHarrison, Carl H. --$tBasic Constituent Order in Yagua Clauses: Implications for Word Order Universals /$rPayne, Doris L. --$tPart III: Comparative Arawakan Studies --$tComparative Survey of Morphology and Syntax in Brazilian Arawakan /$rDerbyshire, Desmond C. --$tGrammatical Characteristics of PreAndine Arawakan Languages of Peru /$rWise, Mary Ruth 330 $aHandbook of Amazonian languages. 1 606 $aIndians of South America$zAmazon River Region$xLanguages 607 $aAmazon River Region$xLanguages 615 0$aIndians of South America$xLanguages. 676 $a498 701 $aDerbyshire$b Desmond C$01583660 701 $aPullum$b Geoffrey K$0164471 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910789476603321 996 $aHandbook of Amazonian languages$93866969 997 $aUNINA LEADER 03342nam 2200637 a 450 001 9910967748403321 005 20240516095416.0 010 $a979-82-16-32191-0 010 $a1-283-39385-9 010 $a9786613393852 010 $a0-7391-6989-0 035 $a(CKB)2670000000139707 035 $a(EBL)829920 035 $a(OCoLC)769344317 035 $a(SSID)ssj0000575813 035 $a(PQKBManifestationID)12273096 035 $a(PQKBTitleCode)TC0000575813 035 $a(PQKBWorkID)10553485 035 $a(PQKB)10281200 035 $a(Au-PeEL)EBL829920 035 $a(CaPaEBR)ebr10538177 035 $a(CaONFJC)MIL339385 035 $a(MiAaPQ)EBC829920 035 $a(EXLCZ)992670000000139707 100 $a20110808d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEducation and its discontents $eteaching, the humanities, and the importance of a liberal education in the age of mass information /$fMark Moss 205 $a1st ed. 210 $aLanham $cLexington Books$d2012 215 $a1 online resource (213 p.) 300 $aDescription based upon print version of record. 311 08$a0-7391-8418-0 311 08$a0-7391-6988-2 320 $aIncludes bibliographical references and index. 327 $aContents; Introduction; Chapter 01. Blackboard Jungles; Chapter 02. That's Just Too Much Information; Chapter 03. "It Isn't What It Used To Be"; Chapter 04. Streaming Video?; Chapter 05. The Sanctity of the Educational Space; Chapter 06. What, No Overhead?; Chapter 07. Rethinking Censorship in an Age of Desensitization; Chapter 08. "Where Do I Go? Why Am I Here?"; Chapter 09. Selected Notes on the History of Higher Education; Chapter 10. High School Confidential; Chapter 11. Why Computers and Web-Based Technology Are Good; Conclusion; Bibliography; Index 330 $a"Education and Its Discontents: Teaching, the Humanities, and the Importance of a Liberal Education in the Age of Mass Information, by Mark Moss, is an exploration of how the traditional educational environment, particularly in the post-secondary world, is changing as a consequence of the influx of new technology. Students now have access to myriad of technologies that instead of supplementing the educational process, have actually taken it over. Faculty who do not adapt face enormous obstacles, and those who do adapt run the risk of eroding the integrity of what they have been trained to teach. Moss discusses that it is now not only how we learn, but what we continue to teach, and how that enormously important legacy is protected"-- Provided by publisher. 606 $aEducation, Humanistic$zUnited States 606 $aHumanities$xStudy and teaching (Higher)$zUnited States 606 $aEducation$xEffect of technological innovations on$zUnited States 615 0$aEducation, Humanistic 615 0$aHumanities$xStudy and teaching (Higher) 615 0$aEducation$xEffect of technological innovations on 676 $a370.11/2 686 $aEDU015000$2bisacsh 700 $aMoss$b Mark Howard$f1962-2012$01618001 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910967748403321 996 $aEducation and its discontents$94454006 997 $aUNINA