LEADER 02183nam 2200361 n 450 001 996392833303316 005 20200824121855.0 035 $a(CKB)4940000000110744 035 $a(EEBO)2248511847 035 $a(UnM)99867421e 035 $a(UnM)99867421 035 $a(EXLCZ)994940000000110744 100 $a19940513d1653 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 10$aSha?ar ?o Petach ?el Leshon Hakodesh A gate or door to the holy tongue, opened in English$b[electronic resource] $eContaining. 1. The chief and necessary grounds of the Hebrew grammar. 2. A table for the Hebrew roots, in which all the roots of the Bible are set down; and a plain and ready way presently to find out the roots of all Hebrew words which are deficient in one or two of their radicall letters, is described. 3. A praxis to the grammar and the table, upon the prophecy by Obadiah; the Decalogue, and the twelfth chapter of Isaiah: wherein the Hebrew text it self, is first set down; and then every Hebrew word of those places of scripture is read in English letters, then expounded, and grammatically resolved in English; and all in so plain and easie a way, as may be made use of by any ordinary capacity of either sexe. /$fBy William Robertson, Master of Arts, from the University of Edinburgh, in Scotland, now residing and teaching Hebrew in London 210 $aLondon, $cPrinted by J. Flesher, for Joseph Cranford; and are to be sold at his shop in Pauls Church-yard; at the sign of the Phenix.$d1653 215 $a[12], 131, [1] p 300 $aBeginning of title transliterated from Hebrew. 300 $aAnnotation on Thomason copy: "Nou. 14". 300 $aReproduction of the original in the British Library. 330 $aeebo-0018 606 $aHebrew language$xGrammar$y1500-1799 615 0$aHebrew language$xGrammar 700 $aRobertson$b William$fd. 1686?$01006074 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996392833303316 996 $aSha?ar ?o Petach ?el Leshon Hakodesh A gate or door to the holy tongue, opened in English$92322075 997 $aUNISA LEADER 01300nam a2200301 i 4500 001 991000835539707536 005 20230327092147.0 008 980123s1964 it 000 0 ita d 035 $ab10763910-39ule_inst 035 $aLE01303043$9ExL 040 $aDip.to Matematica$beng 082 $a370.15 084 $aAMS 97D10 084 $aZDM C30 100 1 $aBruner, Jerome Seymour$045385 245 10$aDopo Dewey :$bil processo di apprendimento nelle due culture /$cJerome S. Bruner 260 $aRoma :$bArmando Editore,$cc1964 300 $a132 p. ;$c20 cm 490 0 $aEducazione comparata e pedagogie ;$v18 500 $aTrad. di: The process of education. - Cambridge : Harvard University Press, 1961 907 $a.b10763910$b23-02-17$c28-06-02 912 $a991000835539707536 945 $aLE013 C30 BRU11 (1964)$g1$i2013000094168$lle013$o-$pE0.00$q-$rl$s-$t0$u3$v1$w3$x0$y.i10859445$z28-06-02 945 $aLE022 MP 123 C 44$g1$i2022000184618$lle022$nS.i.$o-$pE0.00$q-$rl$s-$t0$u8$v4$w8$x0$y.i13228110$z31-03-04 945 $aLE023$g1$i2023000146859$lle023$nFondo Angelo Semeraro DR n. 414 del 6/6/2016$og$pE12.00$q-$rn$so$t0$u0$v0$w0$x0$y.i15791233$z13-12-16 996 $aDopo Dewey$9474993 997 $aUNISALENTO 998 $ale013$ale022$ale023$b01-01-98$cm$da$e-$fita$git$h0$i1 LEADER 04988nam 2200661 450 001 9910787996903321 005 20230803195537.0 010 $a0-19-756318-X 010 $a0-19-936463-X 010 $a0-19-982618-8 035 $a(CKB)2670000000545511 035 $a(EBL)1657790 035 $a(StDuBDS)EDZ0002341380 035 $a(Au-PeEL)EBL1657790 035 $a(CaPaEBR)ebr10852027 035 $a(CaONFJC)MIL584402 035 $a(OCoLC)875097952 035 $a(MiAaPQ)EBC1657790 035 $a(EXLCZ)992670000000545511 100 $a20140329h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aComputational thinking in sound $eteaching the art and science of music and technology /$fGena R. Greher and Jesse M. Heines 210 1$aNew York :$cOxford University Press,$d2014. 210 4$dİ2014 215 $a1 online resource (253 p.) 225 1 $aOxford scholarship online 300 $aPreviously issued in print: 2014. 311 $a0-19-982617-X 311 $a0-19-982619-6 320 $aIncludes bibliographical references and index. 327 $aCover; Computational Thinking in Sound Teaching the Art and Science of Music and Technology; Copyright; Dedication; CONTENTS; ACKNOWLEDGMENTS; PREFACE; THINKING AND TEACHING BEYOND OUR DISCIPLINE-SPECIFIC SILOS; HELPING STUDENTS LEARN ABOUT TECHNOLOGY THROUGH THEIR INTERACTIONS WITH MUSIC; HELPING STUDENTS SEE THE CONNECTION BETWEEN TECHNOLOGY AND MUSIC; TODAY'S COMPLEX PROBLEMS REQUIRE MULTIDISCIPLINARY SOLUTIONS; COMPUTATIONAL THINKING FOR EVERYON; BIBLIOGRAPHY; ABOUT THE COMPANION WEBSITE; Computational Thinking in Sound 327 $aChapter 1: Computational Thinking in Music Courses: How to Get Artsy Types to Start Thinking like Geeks and Vice VersaWHAT IS COMPUTATIONAL THINKING?; OPERATIONALIZING COMPUTATIONAL THINKING; A First Activity to Introduce CT; COMPUTATIONAL THINKING IN MUSICAL FLOWCHARTS; Chunking and Connecting; STUDENT EXAMPLES; LOOKING AHEAD; BIBLIOGRAPHY; Chapter 2: Imagination and Creativity: The School-Based Paradox; WHO IS CREATIVE AND WHY DOES IT MATTER?; THE WHAT AND WHY OF EDUCATION; A BIT OF BACKGROUND 327 $aBUILDING A BETTER MOUSETRAP: LEARNING ENVIRONMENTS THAT FOSTER IMAGINATIVE AND CREATIVE EXPERIENCESTOWARD CREATING MEANINGFUL PROJECTS; Playful and Fun; Collaboration; Exploration and Discovery; Risk Taking and Curiosity; THE YIN AND YANG OF CREATIVITY AND THE COLLABORATIVE PROCESS; BIBLIOGRAPHY; Chapter 3: Interdisciplinary Teaching and Learning: Two Heads Might Actually Be Better than One; YESTERDAY AND TODAY; DEFINING INTERDISCIPLINARY TEACHING; "SYNCHRONIZED" VERSUS "HYBRID" COURSES; LEARNING FROM EXPERIENCE; BENEFITS TO STUDENTS; BENEFITS TO THE PROFESSORS; BIBLIOGRAPHY 327 $aChapter 4: Notation and Representation: How We Get 'Em to Crack the CodeGATEWAYS, BARRIERS, AND BOUNDARIES; FOUND INSTRUMENTS PROJECT: GOALS AND OVERVIEW; A BIT OF BACKGROUND; SYNCHRONIZED CLASS VERSION; Part 1: The Music Assignment; Part 2: The Computer Science Assignment; HYBRID CLASS VERSION; From Two Parts to Three; From Exercises to Music; THEME, VARIATIONS, AND COMPUTATIONAL THINKING; BIBLIOGRAPHY; Appendix for Chapter 4; ADDITIONAL FOUND INSTRUMENTS AND NOTATION EXAMPLES: From the Synchronized Classes; From the Hybrid Class 327 $aChapter 5: Getting Them Started I Didn't Know You Could Do That with a ComputerJUST WHAT IS A COMPUTER, ANYWAY?; AUDACITY: THE STANDARD IN FREE MUSIC EDITING; GETTING MUSIC INTO AND OUT OF AUDACITY; GAINING COMPUTATIONAL THINKING SKILLS THROUGH AUDACITY; HOW COULD YOU HAVE THE AUDACITY TO DO THAT TO MY SONG?!?; AN EXAMPLE FROM OUR COURSE: THE AUDIO-ETHNOGRAPHY PROJECT; THE VALUE OF PERFORMANCE; APPENDIX; Downloading and Installing Audacity with the LAME MP3 Encoder; BIBLIOGRAPHY; Chapter 6: Platforms and Tools: Anything You Can Do, I Need to Do Cheaper; GETTING INTO THE GAME; SOUND EDITING 327 $aAudacity 330 8 $aThis text, for music fundamentals educators, is devoted specifically to music, sound, and technology. The work offers practical guidance on creating an interdisciplinary classroom program, and includes numerous student activities at the intersection of computing and music. 410 0$aOxford scholarship online. 606 $aMusic$xInstruction and study$xTechnological innovations 606 $aInterdisciplinary approach in education 606 $aComputer composition 615 0$aMusic$xInstruction and study$xTechnological innovations. 615 0$aInterdisciplinary approach in education. 615 0$aComputer composition. 676 $a780.71 700 $aGreher$b Gena R.$01551995 702 $aHeines$b Jesse M. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787996903321 996 $aComputational thinking in sound$93811759 997 $aUNINA