LEADER 01101nam a2200253 i 4500 001 991000156009707536 008 090402s2006 fr ab sb 000 0 eng d 020 $a9786610931637 035 $ab13820576-39ule_inst 040 $aDi.S.Te.B.A.$beng 082 0 $a597.42$222 245 00$aAction plan for the conservation of sturgeons (Acipenseridae) in the Danube River basin /$ccompiled and edited by J. Bloesch ... [et al.] 260 $aStrasbourg :$bCouncil of Europe,$cc2006 300 $a121 p. :$bill. ;$c24 cm 440 0$aNature and environment ;$v144 504 $aIncludes bibliographical references (p. 97-100) 650 0$aSturgeons$xConservation$zDanube River 700 1 $aBloesch, Jčurg 907 $a.b13820576$b02-04-14$c02-04-09 912 $a991000156009707536 945 $aLE003 578.7 NAE01.01 144 (2006) RAM$g1$i2003000080223$lle003$op$pE14.43$q-$rl$s- $t0$u0$v0$w0$x0$y.i15000679$z10-09-09 996 $aAction plan for the conservation of sturgeons (Acipenseridae) in the Danube River basin$91225306 997 $aUNISALENTO 998 $ale003$b02-04-09$cm$da $e-$feng$gfr $h0$i0 LEADER 01169nam 2200385 450 001 9910156449503321 005 20230808201036.0 010 $a1-78625-964-8 035 $a(CKB)3710000000986143 035 $a(MiAaPQ)EBC4809099 035 $a(EXLCZ)993710000000986143 100 $a20190123d2016 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aI chose freedom $ethe personal and political life of a Soviet official /$fby Victor Kravchenko 210 1$a[Place of publication not identified] :$cPickle Partners Publishing,$d[2016] 210 4$d©2016 215 $a1 online resource (627 pages) 606 $aPolitical refugees$zSoviet Union$vBiography 606 $aCommunism$zSoviet Union 607 $aSoviet Union$xPolitics and government 615 0$aPolitical refugees 615 0$aCommunism 676 $a947.0840924 700 $aKravchenko$b Victor$01375250 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910156449503321 996 $aI chose freedom$93409473 997 $aUNINA LEADER 04665oam 2200577 450 001 9910140296203321 005 20230803032243.0 035 $a(CKB)2670000000517639 035 $a(SSID)ssj0001680104 035 $a(PQKBManifestationID)16496008 035 $a(PQKBTitleCode)TC0001680104 035 $a(PQKBWorkID)15028166 035 $a(PQKB)11448672 035 $a(WaSeSS)IndRDA00057243 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/45153 035 $a(EXLCZ)992670000000517639 100 $a20160829d2013 fy 0 101 0 $aeng 135 $aurm|#---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aDigital writing$b[electronic resource] $eassessment and evaluation 210 $cUtah State University Press/ Computers and Composition Digital Press$d2012 210 1$aLogan, Utah :$cComputers and Composition Digital Press,$d2013. 210 4$d©2013 215 $a1 online resource $cdigital, HTML file(s) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-87421-949-3 320 $aIncludes bibliographical references. 327 $aForeword --Preface --Part I: equity and assessment --Part II: classroom evaluation and assessment --Part III: multimodal evaluation and assessment --Part IV: program revisioning and program assessment --Afterword. 330 $aWriting has changed due to the affordances of digital technologies, and writing assessment has changed as well. As writing programs integrate more digital writing work, students, teachers, and administrators face the rewards and challenges of assessing and evaluating multimodal and networked writing projects. Whether classroom-based or program-level; whether in first-year writing, technical communication, or writing-across-the-curriculum; whether formative or summative; and whether for purposes of placement, grading, self-study, or external reporting, digital writing complicates the processes and practices of assessment. The chapters in Digital Writing Assessment & Evaluation place emphasis on assessment of digital writing?the methodological, technological, and ethical approaches for and issues involved with assessing multimodal, networked texts (and the student learning they represent). Authors address questions such as: How do different approaches to assessing traditional writing (8 1/2 x 11 word-centric texts) port?or not?to the assessment of digital writing? What challenges and opportunities for assessment do multimodal, networked texts present to teachers, program administrators, state-wide organizations, etc.? What material and technological resources are needed when assessing digital writing and/or how might existing resources need to be modified? How are processes and products of selection, collection, and reflection different (or not) with the multimodal affordances of digital technologies? How do guidelines and outcomes of groups such as CCCC, NCTE, WPA, AAC&U, impact approaches to assessment? How might these guidelines and outcomes need to be revised to better address digital writing assessment? How might the multimodal, networked affordances of digital writing affect issues of equity and access? How might groups often disenfranchised by more traditional assessment be impacted by digital writing assessment? How might eportfolios be designed for showcasing the collaborative composing processes of multimodal and/or networked writing? By what criteria should program administrators and instructors assess and select course-management and/or eportfolio systems? The fourteen chapters are organized into four sections, addressing equity and assessment, classroom evaluation and assessment, multimodal evaluation and assessment, and program revisioning and program assessment. Andrea Lunsford provides the foreword to the book; Edward White is the author of the afterword. 517 1 $aDigital writing :$eassessment and evaluation 606 $aEnglish language$xRhetoric$xComputer-assisted instruction 606 $aLiterature - General$2HILCC 606 $aLanguages & Literatures$2HILCC 610 $aevaluation 610 $aassessment 610 $adigital writing 615 0$aEnglish language$xRhetoric$xComputer-assisted instruction. 615 7$aLiterature - General 615 7$aLanguages & Literatures 700 $aHeidi A. McKee$4auth$01365487 702 $aMcKee$b Heidi A. 702 $aDeVoss$b Dŕnielle Nicole 801 0$bPQKB 801 2$bUkMaJRU 906 $aBOOK 912 $a9910140296203321 996 $aDigital writing$93411841 997 $aUNINA