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[null,"1.","Record Nr.",null,"UNINA9910789169703321"]
[null,null,"Autore",null,"Dukes-Robinson Tharinia"]
[null,null,"Titolo",null,"\"Oh ... it's like CSI ...\" : a qualitative study of job satisfaction experiences of forensic scientists / / Tharinia Dukes-Robinson and Ashraf Esmail"]
[null,null,"Pubbl/distr/stampa",null,"Lanham : , : University Press of America, Inc., , [2014]"]
[{"$nulls":4},"©2014"]
[null,null,"ISBN",null,"0-7618-6285-4"]
[null,null,"Descrizione fisica",null,"1 online resource (98 p.)"]
[null,null,"Disciplina",null,"363.3"]
[null,null,"Soggetti",null,"Forensic scientists"]
[{"$nulls":4},"Case studies"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"\"\"Oh ... It's like CSI ...\"\"; Contents; Table; Preface; Foreword; Acknowledgments; Chapter One. Introduction; Introduction to the Problem; Background of the Study; Statement of the Problem; Purpose of the Study; Research Question; Significance of the Study; Definition of Terms; Assumptions and Limitations; Nature of the Study; Theoretical/Conceptual Framework; Previous Methodologies Used to Measure Job Satisfaction; Theory Guiding the Study; Organization of the Remainder of the Study; Chapter Two. Literature Review; Introduction; Relevant Literature; Overview of Stress in Law Enforcement"]
[{"$nulls":4},"Overview of Job Satisfaction in Law EnforcementForensic Science and Forensic Scientists; Job Satisfaction and Forensic Personnel; The Current Study; Summary; Chapter Three. Methodology; Introduction; Theoretical Framework; Research Design; Sample Design; Measures; Field Testing; Data Collection Procedures; Data Analysis Procedures; Limitations of Methodology and Strategies for Minimizing Impact; Credibility; Transferability; Expected Findings; Ethical Issues; Conclusion; Chapter Four. Data Collection and Analysis; Introduction; The Researcher; Participants' Demographics"]
[{"$nulls":4},"Interview Guide QuestionsParticipants' Profiles; Data Collection; Data Analysis; Data Clustering and Thematizing; Research Findings; Theme One: Comparison to Forensics on TV; Theme Two: Unrealistic Expectations From Others; Theme Three: CSI Effect Hinders Job; Theme Four: Job is Satisfying; Theme Five: Work Affects Lives of Others; Major Findings; The Research Question; Goals of the Interview Questions; "]
[{"$nulls":4},"Summary; Chapter Five. Results, Conclusions, and Recommendations; Introduction; The Research Question; Summary of the Theoretical Perspective; Summary of Results"]
[{"$nulls":4},"Conclusions as Related to the LiteratureLimitations of the Study; Significance of the Study; Implications and Future Recommendations; Future Recommendations; References; Index; About the Authors"]
[null,null,null,"Sommario/riassunto","This book goes beyond the glamorous portrayals of CSI professionals on television to highlight the real sources of job satisfaction among forensic scientists. Drawing on interviews with current forensic scientists, this book concludes that forensic scientists experience the most satisfaction in helping victims, the community, and society at large."]
[null,"2.","Record Nr.",null,"UNINA9910782778303321"]
[null,null,"Titolo",null,"Grammatical borrowing in cross-linguistic perspective [[electronic resource] /] / edited by Yaron Matras, Jeanette Sakel"]
[null,null,"Pubbl/distr/stampa",null,"New York, : Mouton de Gruyter, c2007"]
[null,null,"ISBN",null,"1-282-19472-0"]
[{"$nulls":4},"9786612194726"]
[{"$nulls":4},"3-11-019919-X"]
[null,null,"Descrizione fisica",null,"1 online resource (608 p.)"]
[null,null,"Collana",null,"Empirical approaches to language typology ; ; 38"]
[null,null,"Classificazione",null,"ER 300"]
[null,null,"Disciplina",null,"410"]
[null,null,"Soggetti",null,"Language and languages - Foreign elements"]
[{"$nulls":4},"Grammar, Comparative and general"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and indexes."]
[null,null,"Nota di contenuto",null,"Frontmatter -- Contents -- Introduction -- Types of loan: Matter and pattern -- The borrowability of structural categories -- Grammatical borrowing in Tasawaq -- Grammatical borrowing in K abeena -- Grammatical borrowing in Likpe (Sɛkpɛlé) -- Grammatical borrowing in Katanga Swahili -- Grammatical borrowing in Khuzistani Arabic -- Grammatical borrowing in Domari -- Grammatical borrowing in Kurdish (Northern Group) -- Arabic grammatical borrowing in Western Neo-Aramaic -- Grammatical borrowing in North-eastern Neo-Aramaic -- Grammatical borrowing in Macedonian Turkish -- Grammatical borrowing in Kildin Saami -- Grammatical borrowing in Yiddish -- Grammatical borrowing in Hungarian Rumungro -- Grammatical borrowing in Manange -- Grammatical borrowing in Indonesian -- Grammatical borrowing in Biak -- Sino-Vietnamese grammatical borrowing: An overview -- Recent grammatical borrowing into an Australian Aboriginal language: The case of Jaminjung and Kriol -- Grammatical borrowing in Rapanui -- Grammatical borrowing in Nahuatl -- Grammatical borrowing in Yaqui -- The case of Otomi: A contribution to grammatical borrowing in cross-linguistic perspective -- Grammatical borrowing in Purepecha -- Grammatical borrowing in Imbabura Quichua (Ecuador) -- Grammatical borrowing in Paraguayan Guaraní -- Grammatical borrowing in Hup -- Mosetén borrowing from Spanish -- Backmatter"]
[null,null,null,"Sommario/riassunto","The book contains 30 descriptive chapters dealing with a specific "]
[{"$nulls":4},"language contact situation. The chapters follow a uniform organisation format, being the narrative version of a standard comprehensive questionnaire previously distributed to all authors. The questionnaire targets systematically the possibility of contact influence / grammatical borrowing in a full range of categories. The uniform structure facilitates a comparison among the chapters and the languages covered. The introduction describes the setup of the questionnaire and the methodology of the approach, along with a survey"]
[null,"3.","Record Nr.",null,"UNINA9910785854003321"]
[null,null,"Autore",null,"Johnson Doug <1952->"]
[null,null,"Titolo",null,"The classroom teacher's technology survival guide [[electronic resource] /] / Doug Johnson"]
[null,null,"Pubbl/distr/stampa",null,"San Francisco, : Jossey-Bass, 2012"]
[null,null,"ISBN",null,"1-118-18355-X"]
[{"$nulls":4},"1-283-64567-X"]
[{"$nulls":4},"1-118-18353-3"]
[null,null,"Descrizione fisica",null,"1 online resource (242 p.)"]
[null,null,"Collana",null,"The Jossey-Bass teacher survival guide series"]
[null,null,"Classificazione",null,"EDU039000"]
[null,null,"Disciplina",null,"371.33"]
[null,null,"Soggetti",null,"Educational technology"]
[{"$nulls":4},"Education - Effect of technological innovations on"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"More praise for The Classroom Teacher's Technology Survival Guide; About the Book; About the Author; Contents; Introduction; Why This Book?; Why Is an English Teacher Writing This Book Instead of Bill Gates?; Creating the Essential Conditions Needed for Successful Technology Use; Chapter One:Why Should Classroom Teachers Be Technologically Skillful?; Revolution or Evolution in Educational Change?; Developing a Framework for Thinking About Technology in Schools; Established Infrastructure; Effective Administration; Extensive Resources; Enhanced Teaching; Empowered Students"]
[{"$nulls":4},"Chapter Two: Q&A About Some Basics What Type of Computer Should I Have?; What Operating System (OS) Should I Choose: Windows, Macintosh, GNU/Linux, or Chrome?; How Much Memory Do I Need, and How Fast Does the Computer Need to Run?; Desktop, Laptop, Netbook, or Tablet?; What Other Equipment Should I Buy?; What Basic Software Do I Need?; What Are Freeware and Open-Source Software?; How Do I Manage Files on Multiple Computers?; What Is Cloud Computing, and What Are Its Advantages and Disadvantages?; How Can Teachers Take Advantage of Cloud Computing?; Disadvantages of Cloud Computing"]
[{"$nulls":4},"What Does a Technologically Well-Equipped Classroom Look Like? Seven Stupid Mistakes Teachers Make with Technology; Seven Brilliant Things Teachers Do with Technology; Chapter Three: Using Technology for Professional Productivity; Keeping Professionally Organized:Managing the Business of Teaching; Communicating Using Technology; "]
[{"$nulls":4},"Student Information System; Curriculum Management System; Course Management System; School Web Site and Teacher-Created Class Pages; Basic Productivity Tools; Word Processors; E-mail; Web Browsers and Search Engines; Graphics and Digital Image Editing Tools"]
[{"$nulls":4},"Spreadsheets Presentation Software; Basic Online Tools; Online Productivity Suites; Blogs; RSS Feed Aggregators and Readers; Wikis; Social Bookmarking Sites; Sites for Storing and Sharing Media; Options for Sharing and Working Collaboratively on Documents; Chapter Four: The Technology Upgrade; Getting Started with Technology in the Classroom; Assessing Technology-Enhanced Student Work; What IT Skills Should Teachers Expect of All Students?; Survival Skills for the Information Jungle; Problem-Based Learning and Information Literacy; Information Problem Solving Meets Technology"]
[{"$nulls":4},"Information Jungle Survival Skills The Hazards Are Great, but So Are the Rewards; Chapter Five: Teaching 21st-Century Skills; The Fourth R-Research; Designing Technology-Enhanced Projects-the Four A's; The First A: Assignments; The Second A: Activities; The Third A: Assessment; The Fourth A: Attitude; Everyday Information Problem Solving; Entertain or Engage? Why You Need to Know the Difference; A Few Thoughts About Creativity; Right-Brain Skills and Technology: A Whole New Mind(-Set); I Will as a Teacher; Chapter Six:Managing Disruptive Technologies in the Classroom"]
[{"$nulls":4},"Some Approaches to Managing Technology in the Classroom"]
[null,null,null,"Sommario/riassunto","A comprehensive guide for integrating educational technology in the K-12 classroom This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies.  Written by Doug Johnson, an expert in educational technology, The Classroom Teacher's Technology Survival Guide is replete with practical tips teachers can easily use to engage their students and make their classrooms places where both students and teachers will enjoy learning.Covers the most up-to-date technologies and how they can best be used in the cla"]