| 000 | 16476cam a2203169 i 4500 | ||
|---|---|---|---|
| 001 | 1953842 | ||
| 003 | KOHA | ||
| 008 | 190916s20192019txu a b 001 0 eng d | ||
| 020 |
_a9780999139769 _q(paperback) |
||
| 040 |
_aTR-IsMEF _beng _erda _cTR-IsMEF |
||
| 041 | 0 | _aeng | |
| 049 | _aTR-IsMEF | ||
| 050 | 0 | 0 |
_aLB1029.F55 _bŞ342 2019 |
| 100 | 1 |
_aŞahin, Muhammed, _d1965-, _eauthor. |
|
| 245 | 1 | 4 |
_aThe new university model : _bflipped, adaptive, digital and active learning (FADAL) / _cMuhammed Şahin, Caroline Fell Kurban ; foreword by Eric Mazur. |
| 246 | 3 | 0 | _aFlipped, adaptive, digital and active learning (FADAL) |
| 246 | 3 | 0 | _aFADAL |
| 264 | 1 |
_aHoustoni Texas : _bFL Global Publishing, _c2019. |
|
| 264 | 4 | _a©2019 | |
| 300 |
_a416 pages : _billustrations ; _c23 cm. |
||
| 336 |
_atext _2rdacontent |
||
| 337 |
_aunmediated _2rdamedia |
||
| 338 |
_avolume _2rdacarrier |
||
| 490 | 1 | _aA future perspective | |
| 504 | _aIncludes bibliographical references (pages 373-397) and index. | ||
| 520 | _aThis book is the academic version of The New University Model with an added focus on Adaptive, Digital and Active Learning (FADAL) and a future perspective on higher education. You can learn about flipping a lesson or class from many educators, but only a few people in the world have experienced flipping multiple university departments or an entire university. What could you learn from spending a few hours with the authors who have deep insight into the process of starting, managing, and scaling Flipped Learning in higher education? MEF University is the first fully flipped university in the world. The 2018 graduating class included students who earned their degrees through Flipped, Adaptive, Digital and Active Learning programs in: mathematics education, guidance and psychological counselling, law, computer engineering, electronics and electrical engineering, industrial engineering, civil engineering, mechanical engineering, economics, business administration, psychology, political science and international relations, architecture, and interior design. In this book, MEF's rector and the director of the Center for Research and Best Practices in Learning and Teaching share invaluable insights that are not available anywhere else. Whether you are a professor considering flipping your class, a dean or a department head considering expanding your Flipped Learning program, or a rector, president or provost looking for a future perspective on higher education, this book will put you on a clear and proven fast track. The book also includes the framework and set of best practices recently developed by the Academy of Active Learning Arts and Sciences (AALAS) through a cohort of 100 experienced Flipped Learning practitioners in 49 countries. The framework will help you avoid the big mistakes as you embrace and scale Flipped, Adaptive, Digital and Active Learning in higher education. "The book is a must-read for any innovative educator or higher education administrator." -- Dr. Eric Mazur, School of Engineering and Applied Sciences and School of Education, Harvard University..--Back cover. | ||
| 610 | 1 | 0 | _aMEF Üniversitesi |
| 650 | 0 | _aFlipped classrooms | |
| 650 | 0 |
_aFlipped classrooms _zTurkey |
|
| 650 | 0 | _aStudent-centered learning | |
| 650 | 0 |
_aStudent-centered learning _zTurkey |
|
| 650 | 0 | _aBlended learning | |
| 650 | 0 |
_aBlended learning _zTurkey |
|
| 650 | 0 | _aActive learning | |
| 650 | 0 |
_aActive learning _zTurkey |
|
| 650 | 0 | _aEducation, Higher | |
| 650 | 0 |
_aEducation, Higher _zTurkey |
|
| 650 | 0 | _aEducational innovations | |
| 650 | 0 |
_aEducational innovations _zTurkey |
|
| 650 | 0 | _aEducational technology | |
| 650 | 0 |
_aEducational technology _zTurkey |
|
| 650 | 0 |
_aEducation, Higher _xAims and objectives |
|
| 650 | 0 |
_aEducation, Higher _xAims and objectives _zTurkey |
|
| 650 | 0 |
_aEducation, Higher _xEffect of technological innovations on |
|
| 650 | 0 |
_aEducation, Higher _xEffect of technological innovations on _zTurkey |
|
| 700 | 1 |
_aKurban, Caroline Fell, _eauthor. |
|
| 700 | 1 |
_aMazur, Eric, _eauthor of foreword. |
|
| 830 | 0 |
_aA future perspective _941929 |
|
| 900 | _aMEF Üniversitesi Kütüphane katalog kayıtları RDA standartlarına uygun olarak üretilmektedir / MEF University Library Catalogue Records are Produced Compatible by RDA Rules | ||
| 920 |
_aŞahin, Muhammed, _edonor. |
||
| 942 |
_2lcc _cBKS _019 |
||
| 970 | 0 | 1 | _tTable Of Contents |
| 970 | 0 | 1 |
_aForeword, _pxxiii |
| 970 | 0 | 1 |
_aPreface, _pxxv |
| 970 | 1 | 2 |
_lChapter 1, _p1 |
| 970 | 1 | 2 |
_tThe Struggles and Threats to Higher Education, _p1 |
| 970 | 1 | 1 |
_l1.1 _tIntroduction: Higher Education in One Word, "WHY?", _p1 |
| 970 | 1 | 1 |
_l1.2 _tHigher Education is in Trouble, _p3 |
| 970 | 1 | 1 |
_l1.3 _tA Tale of Two Students, _p6 |
| 970 | 1 | 1 |
_l1.4 _tWhy That Worked Yesterday Will Not Work Tomorrow, _p7 |
| 970 | 1 | 1 |
_l1.5 _tThe Future of Universities, _p10 |
| 970 | 1 | 1 |
_l1.6 _tThe Structure of This Book, _p12 |
| 970 | 1 | 2 |
_lChapter 2, _p15 |
| 970 | 1 | 2 |
_tFlipped Learning Emerges as a Solution, _p15 |
| 970 | 1 | 1 |
_l2.1 _tFlipped Learning -- A Roadmap to the Future, _p15 |
| 970 | 1 | 1 |
_l2.2 _tThe Evolution of Flipped Learning, _p16 |
| 970 | 1 | 1 |
_l2.3 _tChallenges with the Growth of Flipped Learning, _p17 |
| 970 | 1 | 1 |
_l2.4 _tDefining Flipped Learning, _p19 |
| 970 | 1 | 1 |
_l2.5 _tFlipped Learning Global Terminology, _p20 |
| 970 | 1 | 1 |
_l2.6 _tFlipped Learning 3.0, _p29 |
| 970 | 1 | 1 |
_l2.7 _tWho Is Doing Flipped Learning Well?, _p31 |
| 970 | 1 | 1 |
_l2.8 _tThe Search for Best Practices, _p32 |
| 970 | 1 | 1 |
_l2.9 _tFlipped Learning Goes Global, _p38 |
| 970 | 1 | 2 |
_lChapter 3, _p41 |
| 970 | 1 | 2 |
_tDigital and Adaptive Learning Emerges as a Strong Support, _p41 |
| 970 | 1 | 1 |
_l3.1 _tIntroduction, _p41 |
| 970 | 1 | 1 |
_l3.2 _tDigital Platforms, _p42 |
| 970 | 1 | 1 |
_l3.3 _tAdaptive Learning, _p43 |
| 970 | 1 | 1 |
_l3.4 _tDigital and Adaptive Learning, _p44 |
| 970 | 1 | 1 |
_l3.5 _tDigital and Adaptive Learning Supports Flipped Learnimg, _p44 |
| 970 | 1 | 1 |
_l3.6 _tChallenges with Digital and Adaptive Learning, _p46 |
| 970 | 1 | 1 |
_l3.7 _tDigital and Adaptive Learning Goes Global, _p47 |
| 970 | 1 | 1 |
_l3.8 _tConclusion, _p48 |
| 970 | 1 | 2 |
_lChapter 4, _p51 |
| 970 | 1 | 2 |
_tFADAL at MEF University, _p51 |
| 970 | 1 | 1 |
_l4.1 _tThe World's First Fully Flipped University, _p51 |
| 970 | 1 | 1 |
_l4.2 _tMEF Embraces Flipped Learning, _p52 |
| 970 | 1 | 1 |
_l4.3 _tMEF Embraces Digital abd Adaptive Learning, _p56 |
| 970 | 1 | 1 |
_l4.4 _tFlipped Learning - The Challenges, _p56 |
| 970 | 1 | 1 |
_l4.5 _tDigital and Adaptive Learning - The Challenges, _p57 |
| 970 | 1 | 1 |
_l4.6 _tThe Theory of Jobs to Be Done, _p58 |
| 970 | 1 | 1 |
_l4.7 _tRoot Causes of Challenges with Flipped Learning, _p60 |
| 970 | 1 | 1 |
_l4.8 _tRoot Causes of Challenges with Digital and Adaptive Learning, _p63 |
| 970 | 1 | 1 |
_l4.9 _tConclusion, _p64 |
| 970 | 1 | 2 |
_lChapter 5, _p67 |
| 970 | 1 | 2 |
_tChallenging Legacies, _p67 |
| 970 | 1 | 1 |
_l5.1 _tIntroduction, _p67 |
| 970 | 1 | 1 |
_l5.2 _tLearning Spaces, _p58 |
| 970 | 1 | 1 |
_l5.3 _tAssessment, _p69 |
| 970 | 1 | 1 |
_l5.4 _tGrading, _p74 |
| 970 | 1 | 1 |
_l5.5 _tCredit Hours, _p77 |
| 970 | 1 | 1 |
_l5.6 _tAccreditation, _p78 |
| 970 | 1 | 1 |
_l5.7 _tAcademic Freedom, _p81 |
| 970 | 1 | 1 |
_l5.8 _tPurchasing Models, _p84 |
| 970 | 1 | 1 |
_l5.9 _tConclusion, _p85 |
| 970 | 1 | 2 |
_lChapter 6, _p87 |
| 970 | 1 | 2 |
_tPreparing for the Future, _p87 |
| 970 | 1 | 1 |
_l6.1 _tIntroduction, _p87 |
| 970 | 1 | 1 |
_l6.2 _tWork, _p87 |
| 970 | 1 | 1 |
_l6.3 _tCitizenship Skills, _p91 |
| 970 | 1 | 1 |
_l6.4 _tCredentials, _p92 |
| 970 | 1 | 1 |
_l6.5 _tConclusion, _p94 |
| 970 | 1 | 2 |
_lChapter 7, _p95 |
| 970 | 1 | 2 |
_tThe New University Model, _p95 |
| 970 | 1 | 1 |
_l7.1 _tIntroduction, _p95 |
| 970 | 1 | 1 |
_l7.2 _tFlip Your Institution and Incorporate Digital and Adaptive Learning, _p96 |
| 970 | 1 | 1 |
_l7.3 _tRelate Degrees to Changes Uptake and Chamges in the Job Market, _p101 |
| 970 | 1 | 1 |
_l7.4 _tProvide Hybridized Education, _p103 |
| 970 | 1 | 1 |
_l7.5 _tIntegrate Local Needs and Forge Links with Industries, _p104 |
| 970 | 1 | 1 |
_l7.6 _tIntegrate Citizenship Skills, _p108 |
| 970 | 1 | 1 |
_l7.7 _tIntegrate Credentials, _p109 |
| 970 | 1 | 1 |
_l7.8 _tImplement a Shared Quality Culture, _p111 |
| 970 | 1 | 1 |
_l7.9 _tConclusion, _p112 |
| 970 | 1 | 2 |
_lChapter 8, _p113 |
| 970 | 1 | 2 |
_tPlanning Flip, _p113 |
| 970 | 1 | 1 |
_l8.1 _tIntroduction, _p113 |
| 970 | 1 | 1 |
_l8.2 _tActive Learning, _p114 |
| 970 | 1 | 1 |
_l8.3 _tBloom's Taxonomy, _p116 |
| 970 | 1 | 1 |
_l8.4 _tMastery Learning, _p121 |
| 970 | 1 | 1 |
_l8.5 _tBloom's Sigma 2 Problem, _p122 |
| 970 | 1 | 1 |
_l8.6 _tAndragogy, _p124 |
| 970 | 1 | 1 |
_l8.7 _tBackward Design/Understanding, _p125 |
| 970 | 1 | 1 |
_l8.8 _tLearning with Understanding, _p126 |
| 970 | 1 | 1 |
_l8.9 _tGagne's Nine Events of Instruction, _p128 |
| 970 | 1 | 1 |
_l8.10 _tConclusion, _p130 |
| 970 | 1 | 2 |
_lChapter 9, _p131 |
| 970 | 1 | 2 |
_lFlipping Curricula, _p131 |
| 970 | 1 | 1 |
_l9.1 _tIntroduction, _p131 |
| 970 | 1 | 1 |
_l9.2 _tDefining Curricula, _p132 |
| 970 | 1 | 1 |
_l9.3 _tDesigning Curricula for Effective Learning, _p133 |
| 970 | 1 | 1 |
_l9.4 _tPrinciples for Designing Curricula, _p133 |
| 970 | 1 | 1 |
_l9.5 _tOrganization and Frontloading Planning, _p135 |
| 970 | 1 | 1 |
_l9.6 _tA Flipped Learning Curriculum Planning Framework, _p136 |
| 970 | 1 | 1 |
_l9.7 _tTwo Simple Planning Methods, _p140 |
| 970 | 1 | 1 |
_l9.8 _tSummary of Planning Events, _p143 |
| 970 | 1 | 2 |
_lChapter 10, _p147 |
| 970 | 1 | 2 |
_tIndividual Space Best Practices, _p147 |
| 970 | 1 | 1 |
_l10.1 _tIntroduction, _p147 |
| 970 | 1 | 1 |
_l10.2 _tBest Practices for Student Motivation, _p149 |
| 970 | 1 | 1 |
_l10.3 _tBest Practices for Content, _p154 |
| 970 | 1 | 1 |
_l10.4 _tBest Practices for Videos, _p1546 |
| 970 | 1 | 1 |
_l10.5 _tMake the Individual Space Social, _p160 |
| 970 | 1 | 1 |
_l10.6 _tThe Placement and Types of Questions in Pre-work, _p161 |
| 970 | 1 | 1 |
_l10.7 _tLearning Analytics, _p163 |
| 970 | 1 | 1 |
_l10.8 _tFlipping with Text, _p163 |
| 970 | 1 | 1 |
_l10.9 _tStudent-created Content, _p164 |
| 970 | 1 | 1 |
_l10.10 _tTwo Traditional Learning Techniques and the Individual Space, _p165 |
| 970 | 1 | 1 |
_l10.11 _tHelping Students with Incomplete Understanding, _p169 |
| 970 | 1 | 1 |
_l10.12 _tConclusion, _p171 |
| 970 | 1 | 2 |
_lChapter 11, _p175 |
| 970 | 1 | 2 |
_tThe Technology Piece, _p175 |
| 970 | 1 | 1 |
_l11.1 _tIntroduction, _p175 |
| 970 | 1 | 1 |
_l11.2 _tPrinciples of Good Digital Design, _p176 |
| 970 | 1 | 1 |
_l11.3 _tTechnology in the Indivudual Space, _p179 |
| 970 | 1 | 1 |
_l11.4 _tDigital Platforms, Adaptive Learning and Differentiation in the Individual Space, _p196 |
| 970 | 1 | 1 |
_l11.5 _tTips for Digital Learning Strategies, _p200 |
| 970 | 1 | 1 |
_l11.6 _tTechnology in the Group Space, _p200 |
| 970 | 1 | 1 |
_l11.7 _tTech Tools for Assessment, _p203 |
| 970 | 1 | 1 |
_l11.8 _tConclusion, _p208 |
| 970 | 1 | 2 |
_lChapter 12, _p211 |
| 970 | 1 | 2 |
_tGroup Space Best Practices, _p211 |
| 970 | 1 | 1 |
_l12.1 _tIntroduction, _p211 |
| 970 | 1 | 1 |
_l12.2 _tThe Role of the Instructor, _p212 |
| 970 | 1 | 1 |
_l12.3 _tInclude a Start-of-Unit Review Activity, _p213 |
| 970 | 1 | 1 |
_l12.4 _tHow to Flip in Large Classes, _p214 |
| 970 | 1 | 1 |
_l12.5 _tLearning Spaces, _p215 |
| 970 | 1 | 1 |
_l12.6 _tActive Learning Strategies for the Group Space, _p220 |
| 970 | 1 | 1 |
_l12.7 _tConclusion, _p241 |
| 970 | 1 | 2 |
_lChapter 13, _p245 |
| 970 | 1 | 2 |
_tFlipping Assessment, _p245 |
| 970 | 1 | 1 |
_l13.1 _tThe Need to Rethink Assessment, _p245 |
| 970 | 1 | 1 |
_l13.2 _tThree Keys to Restructuring Assessment for Flipped Learning, _p247 |
| 970 | 1 | 1 |
_l13.3 _tRebalancing Assessment for Flipped Learning, _p252 |
| 970 | 1 | 1 |
_l13.4 _tAssessment in Flipped Learning, _p255 |
| 970 | 1 | 1 |
_l13.5 _tGrading and Feedback, _p256 |
| 970 | 1 | 1 |
_l13.6 _tPeer Assessment, _p264 |
| 970 | 1 | 1 |
_l13.7 _tSelf-assessment, _p267 |
| 970 | 1 | 1 |
_l13.8 _t21st Century Assessment, _p269 |
| 970 | 1 | 1 |
_l13.9 _tFlipping Learning: It is a Journey, _p270 |
| 970 | 1 | 2 |
_lChapter 14, _p273 |
| 970 | 1 | 2 |
_tAvoiding the Pitfalls of Flipped Learning, _p273 |
| 970 | 1 | 1 |
_l14.1 _tThe Three Ages of Flipped Learning, _p273 |
| 970 | 1 | 1 |
_l14.2 _tChallenges with the Global Spread of Flipped Learning, _p277 |
| 970 | 1 | 1 |
_l14.3 _tThe Journey to Global Standards, _p277 |
| 970 | 1 | 1 |
_l14.4 _tThe Global Elements of Effective Flipped Learning (GEEFL), _p278 |
| 970 | 1 | 1 |
_l14.5 _tGlobal Standards for Flipped Learning Professional Development, _p279 |
| 970 | 1 | 1 |
_l14.6 _tTransferring Current Research and Global Standards into Practice, _p281 |
| 970 | 1 | 1 |
_l14.7 _tFlipped Learning 3.0 Higher Ed Level - I Certification, _p282 |
| 970 | 1 | 1 |
_l14.8 _tGlobal Standars and Professional Development at MEF University, _p283 |
| 970 | 1 | 2 |
_lChapter 15, _p285 |
| 970 | 1 | 2 |
_tSupplemental Accreditation, _p285 |
| 970 | 1 | 1 |
_l15.1 _tIntroduction, _p285 |
| 970 | 1 | 1 |
_l15.2 _tImplementing Global Standards for Flipped Learning and Obtaining Accreditation, _p286 |
| 970 | 1 | 1 |
_l15.3 _tGoals of AALAS, _p289 |
| 970 | 1 | 1 |
_l15.4 _tConclusion, _p290 |
| 970 | 1 | 2 |
_lChapter 16, _p293 |
| 970 | 1 | 2 |
_tUnderpinning FADAL, _p293 |
| 970 | 1 | 1 |
_l16.1 _tIntroduction, _p293 |
| 970 | 1 | 1 |
_l16.2 _tFlipping the Mindset: Getting Buy-in at All Levels, _p294 |
| 970 | 1 | 1 |
_l16.3 _tInstructor Mindset and Training, _p295 |
| 970 | 1 | 1 |
_l16.4 _tProvide Mentorship and Incentives for Instructors, _p296 |
| 970 | 1 | 1 |
_l16.5 _tProvide Professional Development in Flipped Learning and Online Course Design, _p298 |
| 970 | 1 | 1 |
_l16.6 _tFaculty Buy-in, _p299 |
| 970 | 1 | 1 |
_l16.7 _tDevelop Centers for Research and Best Practices in Learning and Teaching, _p300 |
| 970 | 1 | 1 |
_l16.8 _tStay Current, _p301 |
| 970 | 1 | 1 |
_l16.9 _tConclusion, _p302 |
| 970 | 1 | 2 |
_lChapter 17, _p305 |
| 970 | 1 | 2 |
_lUnderpinning Student Support, _p305 |
| 970 | 1 | 1 |
_l17.1 _tStudent Mindset, _p305 |
| 970 | 1 | 1 |
_l17.2 _tLearner Development for Students, _p306 |
| 970 | 1 | 1 |
_l17.3 _tStudent Buy-in, _p306 |
| 970 | 1 | 1 |
_l17.4 _tProvide a Range of Non-academic Student Support, _p307 |
| 970 | 1 | 1 |
_l17.5 _tIntegrate Career Support, _p308 |
| 970 | 1 | 1 |
_l17.6 _tDiversify Career Center Staff, _p310 |
| 970 | 1 | 1 |
_l17.7 _tIntroduce Technologies for Networking Partnerships, _p310 |
| 970 | 1 | 1 |
_l17.8 _tMake Students' Jobs Meaningful, _p311 |
| 970 | 1 | 1 |
_l17.9 _tDraw on Alumni to Support Current Students, _p313 |
| 970 | 1 | 1 |
_l17.10 _tOffer Lifetime Membership of an Alma Mater for Reskilling, _p314 |
| 970 | 1 | 1 |
_l17.11 _tConclusion, _p315 |
| 970 | 1 | 2 |
_lChapter 18, _p319 |
| 970 | 1 | 2 |
_tVision for the Future, _p319 |
| 970 | 1 | 1 |
_l18.1 _tIntroduction, _p319 |
| 970 | 1 | 1 |
_l18.2 _tProvide Reskilling Initiatives, Stackable Pathways and Faster Times to Completion, _p320 |
| 970 | 1 | 1 |
_l18.3 _tPool Resources, _p322 |
| 970 | 1 | 1 |
_l18.4 _tProvide Freemium Education, _p323 |
| 970 | 1 | 1 |
_l18.5 _tHire Tenured Professors with Industry Experience, _p323 |
| 970 | 1 | 1 |
_l18.6 _tTrack Amalytics, _p325 |
| 970 | 1 | 1 |
_l18.7 _tPurchase or Develop Customer Relationship Management Systems, _p328 |
| 970 | 1 | 1 |
_l18.8 _tDevelop Open Educational Resources, _p330 |
| 970 | 1 | 1 |
_l18.9 _tDevelop Educational Technologies, _p331 |
| 970 | 1 | 1 |
_l18.10 _tEncourage Publishers to Better Integrate LMSs and Provide Collaborative Digital Platforms, _p334 |
| 970 | 1 | 1 |
_l18.11 _tIntroduce Embodied and Remote Labs, _p336 |
| 970 | 1 | 1 |
_l18.12 _tImplement Next Generation Mobile Applications, _p338 |
| 970 | 1 | 1 |
_l18.13 _tIncorporate Artificial Intelligence, _p339 |
| 970 | 1 | 1 |
_l18.14 _tIncorporate Virtual Immersive, Mixed, and Augmented Learning, _p341 |
| 970 | 1 | 1 |
_l18.15 _tIncorporate Robotics, _p343 |
| 970 | 1 | 1 |
_l18.16 _tTrack Learning Outcomes and Implement Predictive Analytics, _p344 |
| 970 | 1 | 1 |
_l18.17 _tDecrease Office Space, Increase Learning Spaces, _p347 |
| 970 | 1 | 1 |
_l18.18 _tDevelop Smart Campuses, _p348 |
| 970 | 1 | 1 |
_l18.19 _tHarvest Data Fields, _p351 |
| 970 | 1 | 1 |
_l18.20 _tEnsure Data Protection, Ethics, Privacy and Online Security, _p352 |
| 970 | 1 | 1 |
_l18.21 _tMove Toward Blokchain, _p355 |
| 970 | 1 | 1 |
_l18.22 _tPrepare for Disintermediation, _p359 |
| 970 | 1 | 1 |
_l18.23 _tChallence the Demands of External Accreditation Bodies, _p361 |
| 970 | 1 | 1 |
_l18.24 _tChallenge How Universities are Judged, _p363 |
| 970 | 1 | 1 |
_l18.25 _tConclusion, _p364 |
| 970 | 1 | 2 |
_lChapter 19, _p365 |
| 970 | 1 | 2 |
_tClosing Thoughts, _p365 |
| 970 | 1 | 1 |
_l19.1 _tThe New university Model - FADAL, _p365 |
| 970 | 1 | 1 |
_l19.2 _tWhy Flipped and Active Learning Works, _p366 |
| 970 | 1 | 1 |
_l19.3 _tWhy Digital and Adaptive Learning Works, _p367 |
| 970 | 1 | 1 |
_l19.4 _tRenovate or Evaporate!, _p368 |
| 970 | 0 | 1 |
_aAcknowledgements, _p371 |
| 970 | 0 | 1 |
_aReferences, _p373 |
| 970 | 0 | 1 |
_aIndex, _p399 |
| 999 |
_c8021 _d8021 |
||