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Books on the topic 'Blender Studios'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

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1

Mullen, Tony. Blender studio projects: Digital movie-making. Indianapolis: Wiley Technology Pub., 2010.

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2

1970-, Andaur Claudio, ed. Blender studio projects: Digital movie-making. Indianapolis, Ind: Wiley Pub., 2010.

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3

Ng, Eugenia M. W., 1959-, ed. Comparative blended learning practices and environments. Hershey, PA: Information Science Reference, 2010.

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4

Kitchenham, Andrew. Blended learning across disciplines: Models for implementation. Hershey, PA: Information Science Reference, 2011.

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5

Jean-François, Emmanuel. Transcultural blended learning and teaching in postsecondary education. Hershey PA: Information Science Reference, 2013.

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6

Willems, J. Global challenges and perspectives in blended and distance learning. Hershey, PA: Information Science Reference, 2013.

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7

Outlooks and opportunities in blended and distance learning. Hershey, PA: Information Science Reference, 2013.

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8

Pullinger, D. J. BLEND-7: Other studies and user communities. [London]: British Library Research and Development Dept., 1991.

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9

Blended learning and online tutoring: A good practice guide. Aldershot, Hants, England: Ashgate, 2005.

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10

Blanc, Pierre-Eric. Studies of polyaryl ether ether ketone and polyetherimide blends. Birmingham: University of Birmingham, 1991.

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11

Pielichowski, Krzysztof. Studies on the thermal decomposition of poly(vinyl chloride) blends. Cracow: Cracow University of Technology, 1998.

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12

Compare & contrast: Teaching comparative thinking to strengthen student learning. Alexandria, Va: ASCD, 2010.

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13

Blended learning and online tutoring: Planning learner support and activity design. 2nd ed. Aldershot: Gower, 2008.

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14

Sharon, Anderson. And the two became one plus: An upfront look at today's blended family. So. Easton, Mass: Bridges of Hope Publishers, 1994.

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15

Yukiko, Inoue, ed. Cases on online and blended learning technologies in higher education: Concepts and practices. Hershey, PA: Information Science Reference, 2010.

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16

Weritz, Wulf. Fall- und problemorientiertes Lernen in hybriden Lernarrangements: Theoretische Grundlagen, Entwicklung und empirische Evaluation von Studienmaterialien für die Lehrerausbildung an einer Präsenzuniversität. Frankfurt am Main: P. Lang, 2007.

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17

Introducing Microsoft Expression Studio: Using design, web blend and media to create professional digital content. Boston, Mass: Course Technology, 2008.

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18

Feldman, Arlen S. WPF in action with Visual Studio 2008: Covers Visual Studio 2008 SP1 and .Net 3.5 SP1. Greenwich, CT: Manning Publications Co., 2009.

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19

P, Mackey Thomas, and Jacobson Trudi, eds. Using technology to teach information literacy. New York: Neal-Schuman Publishers, 2008.

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20

Blender Studio Projects. New York: John Wiley & Sons, Ltd., 2010.

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21

Andaur, Claudio, and Tony Mullen. Blender Studio Projects. Wiley & Sons, Incorporated, John, 2010.

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22

Andaur, Claudio, and Tony Mullen. Blender Studio Projects: Digital Movie-Making. Wiley & Sons, Incorporated, John, 2010.

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23

Andaur, Claudio, and Tony Mullen. Blender Studio Projects: Digital Movie-Making. Wiley & Sons, Incorporated, John, 2010.

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24

Bruhn, Mark J. Intentionality and Constraint in Conceptual Blending. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190457747.003.0005.

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This chapter proposes a systems-theoretic adjustment to conceptual blending theory with respect to the so-called generic space. In creative conceptualization, the generic space is not an optional by-product of conceptual mappings across previously and otherwise constituted input spaces, but rather their effective cause, and not by selecting for them but by massively constraining against anything not them. As a first approximation of the blend’s targeted or intended meaning, the generic space functions as an indispensable “proto-blend” that sets the parameters and satisfaction conditions for the resulting conceptual network. This underappreciated point is elaborated through case studies of three well-known and increasingly complex creative blends: a sentence-level metaphor (“This surgeon is a butcher!”), an extemporaneous discourse exchange (from the live radio talk show “Loveline”), and a highly iconic lyric poem (Richard Wilbur’s “Piazza di Spagna, Early Morning”).

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25

Ng, Eugenia M. W., 1959-, ed. Comparative blended learning practices and environments. Hershey, PA: Information Science Reference, 2010.

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26

Comparative blended learning practices and environments. Hershey PA: Information Science Reference, 2010.

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27

Anthony G. Picciano and Charles D. Dziuban (Editor), ed. Blended Learning: Research Perspectives. Sloan-C, 2007.

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28

Frenzel, Larry, and Shawna Frenzel. His, Hers, and Theirs: Facing the Challenge of Blended Families. Nelsonword Publishing Group, 1994.

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29

McCarthy, Michael, ed. The Cambridge Guide to Blended Learning for Language Teaching. Cambridge University Press, 2015. http://dx.doi.org/10.1017/9781009024754.

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The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

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30

Making Two Halves a Whole: Studies for Parents in Blended Families. Cook Communications Ministries Intl, 2002.

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31

Clark, Tom, Cathy Cavanaugh, and Michael Barbour. Online, Blended, and Distance Education in Schools: Building Successful Programs. Stylus Publishing, LLC, 2015.

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32

Clark, Tom, and Michael K. Barbour. Online, Blended and Distance Education in Schools: Building Successful Programs. Stylus Publishing, 2015.

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33

Online, Blended and Distance Education in Schools: Building Successful Programs. Stylus Publishing, 2015.

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34

Clark, Tom, Cathy Cavanaugh, and Michael Barbour. Online, Blended, and Distance Education in Schools: Building Successful Programs. Stylus Publishing, LLC, 2015.

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35

Perfect Blend. Shawnee, 2005.

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36

Gardner, Audrey, Tracey Mollins, Maria Moriarty, and Matthias Sturm. Position Paper on Blended Learning in Adult Education. eCampusOntario Open Authoring Platform, 2019.

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37

Brears, Robert. Financing Nature-Based Solutions: Exploring Public, Private, and Blended Finance Models and Case Studies. Springer International Publishing AG, 2022.

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38

Consonant Blends and Digraphs - Teacher's Guide. Sra, 1997.

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39

Consonant Blends and Digraphs - Teacher's Guide. Sra, 1997.

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40

Yukiko, Inoue, ed. Cases on online and blended learning technologies in higher education: Concepts and practices. Hershey PA: Information Science Reference, 2010.

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41

Blend for Visual Studio 2012 By Example Beginner's Guide. Packt Publishing, 2015.

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42

Special Blend: Fusion Management from Asia and the West. John Wiley & Sons, 2000.

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43

Campagna, Anice Elizabeth. THE MEANING OF BEING A PARENT IN A RESOLVED BLENDED FAMILY: A PHENOMENOLOGICAL INQUIRY (DIVORCE). 1996.

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44

Organisation for economic co-operation and development. OECD Studies on Water Making Blended Finance Work for Water and Sanitation Unlocking Commercial Finance for SDG 6. Organization for Economic Cooperation & Development, 2019.

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45

Malykhin, Oleksandr, Nataliia Aristova, and Oksana Shparyk. The use of positive experience of organizing educational process in European Union countries under unpredictable global influences in the system of national education of Ukraine. KONVI PRINT, 2021. http://dx.doi.org/10.32405/978-617-8124-25-0-2021-70.

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The presented instructional guidelines book is targeted at presenting generalized experience of the EU countries and Ukraine regarding the implementation of measures aimed at minimizing the negative consequences of the urgent reformatting of traditional educational process (classroom studies in general secondary schools and lecture-seminar studies at higher education institutions) into distance and/or blended learning formats. The instructional guidelines book consists of four sections (“General Provisions”, “Generalized experience of EU countries in overcoming the negative effects of the COVID-19 pandemic on national systems of education and prospects for its usage in the educational system of Ukraine”, “Measures taken to address the negative impacts of the COVID-19 pandemic on national educational systems”, “Recommended sources for obtaining additional information”) and provides comprehensive information on measures that can be recommended for implementing into the educational system of Ukraine within distance and/or blended learning (amid the COVID-19 pandemic and with the prospect of applying the most effective forms, methods and means of education in post-pandemic period). The instructional guidelines book is intended for representatives of administrative bodies in the field of education, university teachers and postgraduate education seekers, scientists, postgraduate students, doctoral students, university teachers and students of higher pedagogical educational institutions and other employees in the field of education.

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46

Vorobyova, Olga. Fluorescence studies of polymer association in water and droplet coalescence in polymer blend melts. Dept of Chemistry, U of Toronto, 2000.

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47

Craig, Gary, ed. Community Organising against Racism. Bristol University Press, 2017. http://dx.doi.org/10.46692/9781447333753.

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Gary Craig and his contributors blend theory and practice-based case studies to review how different community development approaches can empower minority ethnic communities to confront racism and overcome social, economic and political disadvantage.

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48

Noda, I. Polymer Solutions, Blends, and Interfaces: Proceedings of the Procter and Gamble Uerp Symposium (Studies in Polymer Science). Elsevier Publishing Company, 1992.

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49

Pawar, V. P., Bhagyashree Kunte, and Srinivas Tumuluri. Indian Business Case Studies Volume II. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192869388.001.0001.

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Abstract Case Volume II—Indian Business Case Studies is a unique blend of Business Case Studies on Indian businesses focusing on current business and economics influencing the entire business scenario. The cluster of uniquely designed and developed case studies in this volume are best suited to all aspects taught in global business schools in both UG and PG levels and business consultancy in management development projects. The expanse of the case studies in this volume covers unique issues in human resources management, financial management issues in business in all possible segments from project financing to investments, cashflow management, banking and taxation, and non-banking sectors. The three sections cover specific case studies in human resources finance management and marketing and strategic business management issues. The cases are also from relevant and current business issues such that the readers can very well correlate their search with case issues which offer the best tools for concept clarification from theoretical studies at UG and PG levels. Since there are few field search case studies (live case studies) the students and faculty can visit or refer to published data to analyse and resolve case issues. The scope of subjects of case studies is so large and relevant that they are of interest to students and faculty from any specialization and the case studies being multidisciplinary provide business sense and approach to real-life issues in business more specifically in the Indian context.

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50

Zoghlami, Naouel, Cédric Brudermann, Cédric Sarré, Muriel Grosbois, Linda Bradley, and Sylvie Thouësny, eds. CALL and professionalisation: short papers from EUROCALL 2021. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.54.9782490057979.

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The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the Covid-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was “CALL & Professionalisation”. This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference.

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