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Books on the topic 'UNIVERSITY’S STUDY BOOK'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Fridman, Yuriy, and Aleksandr Korzhenevich. Learning to solve problems in physics: preparing for the Unified State Exam. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/995926.

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If you are holding this textbook in your hands, it means that you understand the need to solve problems when studying a physics course at school. Indeed, it is difficult to overestimate the effect that the solution of problems in the study of physics gives. The textbook contains about 800 problems for the high school physics course. The tasks are based on the examination materials of various universities, including the Republic of Crimea, data from the magazines "Kvant", "Physics at School", information received from correspondence physics and mathematics schools of the Moscow State University named after M. V. Lomonosov, National Research Nuclear University "MEPhI", Bauman Moscow State Technical University, Moscow Institute of Physics and Technology (State University). We also used the problem books that were released in various years to help those entering universities. The number of problems and their selection are not random and allow, according to the compilers, to demonstrate the types of problems that are often found in the high school physics course, the most rational methods, general approaches and ideas for solving them, and also help to acquire certain skills in solving problems. Can be useful for use in secondary schools when working with students for whom physics is of interest, optional, if you prepare for the entrance exams for physics, a specialized school with advanced study of physics, as well as anyone who wants to learn how to solve problems in physics.

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2

Kaplan Educational Centers (Firm : New York, N.Y.). GRE verbal resource book. Kaplan, 1998.

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3

name, No. Index architecture: A Columbia book of architecture. MIT Press, 2003.

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4

Universities, Association of Jesuit Colleges and. Resource book for international education at U.S. Jesuit colleges and universities. 4th ed. Association of Jesuit Colleges and Universities, 1993.

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5

Universities, Association of Jesuit Colleges and. Resource book for international education at U.S. Jesuit colleges and universities. 3rd ed. Association of Jesuit Colleges and Universities, 1989.

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6

Zorzi, Andrea, ed. Percorsi recenti degli studi medievali. Firenze University Press, 2009. http://dx.doi.org/10.36253/978-88-6453-115-1.

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This book brings together the proceedings of the study days organised to mark the twentieth anniversary of the Florence University PhD course in Mediaeval History. It offers, first and foremost to the broad public of young scholars of Italian mediaeval history, an overview of conceptual approaches to the major issues characterising the various ambits of mediaeval research over the last twenty years.

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7

Pratesi, Giovanni, ed. Il Museo di Storia Naturale dell'Università degli Studi di Firenze. Le collezioni mineralogiche e litologiche | The Museum of Natural History of the University of Florence.The Mineralogical and Lithological Collections. Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-319-9.

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The Museum of Natural History of the University of Florence, founded in 1775 by Grand Duke Pietro Leopoldo d'Asburgo Lorena, is one of the oldest and most prestigious scientific museums in the world. The fourth volume on the Collections of the Mineralogy and Lithology Section, published like the previous volumes by the Firenze University Press, fits perfectly in the series dedicated to the collections of the University's Museum System. The first part of the book describes in great detail the paths that led to the formation of the collections, starting with those dating to the Medici period and arriving at the specimens collected during recent expeditions. The second part illustrates and documents the extraordinary specimens of minerals, hardstone carvings and meteorites which represent the material patrimony of this section. Particular attention is given to the holotypes, the Elban Collection and the minerals of pegmatites, as well as the methods and solutions adopted to realize the project of the new museum exhibition set-up. The third and last part describes the studies carried out on the materials: from the minerals of the systematic collections to the rock specimens that recount not only the geodiversity of a region but also the history of a city.

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8

Davydov, Viktor. Physico-chemical education projects in extracurricular activities of students. Teacher's book. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1016650.

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Methodological guidance on the content and methodology of the project activity of schoolchildren. The reader is the author's methodological concept work on a study project, in which the Central place is given to the formation of the original intent, defining the challenge and creative level. Most of the book consists of descriptions of research and creative projects carried out in the course of many years of extracurricular work of the author with students. Addressed to teachers and students of chemical specialties of pedagogical higher education institutions and universities and employees of system of additional education of children, teachers of chemistry in secondary schools, gymnasiums, lyceums and colleges.

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9

Mazzoni, Stefania, ed. Studi di Archeologia del Vicino Oriente. Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-145-4.

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The book presents recent studies and research by the students of Paolo Emilio Pecorella, a lecturer in Archaeology and Art History of the Ancient Near East at the University of Florence. The contributions reflect the numerous interests and activities in the field promoted by Pecorella and continued now by his school: in Syria and Mesopotamia (J.S. Baldi, S. Nannucci, V. Orsi, C. Coppini and G. Baccelli), in Anatolia (F. Manuelli, A. D'Agostino, G. Guarducci and S. Valentini), in Cyprus (L. Bombardieri), and in Iran (S. Anastasio).

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10

Vdovina, Olga, and Semen Reznik. Teachers of Russian universities: formation and development of professional competencies. INFRA-M Academic Publishing LLC., 2016. http://dx.doi.org/10.12737/17979.

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The monograph is devoted to the activities of a teacher of a higher educational institution, technologies for the formation and development of their professional competencies. The book is addressed to specialists who study the problems of intra-University management, teachers and management personnel of higher educational institutions, and will also be of interest to undergraduates and postgraduates preparing for teaching.

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11

Nicolas Martinez, Maria Carlota, and Scott Staton, eds. Studi per l'insegnamento delle lingue europee. Firenze University Press, 2005. http://dx.doi.org/10.36253/88-8453-194-2.

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This book represents a contribution to the elaboration of language teaching methods. It comprises a collection of the addresses made on the first two study days on the teaching of European languages (Florence 2002-2003) attended by teachers working in Italian universities, and also in higher educational institutes both public and private. From the comparison of different experiences and cultures there emerged a very dynamic scenario, open to new scientific and methodological stimuli. Among the issues addressed are the use of the new technologies in teaching, the implications of the expansion of the European Union, and the use of a foreign language for the teaching of non-linguistic disciplines.

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12

(Firm), Princeton Review, ed. Complete book of graduate programs in the arts and sciences. 2nd ed. Random House, 2004.

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13

Webb, Trevor. A level music: A work book of questions for the Anthology of Music, London University [second set]. Novello, 1989.

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14

Irl, Bivens, Davis Stephen 1952-, and Polaski Thomas, eds. Calculus: Multivariable / Howard Anton, Drexel University, Irl Bivens, Davidson College, Stephen Davis, Davidson College ; with contributions by Thomas Polaski, Winthrop University. 9th ed. John Wiley & Sons, Inc., 2009.

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15

Kallisratidis, Evgeniya, Svetlana Korostova, Igor' Nefedov, Andrey Panteleev, Anna Tretyakova, and Olga Frolova. M-learning in project activities when teaching Russian as a foreign language. Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02051-7.

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The textbook is intended for foreign students who speak Russian at the basic and first certification levels and master the official business and scientific styles of speech. The manual is made up of texts about the Southern Federal University that differ in their level of complexity. Each text is accompanied by pre-text and post-text tasks, including lexical and grammatical exercises aimed at the formation of speech competencies, as well as at repetition and deeper assimilation of the language material studied in the framework of the main courses of Russian as a foreign language. The textbook can be used as an additional source of materials for teaching foreign students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes and as a book for home reading, as well as in the process of independent in-depth study of the Russian language. The textbook is addressed to foreign students of the secondary and advanced stages of education, as well as to all foreign readers interested in the Southern Federal University and seeking to expand their vocabulary, as well as to master the official business and scientific style of speech. The introductory part of the textbook may also be of interest to teachers of Russian as a foreign language (RKI), who expand their professional competencies through the introduction of innovative technologies in the educational process.

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16

Gu xiang hui gui zhi lu: Da xue ren wen ke xue jiao cheng = Back to the home of the soul : a university course book of the humanities. Qing hua da xue chu ban she, 2004.

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17

Maffei, Paola, and Gian Maria Varanini, eds. Honos alit artes. Studi per il settantesimo compleanno di Mario Ascheri. I. La formazione del diritto comune. Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-627-5.

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The articles collected in the book offer insights on major aspects that determined the success and development of the ”ius commune”, progressively spread out across Europe, and from Europe to those parts of the world that felt the influence. Three prospects are hereby taken onto account, in a time span of seven centuries (XII-XVIII): the consilia of Jurists, the training paths in universities (texts, literary genres, doctrines, teaching and teachers) and the canonical science.

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18

Zuffi, Marco, ed. Societas herpetologica italica. Atti del V congresso nazionale, Calci (Pisa), 29 settembre-3 ottobre 2004. Firenze University Press, 2006. http://dx.doi.org/10.36253/88-8453-420-8.

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This book contains the proceedings of the Congress, thus making available the extensive range of research performed and in progress. The contributions, in synthetic form, illustrate the methods and results, with the support of data, tables and bibliographies, of 35 studies carried out by research teams of biologists from the universities of Roma-Sapienza, Roma Tor Vergata, Florence, Naples, Turin, Milan, Palermo, Genoa, Pisa, Padua, Pavia, Perugia and Calabria, as well as various museums, study centres, reserves and nature parks.

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19

Cortazzi, Hugh, ed. Japanese Studies in Britain. Amsterdam University Press, 2016. http://dx.doi.org/10.5117/9781898823582.

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This book takes an in-depth look at the study of Japan in contemporary Britain, highlighting the many strengths but also pointing out some weaknesses, while at the same time offering a valuable historical record of the origins and development of Japanese Studies in British universities and other institutions. It comprises essays written by scholars from universities all over Britain – from Edinburgh and Newcastle to Cardiff, SOAS and Oxbridge+, as well as contributions from various supporting foundations and organizations – from the British Association of Japanese Studies (BAJS) to the Sainsbury Institute for the Study of Japanese Arts and Cultures (SISJAC). It opens with an historical overview by Peter Kornicki, followed by chapters on the important role of missionaries in advancing Japanese language studies in pre-war Japan by Hamish Ion and the contribution of the British consular and military officers before 1941 by Jim Hoare. Japanese Studies in Britain gives a snapshot of the present state of Japanese Studies in Britain. It also provides an important new benchmark and point of reference regarding the present options for studying Japan at British universities. It offers in addition a wider perspective on the role, relevance and future direction of Japanese Studies for academia, business and government, students planning their future careers and more generally the world of education, as well as readers interested in the developing relationship between Britain and Japan.

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20

Adam, Robinson, and Adam Robinson. Cracking the new SAT. 2nd ed. Random House, 2005.

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21

Adam, Robinson. Cracking the new SAT. 2nd ed. Random House, 2004.

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22

Barsanti, Giulio, and Guido Chelazzi, eds. Il Museo di Storia Naturale dell'Università degli Studi di Firenze VOL. 1 LE COLLEZIONI DELLA SPECOLA. Firenze University Press, 2009. http://dx.doi.org/10.36253/978-88-8453-848-2.

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The Museum of Natural History of the University of Florence, founded in 1775 by the Grand Duke Peter Leopold, is the oldest scientific museum in Europe. Firenze University Press opens the series dealing with the six sections of the Museum with this book on La Specola, situated in Palazzo Torrigiani, which represented the original nucleus. The articles in the first section reconstruct the historic background, the foundation of La Specola and the genesis and development of the collections. The second part considers the anatomical waxes, the entomological collections, and those of the vertebrates and the invertebrates, with a view to providing a description of the precious specimens that is at once precise and accessible. Finally, the third section completes the picture, retracing the important research activity that has accompanied the history of La Specola and reporting on the scientific projects in which the personnel are engaged. The largest collection in the world of anatomical wax models and the vast zoological collection are illustrated by the people directly involved in the related research, and by a superb selection of original photos produced specially for this publication.

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23

Nakissa, Aria. The Anthropology of Islamic Law. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190932886.001.0001.

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This book shows how hermeneutic theory and practice theory can be brought together to analyze cultural, legal, and religious traditions. These ideas are developed through an analysis of the Islamic legal tradition, which examines both Islamic legal doctrine and religious education. In terms of disciplinary orientation, the book combines anthropology and Islamicist history, utilizing both ethnography and in-depth analysis of Arabic religious texts. The book focuses on higher religious learning in contemporary Egypt, examining its intellectual, ethical, and pedagogical dimensions. Data is drawn from over two years of fieldwork inside al-Azhar University, Cairo University’s Dār al-ʿUlūm, and the network of traditional study circles associated with the al-Azhar mosque. Together these sites constitute the most important venue for the transmission of religious learning in the contemporary Muslim world. Although the book gives special attention to contemporary Egypt, it provides a broader analysis relevant to Islamic legal doctrine and religious education throughout history.

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24

Freeland, Richard M. Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.001.0001.

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This book examines the evolution of American universities during the years following World War II. Emphasizing the importance of change at the campus level, the book combines a general consideration of national trends with a close study of eight diverse universities in Massachusetts. The eight are Harvard, M.I.T., Tufts, Brandeis, Boston University, Boston College, Northeastern and the University of Massachusetts. Broad analytic chapters examine major developments like expansion, the rise of graduate education and research, the professionalization of the faculty, and the decline of general education. These chapters also review criticisms of academia that arose in the late 1960s and the fate of various reform proposals during the 1970s. Additional chapters focus on the eight campuses to illustrate the forces that drove different kinds of institutions--research universities, college-centered universities, urban private universities and public universities--in responding to the circumstances of the postwar years.

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25

Independent Study: The Testing, Book 2. HMH Books for Young Readers, 2015.

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26

Northedge, Andy, and E. Chamber. The Arts Good Study Guide (Open University Set Book). Open University Worldwide, 1997.

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27

Strømmen-Bakhtiar, Abbas, Roger Helde, and Elisabeth Suzen, eds. Supplemental Instruction. Volume 1: Digital Technologies. Waxmann Verlag GmbH, 2021. http://dx.doi.org/10.31244/9783830993247.

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Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students' performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book is about the role, use and place of digital technologies in supplemental Instruction, which includes why we need Supplemental Instruction, teacher’s integration of technology experience with lecture capture and more. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. This book is the first of a trilogy on Supplemental Instruction, where the themes for the other books are " Student Learning Processes" and “Organization and Leadership”. The editors of the trilogy are Abbas Strømmen-Bakhtiar, Roger Helde and Elisabeth Suzen, all three Associate Professors at Nord University, Norway.

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28

Pathania, Gaurav J. The University as a Site of Resistance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199488414.001.0001.

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Since the 1960s, universities have ignited new discourse as free speech movements, LGBT, feminism movements in the West. Universities not only served as centers of learning but also promoted resistance through critical thinking. The recent wave of student resistance in India has brought the role of the university to the forefront. The University as a Site of Resistance analyses massive protests that emerged in the aftermath of Rohith Vemula’s death in Hyderabad Central University, as well as the Azadi Campaign started by Jawaharlal Nehru University students in Delhi in 2016. Taking Osmania University in Hyderabad as a case study, the book provides an ethnographic account of the emergence of one of India’s longest student movements— the movement for Telangana statehood. Since its inception in the 1960s to its culmination in the formation of Telangana state in 2014, students at Osmania University played a decisive role. The book discusses protest strategies, methods, and networks among students. It also examines the role played by various caste and sub-caste groups and civil society in making the movement a success. The author argues that contemporary identity-based student movements are primarily cultural movements. As the traditional caste and class analysis becomes redundant to explain such contemporary collective action, the book establishes these unique resistances as New Social Movements and claim that these movements contribute to the democratization of institutional spaces. In this context, the volume provides a conceptual debate on contemporary cultural politics among university students.

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29

Oxford University Press. Teacher's Book 4 (Let's Go / Oxford University Press). Oxford University Press, 1995.

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30

Strømmen-Bakhtiar, Abbas, Roger Helde, and Elisabeth Suzen, eds. Supplemental Instruction. Volume 2: Student Learning Processes. Waxmann Verlag GmbH, 2021. http://dx.doi.org/10.31244/9783830993254.

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Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students’ performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book is about student learning processes and Supplemental Instruction, which includes everything from learning activities in SI to developing guidance skills of leaders and more. The book also deals with a comparison of Supplemental Instruction with other group-oriented learning activities, and practical aspects of the programme. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. The book is part of a trilogy on Supplemental Instruction, where the themes for the other books are “Digital Technologies” and “Organisation and Leadership”. The editors of the trilogy are Abbas Strømmen-Bakhtiar, Roger Helde and Elisabeth Suzen, all three Associate Professors at Nord University, Norway.

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31

Feingold, Mordechai, ed. History of Universities. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198835509.001.0001.

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This book contains a mix of learned articles and book reviews providing a history of higher education. Topics covered include alumni friendships in later medieval England, a study of portraits in the Sorbonne, Galileo’s Philoponus, academic careers in Renaissance Brandenburg, the Scottish scientific revolution, and the history of the Institute for Advanced Studies in the Humanities (IASH).

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32

Strømmen-Bakhtiar, Abbas, Roger Helde, and Elisabeth Suzen, eds. Supplemental Instruction. Volume 3: Organisation and Leadership. Waxmann Verlag GmbH, 2021. http://dx.doi.org/10.31244/9783830993261.

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Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students’ performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book examines different aspects of SI in organizations and leadership, including surveys of Supplemental Instruction programs in Europe, how SI sessions should be organized, the degree to which SI improves retention rates and exam results, SI and learning leadership and leadership development, benefits of being a member of an SI team and employability, SI implementation in healthcare education and virtual students’ attitudes towards SI online. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. The book is part of a trilogy on Supplemental Instruction, where the themes for the other books are “Digital Technologies” and “Student Learning Processes”. The editors of the trilogy are Abbas Strømmen-Bakhtiar, Roger Helde and Elisabeth Suzen, all three Associate Professors at Nord University, Norway.

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33

Vershinina, Maria, Darya Gerasimenko, Elena Lioznova, and Aleksandra Sentemova. UPGRADE YOUR LISTENING COMPREHENSION : STUDENT'S BOOK. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2426.978-5-317-06627-7.

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This textbook provides an effective tool for learners of English who want to upgrade their listening comprehension and speaking skills and broaden their vocabulary. It contains a lot of well-structured and useful exercises based on authentic videos. The publication is intended for non-commercial educational purposes only. We recommend the textbook for high-school and university students and all those who want to study English using authentic video materials.

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34

1944-, Tschumi Bernard, Berman Matthew 1972-, and Columbia University, eds. Index architecture: A Columbia book of architecture. MIT Press, 2003.

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35

1944-, Tschumi Bernard, Berman Matthew 1972-, and Columbia University, eds. Index architecture: A Columbia book of architecture. MIT Press, 2003.

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36

Freedman, Roger A., A. Lewis Ford, Hugh D. Young, and Francis Weston Sears. University Physics with Modern Physics, Books a la Carte Edition. Addison-Wesley Longman, Incorporated, 2015.

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37

Elisa, Handelsman, ed. The college and university science facilities reference book: 105 new project profiles. Tradeline, Inc., 1998.

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38

Doyle, Arthur Conan. The Case-Book of Sherlock Holmes. Edited by W. W. Robson. Oxford University Press, 2009. http://dx.doi.org/10.1093/owc/9780199555642.001.0001.

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In The Case-Book of Sherlock Holmes we read the last twelve stories Conan Doyle was to write about Holmes and Watson. They reflect the disillusioned world of the 1920s in which they were written, and he can be seen to take advantage of new, more open conventions in fiction. Suicide as a murder weapon and homosexual incest are some of the psychological tragedies whose consequences are unravelled by the mind of Holmes before the eyes of Watson. That said, the collection also includes some of the best turns of wit in the series, and indeed in the whole of English literature. The editor of this volume, W.W. Robson, is Emeritus David Masson, Professor of English Literature at the University of Edinburgh and the author of Modern English Literature. The general editor of the Oxford Sherlock Holmes, Owen Dudley Edwards, is Reader in History at the University of Edinburgh and author of The Quest for Sherlock Holmes. A Biographical Study of Sir Arthur Conan Doyle.

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39

Anderson, Robert. Tomás Irish, The university at war, 1914–25. Britain, France, and the United States (Basingstoke: Palgrave Macmillan, 2015), x + 254 pp. ISBN: 9781137409447. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198807025.003.0021.

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This chapter reviews the books The university at war, 1914–25. Britain, France, and the United States (2015) and Trinity in war and revolution, 1912–1923 (2015), both by Tomás Irish. In The university at war, Irish argues that the three western allies—Britain, France, and the United States—had a concerted campaign to mobilise academic ideals as a weapon against Germany during World War I, and as a way of strengthening cooperation among themselves. He shows that American universities were engaged in this project from the start. He also examines a number of significant issues, including the anti-war movements in Britain and America, debates on academic freedom in America, and the promotion of student exchanges in a spirit of internationalism. The broad perspectives of Irish’s general study are complemented by his history of Trinity College Dublin.

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40

Association of Jesuit Colleges and Universities., ed. Resource book for international education at U.S. Jesuit colleges and universities. 5th ed. Association of Jesuit Colleges and Universities, 1997.

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41

Bristow, Jennie, Sarah Cant, and Anwesa Chatterjee. Generational Encounters with Higher Education. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529209778.001.0001.

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The 21st century has witnessed significant changes to the structures and policies framing Higher Education. But how do these changes in norms, values, and purpose shape the generation now coming of age? Employing a generational analysis, this book offers an original approach to the study of education. Drawing on a British Academy-funded study, comprising a policy review, semi-structured interviews and focus groups with students and with academics of different generations, and an analysis of responses to the Mass Observation Study, the book explores the qualitative dimensions of the relationship between academics and students, and examines wider issues of culture and socialisation, from tuition fees and student mental health, to social mobility and employment. The book begins with a discussion of the emergence of a ‘graduate generation’, in a context where 50 per cent of young people are encouraged to go to University, on the basis that this is a personal investment in their future careers. Subsequent chapters review the policy changes that have led to this framing of Higher Education as an increasingly individualised experience, where ‘student choice’ is operationalised as the means by which Universities are funded and held to account; historical differences in the experience of Higher Education; and the impact of these changes on the role and status of academic staff and the experience of current and prospective students.

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42

Ihsanoglu, Ekmeleddin. The House of Sciences. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190051556.001.0001.

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This book examines the process of founding a Western institution, namely a university, in the Ottoman Empire, a cultural environment wholly different from its place of origin in Western Europe. This study sheds new light on an important and pioneering experiment involving both Islamic and Western cultures. It tracks the multifaceted transformation at work in İstanbul during the transition from classical to modern modes of scientific education. As well as explaining the origins of the Darülfünun and the motivations for its founding, this study also highlights the impact of the Ottoman University outside the Ottoman domain. To put this study in the right perspective, concise introductory information is given regarding the origin of the university in Europe, the modernization of the university in the nineteenth century, and the diffusion of the university as an institution of higher education outside Europe, specifically to the Muslim world.

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43

(Editor), Margaret Moran, and Fern Oram (Editor), eds. Master the SAT 2009 (w/CD) (Master the Sat (Book & CD)). Arco, 2008.

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44

The College Blue Book. MacMillan Reference Books, 2000.

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45

University of Cambridge Local Examinations Syndicate. Cambridge Starters 1 Student's book: Examination Papers from the University of Cambridge Local Examinations Syndicate. Cambridge University Press, 1999.

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46

Kocić Stanković, Ana. THE AFRICAN AMERICAN EXPERIENCE: AN INTRODUCTION. Filozofski fakultet Niš, 2021. http://dx.doi.org/10.46630/aae.2021.

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My purpose in compiling this book was to produce a “student-friendly” course book in African American Studies, the elective course I designed and introduced into the English Department curriculum at the Faculty of Philosophy, University of Niš. The book is meant to provide a brief introduction into the history and culture of African Americans in the U.S., but could also be of interest to the general public, and, hopefully, may add to the practice of teaching African American literature and history already established at Serbian universities. The main purpose of the book is to get the readers/students acquainted with the key events in African American history, the most important political and cultural figures and the most prominent themes in African American culture. One of the goals would also be to spark further interest in this topic area and open possibilities for similar postgraduate academic courses. As most available books in African American studies deal either with history or literature, I have made an attempt to consider the subject from the perspective of cultural studies, integrating historical data with sociological, political and cultural commentary. I have deemed that such an integrative approach would provide the best insight into the study area and give the fullest picture of the African American contribution to the U.S. and world history and culture. The book is divided into eight chapters covering the period from the origins of the Atlantic slave trade to the contemporary period. The concept of individual chapters is as follows: an outline of the most important events, developments and historical figures of a particular period is followed by two or three brief excerpts from some of the most important works by major African American writers which illustrate the most important theme(s) covered in the chapter, accompanied by a brief commentary with topics and questions for further study.

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47

Quest: Reading and Writing in the Academic World, Book Two. McGraw-Hill Companies, 1998.

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48

Hartmann, Pamela. Quest: Reading and Writing in the Academic World, Book Two. McGraw-Hill Companies, 1998.

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49

(Editor), Bernard Tschumi, and Matthew Berman (Editor), eds. INDEX Architecture: A Columbia Architecture Book (D, Columbia Documents of Architecture and Theory, V. 7-9). The MIT Press, 2003.

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Hatch, Lisa Zimmer, and Scott A. Hatch. ACT for Dummies: Book + 3 Practice Tests Online + Flashcards. Wiley & Sons, Incorporated, John, 2019.

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