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Artykuły w czasopismach na temat "DID"
Boss, Todd. "Your Dad Never Did, in the End". Ecotone 5, nr 1 (2009): 160–61. http://dx.doi.org/10.1353/ect.2009.0025.
Pełny tekst źródłaGAGE, TOM. "Steinbeck Knew My Dad Better Than I Did". Steinbeck Review 6, nr 2 (2009): 87–109. http://dx.doi.org/10.2307/41582118.
Pełny tekst źródłaGAGE, TOM. "Steinbeck Knew My Dad Better Than I Did". Steinbeck Review 6, nr 2 (2009): 87–109. http://dx.doi.org/10.5325/steinbeckreview.6.2.0087.
Pełny tekst źródłaGAGE, TOM. "Steinbeck Knew My Dad Better Than I Did". Steinbeck Review 6, nr 2 (wrzesień 2009): 87–109. http://dx.doi.org/10.1111/j.1754-6087.2009.01051.x.
Pełny tekst źródłaCHURCH, KENNETH WARD. "Emerging trends: I did it, I did it, I did it, but. . ." Natural Language Engineering 23, nr 3 (7.03.2017): 473–80. http://dx.doi.org/10.1017/s1351324917000067.
Pełny tekst źródłaChin, G. "PSYCHOLOGY: You Did It, It Did It". Science 316, nr 5829 (1.06.2007): 1257b. http://dx.doi.org/10.1126/science.316.5829.1257b.
Pełny tekst źródłaHughes, G. "Did Darzi deliver or did he dither?" Emergency Medicine Journal 25, nr 10 (1.10.2008): 624. http://dx.doi.org/10.1136/emj.2008.064774.
Pełny tekst źródłaSchwartz, Peter J. "Why Did Goethe Marry When He Did?" Goethe Yearbook 15, nr 1 (2008): 115–30. http://dx.doi.org/10.1353/gyr.2008.0001.
Pełny tekst źródłaJerrold, Laurance. "He did it…No, he did it". American Journal of Orthodontics and Dentofacial Orthopedics 143, nr 2 (luty 2013): 291–92. http://dx.doi.org/10.1016/j.ajodo.2012.11.010.
Pełny tekst źródłaBrenner, Ira. "Deconstructing DID". American Journal of Psychotherapy 53, nr 3 (lipiec 1999): 344–60. http://dx.doi.org/10.1176/appi.psychotherapy.1999.53.3.344.
Pełny tekst źródłaRozprawy doktorskie na temat "DID"
Mzamo, Tebello. "I did not die". Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7246.
Pełny tekst źródłaOliveira, Paulo Iorque Freitas de. "A estat?stica e a probabilidade nos livros did?ticos de matem?tica do ensino m?dio". Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2006. http://tede2.pucrs.br/tede2/handle/tede/3352.
Pełny tekst źródłaEste estudo apresenta-se como a an?lise qualitativa e quantitativa dos conte?dos de Probabilidade e Estat?stica de uma amostra de livros did?ticos de Matem?tica destinados ao Ensino M?dio, editados entre 1992 e 2005. A import?ncia da pesquisa decorre da discuss?o de uma vis?o curricular na qual o livro did?tico constitui-se como um recurso fundamental, tanto para os alunos que o utilizam, quanto para os professores que, na maioria das vezes, o tomam como base para sua atua??o docente. A percep??o de que Probabilidade e Estat?stica s?o temas que n?o recebem tratamento relevante nos livros did?ticos do Ensino M?dio, apesar de sua aplicabilidade no dia-a-dia dos estudantes e de permitirem f?cil relacionamento com outras disciplinas, define o foco desta investiga??o e faz a an?lise convergir para os conceitos, propriedades e atividades propostas pelos livros did?ticos da amostra, com rela??o aos conte?dos de Probabilidade e Estat?stica apresentados nesses livros. Na an?lise, evidencia-se que os livros did?ticos d?o pouco destaque aos conte?dos de Probabilidade e Estat?stica, al?m de alguns deles apresentarem conceitos equivocados, falta de contextualiza??o dos temas e desconsidera??o da possibilidade de se usarem os recursos da calculadora e da Inform?tica na resolu??o de problemas, indo de desencontro ?s Orienta??es Educacionais Complementares aos Par?metros Curriculares Nacionais (PCN+).
Bender, Eliane Andrea. "O livro did?tico de literatura para o ensino m?dio". Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2007. http://tede2.pucrs.br/tede2/handle/tede/2234.
Pełny tekst źródłaA pesquisa, de natureza descritivo-anal?tica, verifica o conte?do de literatura nos livros did?ticos de Ensino M?dio, considerando teorias referentes ao texto liter?rio enquanto tal e outros estudos realizados de campo pedag?gico. Sendo um termo complexo, faz com que muitos estudiosos ainda busquem uma defini??o e, apresentando fun??o social especifica, seu papel pedag?gico tamb?m requer discuss?es e esclarecimentos. Tendo como base teorias de sociologia da literatura, considera-se que a literatura apresenta conte?do social sem perder sua caracter?stica pr?pria, a literariedade. E, desde que isso seja respeitado, pode ir para o ambiente escolar e contribuir para a constru??o do conhecimento. No Ensino M?dio, constitui-se enquanto componente curricular, possuindo um estatuto, mas h? a possibilidade de ser considerada uma sub-?rea do ensino de l?nguas. Essa quest?o faz-se presente nos livros did?ticos que, geralmente, estabelecem divis?es em Literatura, Gram?tica e Reda??o, dentro da ?rea denominada Portugu?s. A an?lise de tr?s livros did?ticos de literatura para o Ensino M?dio demonstra tend?ncia no seguimento de determinados c?nones, tanto em rela??o ? escolha dos autores como das obras. O conceito de literatura e a classifica??o em g?neros liter?rios s?o discutidos, mas sem aprofundamento. Apesar da intertextualidade apresentada, o conte?do parte de uma seq??ncia periodol?gica, que contextualiza as obras historicamente, mas de modo estanque. H? criatividade na exposi??o de textos e nas propostas de trabalho, estabelecendo-se rela??es entre a literatura e as demais modalidades art?sticas, faltando, por?m, uma contraposi??o entre a natureza de cada qual e propostas que fa?am com que sejam analisadas suas semelhan?as e diferen?as, podendo-se chegar, assim, a discuss?es sobre a especificidade do liter?rio
Brand, Adele. "DiD Warehouse". Diss., University of Pretoria, 2003. http://hdl.handle.net/2263/29811.
Pełny tekst źródłaDissertation (MArch (Prof))--University of Pretoria, 2003.
Architecture
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BROWN, Ian, i Ian Brown@health wa gov au. "A CASE STUDY INVESTIGATION OF THE DEVELOPMENT AND TREATMENT OF ALTER PERSONALITIES IN DISSOCIATIVE IDENTITY DISORDER". Edith Cowan University. Community Services, Education And Social Sciences: School Of Psychology, 2006. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0027.html.
Pełny tekst źródłaParedes, Carlos Andres Oñate. "Avaliação de impacto do Proagro Mais: um estudo de caso". Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/11/11132/tde-07062016-153253/.
Pełny tekst źródłaThis research evaluates the impact of the \"Farm Activity Guarantee Program for Smallholders\" or Proagro Mais. The relevance of this research relies on the considerable size of the program within the context of agricultural risk management policies in Brazil. This research is also the first of its kind in the scientific literature in Brazil. It was used a sample of small-scale corn producers from the State of Paraná. It was assumed 2003 as the baseline since it is the year prior to the launch of Proagro Mais, and 2005 as the endline. The database used in this study was provided by the Federal Accounting Court of Brazil (TCU). The relevant variables include crop and growers characteristics such as area financed, complementary agricultural activities, education, and expected yield. It was also added meteorological and regional variables from other public sources to control farm location. The main objective of the research is to evaluate the impact of Proagro Mais on the amount of credit per hectare granted to the beneficiaries of the Program. The methodology includes Propensity Score Matching (PSM), Difference-in-Difference (DID), and two conditional DID along PSM estimators, using longitudinal and repeated cross-sections data. The econometric estimates show that the Average Treatment Effect on the Tread (ATET) was negative. This suggests that after the yield loss period, the control group got a higher average amount of credit per hectare than Proagro Mais beneficiaries. Thus, the question that arises is whether there may be other agricultural risk management mechanisms more suited for smallholders than Proagro Mais, or whether the evaluated program could not achieve its main goal because it does not cover all risks faced by its beneficiaries.
Lima, Sandra Maria Alves de. "A Transposi??o Did?dica dos G?neros do dom?nio do discursivo publicit?rios nos livros did?ticos". Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16254.
Pełny tekst źródłaAdvertising text has been a subject of many investigations, because of its multimodal universe. Embodied by a linguistic and discursive materiality laying on scene persuasion, argumentation and power imagery of multissemiotics elements, the advertising text acts as an instrument of power, creating and destroying, promising and denying (CARVALHO, 2007). Advertising not only invites us to act for it, but directs us to look at it. It was under this moving look - of charm and interrogations - that discussions raised in this research were born. Investigations are directed to the school environment, in special, for the discursive advertising domain in Portuguese Language Textbook. It is from this environment that was born our research whose main objective is to analyze how does the didactic transposition of textual genres, described by Marcuschi (2008) as belonging to the "advertising" discourse domain (focusing on advertising genre) in didactic books teaching Portuguese Language before and after the advent of the PCN. Textbooks taken as reference for the study are historically situated in the 90s of the twentieth century and 10 century. Such books refer to elected 7th and 8th grades, currently corresponding to the 8th and 9th grades of elementary school. The choice is justified by the fact that in these Textbook teaching series the presence of advertising domain is recurrent and "didactized". In addition, we are also concerned in analyzing books that circulated around us and our regional reality. Hence, we elected books that were used by two public high schools: Municipal School Clementina Ana da Concei??o in Ja?an? city in the Rio Grande do Norte state, State School for Elementary and High school Carlota Barreira in Areia city, Para?ba state. In our research the following categories of analysis were highlighted: (1) presence of advertising in DB, (2) fluctuation terminology: concepts and classifications; (3) The complexity of concepts facilitation, (4) what they propagate, and from which nature are the explored advertisements. From our analysis, we observe how the treatment of textual "advertising" genres have been inserted into Textbooks, and how occurs, in general, their didactic transposition. Focusing on the issue of fluctuating terminology, we noted the difficulty in drawing boundaries between the genres of advertising domain in the Textbooks. However, this also would result in the complexity - in the field of scientific knowledge - of delimiting genres of the same domain. To accomplish our studies, it was required a thorough and systematic dialogue with theories regarding the concept of "Didactic Transposition", due to the theoretical Chevallard Yves (1991), research on the textual genres - Bezerra (2005), Marcuschi (2008), Bazerman (2005), Swales (2004), among others - and studies involving the field of "Advertising" - Sandmann (2002), Carvalho (2007) and others
O texto publicit?rio tem sido objeto de muitas investiga??es, dado o seu universo multimodal que lhe constitui. Consubstanciado por meio de uma materialidade lingu?stica e discursiva que coloca em cena a persuas?o, a argumenta??o e a pot?ncia imag?tica de elementos multissemi?ticos, o texto publicit?rio atua como instrumento de poder, criando e destruindo, prometendo e negando (CARVALHO, 2007). A publicidade n?o s? nos convida a agir por ela, mas nos direciona a olhar para ela. Foi sob esse movimento de olhar de encanto e de interroga??es que nasceram as discuss?es levantadas nesta pesquisa. As investiga??es s?o direcionadas para o espa?o escolar, em especial, para os g?neros do dom?nio discursivo publicit?rio no Livro Did?tico de L?ngua Portuguesa (LDP). ? a partir desse ambiente que nasceu nossa pesquisa, cujo objetivo central ? analisar como se realiza a transposi??o did?tica dos g?neros textuais, descritos por Marcuschi (2008) como pertencentes ao dom?nio discursivo publicit?rio (centrando-se no g?nero propaganda), em livros did?ticos de ensino de L?ngua Portuguesa antes e depois do advento dos PCN. Os livros did?ticos (LD) tomados como refer?ncia para o estudo situam-se, historicamente, nos anos 90 do s?culo XX e 10 do s?culo XXI. Tais livros eleitos referem-se ?s 7? e 8? s?ries, atualmente correspondentes aos 8? e 9? anos do ensino fundamental. A escolha se justifica pelo fato de ser nos LDP dessas s?ries de ensino que a presen?a do dom?nio publicit?rio ? recorrente e didatizado . Al?m desse recorte, ocupamo-nos em analisar livros que circularam pr?ximo de n?s e de nossa realidade regional. Da?, elegermos livros que foram utilizados por duas escolas de ensino p?blico: Escola Municipal Ana Clementina da Concei??o (EMACC) do Munic?pio da cidade de Ja?an?, no Estado do Rio Grande do Norte; Escola Estadual de Ensino Fundamental e M?dio Carlota Barreira (EEFMCB) da cidade de Areia, Estado da Para?ba. Foram destaques, em nossa investiga??o, as seguintes categorias de an?lise: (1) Presen?a da propaganda nos LD; (2) Flutua??o terminol?gica: conceitos e nomenclaturas; (3) A complexidade da facilita??o de conceitos; (4) A natureza das propagandas: o que propagam. A partir de nossa an?lise, observamos como o tratamento dos g?neros textuais publicit?rios vem sendo inserido no LD e como ocorre, de modo geral, sua transposi??o did?tica. Centrando-se na quest?o da flutua??o terminol?gica, observamos a dificuldade dos autores dos LD em tra?ar limites entre os g?neros do dom?nio publicit?rio no LD. Todavia, isto poderia ter como consequ?ncia, tamb?m, a complexidade que h? no campo do saber cient?fico -em delimitar g?neros de um mesmo dom?nio. Para efetivar nossos estudos, foi necess?rio um di?logo profundo e sistem?tico com teorias relativas ao conceito de Transposi??o Did?tica , do te?rico Yves Chevallard (1991), pesquisas sobre os g?neros textuais Bezerra (2005), Marcuschi (2008), Bazerman (2005), Swales (2004), dentre outros e estudos que envolvem o campo da Publicidade e Propaganda -Sandmann (2002), Carvalho (2007) e outros
Crutchfield, C., i Theresa McGarry. "Who Did It?" Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5467.
Pełny tekst źródłaOgliari, Lucas Nunes. "O conte?do de fun??es na escola : rastros dos movimentos de reforma nos livros did?ticos de matem?tica do ensino fundamental". Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2014. http://tede2.pucrs.br/tede2/handle/tede/3784.
Pełny tekst źródłaThis doctoral thesis in Education presents a study that involves the history of mathematics education in Brazil and specifically the content of functions in secondary school. The objective of this thesis is to identify the elements relating to the content of functions in the Brazilian secondary school which added with the advent of curricular reforms in the teaching of mathematics and appear currently as traces in textbooks of elementary school (final years). The Reform movements explored in the thesis are: the Campos Reform, in 1931, the Capanema Reform, in 1942, and the Modern Mathematics Movement (MMM), in the 1950s and 1960s. The study has as object of analysis collections of textbooks published at the heart of these reform movements, especially the best-selling collections and/or the collections that best represented the established programs for teaching mathematics by virtue of the reforms, which are: Curso de Matem?tica Elementar, authored by Euclides Roxo , Matem?tica, by Cecil Thir? and Mello e Souza, Curso de Matem?tica, by Cecil Thir? and Mello e Souza, co-authored by Euclides Roxo, Matem?tica Ginasial, by Euclides Roxo, Cecil Thir? and Mello e Souza, and Matem?tica: Curso Moderno, authored by Osvaldo Sangiorgi. Ten collections of mathematics textbooks selected by the National Program for Textbooks (NPT) for the year 2014 are also analysed. Through the analysis of these collections in the light of ideas about the teaching of mathematics of each time, it can be concluded that the content of functions in elementary school (final years), currently presented in textbooks, consists of a superposition of elements related to reform movements that have established, in addition to a specific space to the content of functions in the curriculum of the course, the method used in their presentation, their notation, conceptualization and definition.
Esta tese de Doutorado em Educa??o apresenta um estudo que envolve a hist?ria do ensino de matem?tica no Brasil e, especificamente, o conte?do de fun??es na escola. O objetivo desta tese ? o de identificar os elementos referentes ao conte?do de fun??es no ensino secund?rio brasileiro que se somaram com o advento das reformas curriculares para o ensino de matem?tica e que se apresentam, atualmente, como rastros nos livros did?ticos de ensino fundamental (s?ries finais). Os movimentos de reforma explorados na tese s?o: a Reforma Campos, em 1931, a Reforma Capanema, em 1942, e o Movimento da Matem?tica Moderna (MMM), nas d?cadas de 1950 e 1960. O estudo traz como objeto de an?lise cole??es de livros did?ticos editadas no cerne desses movimentos de reforma, em especial as cole??es que tiveram maior vendagem e/ou as cole??es que melhor representaram os programas estabelecidos para o ensino de matem?tica em virtude das reformas, s?o elas: Curso de Matem?tica Elementar, de autoria de Euclides Roxo; Matem?tica, de Cecil Thir? e Mello e Souza; Curso de Matem?tica, de Cecil Thir? e Mello e Souza, com coautoria de Euclides Roxo; Matem?tica Ginasial, de Euclides Roxo, Cecil Thir? e Mello e Souza e Matem?tica: Curso Moderno, do autor Osvaldo Sangiorgi. S?o analisadas tamb?m as dez cole??es de livros did?ticos de matem?tica selecionadas pelo Programa Nacional do Livro Did?tico (PNLD) para o ano de 2014. Atrav?s da an?lise dessas cole??es, ? luz do ide?rio sobre o ensino de matem?tica de cada ?poca, ? poss?vel concluir que o conte?do de fun??es no ensino fundamental (s?ries finais), atualmente apresentado nos livros did?ticos, ? constitu?do por uma sobreposi??o de elementos referentes aos movimentos de reforma que estabeleceram, al?m de um espa?o espec?fico ao conte?do de fun??es no curr?culo da disciplina, a metodologia empregada na sua apresenta??o, a sua nota??o, conceitua??o e defini??o.
Monteiro, Paolla Ungaretti. "(In)visibilidade das mulheres brasileiras nos livros did?ticos de hist?ria do Ensino M?dio (PNLD, 2015)". Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2016. http://tede2.pucrs.br/tede2/handle/tede/6580.
Pełny tekst źródłaMade available in DSpace on 2016-04-12T13:58:58Z (GMT). No. of bitstreams: 1 DIS_PAOLLA_UNGARETTI_MONTEIRO_COMPLETO.pdf: 12761517 bytes, checksum: 87fcbcdfa45b5250928e9799eaafe1db (MD5) Previous issue date: 2016-01-11
Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq
The research analyzes the representations of Brazilian women in the history textbooks, used in public high school in Brazil. The books analyzed are part of collections examined and approved by the Ministry of Education (MEC), through the National Textbook Program (PNLD). All copies are part of the latest version of the program for the school subject of History, called PNLD 2015. It is understood that textbooks are social components, products of history, from the past, and breeders and producers of society's values in the historical moment in which they are formulated. Also, builders of a future. Thereby they have relevant functions - referential function, instrumental function, ideological function and documentary function (CHOPPIN, 2004). They are the instruments most commonly used in the classroom for teaching (PENTEADO, 2010), and are a source of study and updating for teachers (MONTEIRO, 2009). For these reasons, we are interested in researching their significance from the perspective of Gender theories. Analyzing how the Brazilian women - with a time frame focused on Brazilian contemporary history, from the nineteenth century - has been represented in these books, their visibility and invisibility. Analyzing for example, how they are addressed in primary and secondary texts, local in distribution of content where they appear and their reproduced images. Because they're vehicle of values, ideologies, of a culture (BITTENCOURT, 2011), the approach through Gender and History of Women is necessary to think of the role of education, specifically the discipline of history in building a more equal society for women in Brazil. The theoretical framework is interdisciplinary: composed by authors of Gender, analyzing their reproductions in and out of the classroom, Education and History. It can be seen that there was a recognition of the History of Women in these textbooks, but also there was a relegation to a separate domain. In the books analyzed, the story has a pattern: is white, is about men, is heteronormative and upper classes whatever the season. What flee these characteristics briefly enters the great historical narrative.
O estudo analisa as representa??es de mulheres brasileiras nos livros did?ticos da disciplina de Hist?ria, utilizados na rede p?blica de ensino m?dio. Os livros selecionados fazem parte de cole??es examinadas e aprovadas pelo Minist?rio da Educa??o (MEC), atrav?s do Programa Nacional do Livro Did?tico (PNLD). Todos os exemplares s?o parte da ?ltima vers?o do programa para a disciplina de Hist?ria do PNLD 2015. Entende-se que os livros did?ticos s?o componentes sociais, produtos da hist?ria, do passado, e reprodutores e produtores de valores da sociedade no momento hist?rico em que s?o formulados. S?o tamb?m, construtores de um futuro, pois possuem relevantes fun??es ? Fun??o referencial, Fun??o instrumental, Fun??o ideol?gica e Fun??o documental (CHOPPIN, 2004). S?o os instrumentos mais utilizados em sala de aula para o ensino (PENTEADO, 2010), e, s?o fonte de estudo e atualiza??o para os professores (MONTEIRO,2009). Por tais raz?es, interessa pesquisar seu significado pela ?tica das teorias de G?nero. Focando no campo da Hist?ria das Mulheres, analisando como as mulheres brasileiras ? com um recorte temporal centrado na Hist?ria Contempor?nea Brasileira, a partir do s?culo XIX ? vem sendo representadas, suas visibilidades e invisibilidades. Analisa-se, por exemplo, a forma como s?o abordadas nos textos principais e secund?rios, os locais na distribui??o dos conte?dos onde aparecem e suas imagens reproduzidas. Por ser este ve?culo de valores, de ideologias, de uma cultura (BITTENCOURT, 2011), a abordagem atrav?s de um recorte de G?nero e Hist?ria das Mulheres ? necess?ria para pensarmos no papel da educa??o, mais especificamente da disciplina de Hist?ria, na constru??o de uma sociedade mais igualit?ria para as mulheres no Brasil. O referencial te?rico ? interdisciplinar: composto por autores de G?nero ,que analisam suas reprodu??es dentro e fora de sala de aula, da Educa??o e de Hist?ria. Pode-se constatar que houve um reconhecimento da Hist?ria das Mulheres nesses livros did?ticos, mas que tamb?m houve um relega??o a um dom?nio separado. Nos livros analisados, a hist?ria possui um padr?o: ? branca, ? sobre homens, ? heteronormativa e de classes abastadas seja qual for a ?poca. O que foge destas caracter?sticas adentra brevemente a grande narrativa hist?rica.
Książki na temat "DID"
Natee. Did not! Did too! [Columbus, OH]: Ohio State Bar Foundation, 2002.
Znajdź pełny tekst źródłaMarsh, F. E. Why did Christ die? Grand Rapids, Mich: Kregel Publications, 1985.
Znajdź pełny tekst źródłaBetty, Donaldson, red. How did they die? New York: St. Martin's Press, 1989.
Znajdź pełny tekst źródłaShams, J. D. Where did Jesus die? Wyd. 8. [Tilford, England: Islam International Publications, 1989.
Znajdź pełny tekst źródłaI did tell, I did. London: HarperElement, 2009.
Znajdź pełny tekst źródłaConeley, Marshall. I did try, honestly I did. Edinburgh: Pentland Press, 1992.
Znajdź pełny tekst źródłaDid someone you love die? New York, NY: Enslow Publishing, 2016.
Znajdź pełny tekst źródła1943-, Armitage David, red. When Dad did the washing. Harmondsworth: Puffin, 1992.
Znajdź pełny tekst źródłaThe cat did not die. New York: Caravel Mystery Books, 2013.
Znajdź pełny tekst źródłaFraser, Sandy. Katie did. New York: Zebra Books, 1997.
Znajdź pełny tekst źródłaCzęści książek na temat "DID"
Knowles, Sam. "Curiosity did WHAT, did you say?" W Asking Smarter Questions, 101–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003218470-4.
Pełny tekst źródłaSzende, Peter, Suzanne Markham Bagnera i Danielle Clark Cole. "Did you hear what Lori did last night?" W Human Resource Management in Hospitality Cases, 136–37. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351233316-41.
Pełny tekst źródłaKamen, Henry. "Did Spain Decline?" W Golden Age Spain, 40–56. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80246-9_4.
Pełny tekst źródłaHoltzman, Nicholas S. "Did Narcissism Evolve?" W Handbook of Trait Narcissism, 173–81. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92171-6_19.
Pełny tekst źródłaShaver, Peter. "Did Cognition Evolve?" W Cosmic Heritage, 153–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20261-2_14.
Pełny tekst źródłaSheahen, Allan. "Did You Know?" W Basic Income Guarantee, 13–18. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137031594_4.
Pełny tekst źródłaHeger, Paul. "Did Enochians Exist?" W The Hebrew Bible in Light of the Dead Sea Scrolls, 402–12. Göttingen: Vandenhoeck & Ruprecht, 2011. http://dx.doi.org/10.13109/9783666535550.402.
Pełny tekst źródłaElumalai, Aarthi. "Did You Know?" W Introduction to Python for Kids, 1–12. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-6812-4_1.
Pełny tekst źródłaMeasey, John. "Who did what?" W How to Write a PhD in Biological Sciences, 223–24. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003212560-45.
Pełny tekst źródłaMukhopadhyay, Ishita. "Did We Explain?" W India Studies in Business and Economics, 25–40. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-15-0841-7_3.
Pełny tekst źródłaStreszczenia konferencji na temat "DID"
Tkaczyk, Dominika, Andrew Collins i Joeran Beel. "Who Did What?" W JCDL '18: The 18th ACM/IEEE Joint Conference on Digital Libraries. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3197026.3203907.
Pełny tekst źródłaCoyle, David, James Moore, Per Ola Kristensson, Paul Fletcher i Alan Blackwell. "I did that!" W the 2012 ACM annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2207676.2208350.
Pełny tekst źródłaAntons, Jan-Niklas, Sebastian Arndt, Julia Seebode, Robert Schleicher i Sebastian Möller. "Did you notice?" W CHI '13 Extended Abstracts on Human Factors in Computing Systems. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2468356.2468414.
Pełny tekst źródła"Did you know that ..." W 2004 IEEE/SEMI Advanced Semiconductor Manufacturing Conference and Workshop. IEEE, 2004. http://dx.doi.org/10.1109/asmc.2004.1309628.
Pełny tekst źródłaConstandache, Ionut, Xuan Bao, Martin Azizyan i Romit Roy Choudhury. "Did you see Bob?" W the sixteenth annual international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1859995.1860013.
Pełny tekst źródłaGIL, DAVID. "HOW DID PREDICATION EVOLVE?" W Proceedings of the 9th International Conference (EVOLANG9). WORLD SCIENTIFIC, 2012. http://dx.doi.org/10.1142/9789814401500_0018.
Pełny tekst źródłaAwad, Mohammed, i Ernst L. Leiss. "Did Technology Fail Us?" W ICEGOV '18: 11th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209415.3209495.
Pełny tekst źródłaDmitrenko, Dmitrijs, Emanuela Maggioni, Chi Thanh Vi i Marianna Obrist. "What Did I Sniff?" W AutomotiveUI '17: ACM 9th International Conference on Automotive User Interfaces and Interactive Vehicular Applications. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3122986.3122998.
Pełny tekst źródłaMerenda, Coleman, Hyungil Kim, Joseph L. Gabbard, Samantha Leong, David R. Large i Gary Burnett. "Did You See Me?" W AutomotiveUI '17: ACM 9th International Conference on Automotive User Interfaces and Interactive Vehicular Applications. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3122986.3123013.
Pełny tekst źródłaJOHANSSON, SVERKER. "DID LANGUAGE EVOLVE INCOMMUNICADO?" W EVOLANG 10. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814603638_0015.
Pełny tekst źródłaRaporty organizacyjne na temat "DID"
Mannino, Vito V. Cold War: When Did It Start? Why Did It Start? Fort Belvoir, VA: Defense Technical Information Center, kwiecień 1999. http://dx.doi.org/10.21236/ada389232.
Pełny tekst źródłaO'Rourke, Kevin, i Jeffrey Williamson. When Did Globalization Begin? Cambridge, MA: National Bureau of Economic Research, kwiecień 2000. http://dx.doi.org/10.3386/w7632.
Pełny tekst źródłaJoyce, Ted. Did Legalized Abortion Lower Crime? Cambridge, MA: National Bureau of Economic Research, czerwiec 2001. http://dx.doi.org/10.3386/w8319.
Pełny tekst źródłaAcemoglu, Daron, David Cutler, Amy Finkelstein i Joshua Linn. Did Medicare Induce Pharmaceutical Innovation? Cambridge, MA: National Bureau of Economic Research, styczeń 2006. http://dx.doi.org/10.3386/w11949.
Pełny tekst źródłaFlemming, Jens. What did the CNN learn? Westsächsische Hochschule Zwickau, listopad 2021. http://dx.doi.org/10.25366/2021.94.
Pełny tekst źródłaEdwards, Sebastian. The Mexican Peso Crisis? How Much Did We Know? When Did We Know It? Cambridge, MA: National Bureau of Economic Research, grudzień 1997. http://dx.doi.org/10.3386/w6334.
Pełny tekst źródłaBerger, Allen, Margaret Kyle i Joseph Scalise. Did U.S. Bank Supervisors Get Tougher During the Credit Crunch? Did They Get Easier During the Banking Boom? Did It Matter to Bank Lending? Cambridge, MA: National Bureau of Economic Research, maj 2000. http://dx.doi.org/10.3386/w7689.
Pełny tekst źródłaSlusky, David, i Donna Ginther. Did Medicaid Expansion Reduce Medical Divorce? Cambridge, MA: National Bureau of Economic Research, luty 2017. http://dx.doi.org/10.3386/w23139.
Pełny tekst źródłaKorenman, Sanders, Ted Joyce, Robert Kaestner i Jennifer Walper. What Did the "Illegitimacy Bonus" Reward? Cambridge, MA: National Bureau of Economic Research, sierpień 2004. http://dx.doi.org/10.3386/w10699.
Pełny tekst źródłaSarah K Hlubik, Sarah K. Hlubik. When did we start the fire? Experiment, marzec 2018. http://dx.doi.org/10.18258/10881.
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