| 000 -LEADER |
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| fixed length control field |
01823cam a2200457Ia 4500 |
| 001 - CONTROL NUMBER |
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| control field |
a16200517 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20190607145433.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
120602s2014 maua 001 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781133317104 (Student's Book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781133317095 (Teacher's Guide) |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)794708302 |
| Canceled/invalid control number |
(OCoLC)885211183 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
BTCTA |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| Modifying agency |
YDXCP |
| -- |
GZD |
| -- |
OCLCF |
| -- |
LTSCA |
| -- |
OCLCO |
| -- |
OCL |
| -- |
UtOrBLW |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
PE1408 |
| Item number |
.V37 2014 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Vargo, Mari |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Pathways 3 : Reading, Writing, and Critical Thinking / |
| Statement of responsibility, etc. |
Mari Vargo and Laurie Blass. |
| 246 3# - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Pathways three |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Boston : |
| Name of publisher, distributor, etc. |
National Geographic Learning, |
| Date of publication, distribution, etc. |
2013. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xvi, 256 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Pathways |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"Pathways is National Geographic Learning's new five-level academic skills series that features reading & writing and listening & speaking strands to help learners develop the language skills needed to achieve academic success. Learners develop academic literacy skills through content, images and video from National Geographic. This innovative series provides learners with a pathway to success! |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
With Pathways learners:<br/> |
| Title |
DEVELOP academic literacy skills<br/><br/> |
| -- |
CONNECT to the real world through content from National Geographic<br/> |
| -- |
ACHIEVE academic success |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Features:<br/> |
| Title |
National Geographic articles, video, maps, and graphs engage students with academic content in a variety of genres and formats.<br/> |
| -- |
Clear connections between reading and writing skills help students become more effective readers and writers.<br/> |
| -- |
Academic reading skills and strategies, embedded in the unit tasks, prepare students to comprehend a variety of realistic academic texts.<br/> |
| -- |
Step-by-step writing instruction, with integrated grammar and vocabulary, provides practice of a variety of rhetorical forms modeled on the academic classroom.<br/> |
| -- |
Integrated critical thinking tasks develop learners’ ability to evaluate, analyze, and synthesize information from a wide range of sources." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SCOPE AND SEQUENCE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 1 SOCIAL RELATIONSHIPS<br/> |
| Title |
Academic Track: Interdisciplinary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ACADEMIC PATHWAYS: <br/> |
| Title |
Lesson A: Identifying main and supporting ideas - Evaluating supporting arguments<br/> |
| -- |
Lesson B: Understanding related science news reports<br/> |
| -- |
Lesson C: Reviewing paragraph writing - Writing a comparison paragraph |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Link: pre- - Word Partners: cooperate<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING: Responding to text and photos - Skimming to make predictions - Identifying main ideas and key details - Identifying supporting ideas - Identifying meaning from context - Skill Focus: Identifying main and supporting ideas |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING: Goal: Writing about similarities and differences - Language: Making comparisons - Skill: Reviewing paragraph writing<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VIEWING: Video: Elephant Orphans - Relating video content to a reading text - Viewing for general understanding and specific information<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING: Analyzing a text to identify function - Synthesizing information to identify similarities - Relating ideas to personal experience - CT Focus: Evaluating supporting arguments<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 2 SCIENCE AND DETECTION <br/> |
| Title |
Academic Track: History/Life Science |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ACADEMIC PATHWAYS:<br/> |
| Title |
Lesson A: Identifying a sequence of events - Distinguishing fact from speculation<br/> |
| -- |
Lesson B: Understanding a personal narrative/opinion article<br/> |
| -- |
Lesson C: Planning and writing an opinion paragraph |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Link: extra-, com-/con- <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING: Responding to text and photos - Skimming to make predictions - Identifying main ideas and supporting details - Sequencing historical events - Skill Focus: Identifying a sequence of historical events<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING: Goal: Writing an opinion paragraph about research - Language: Review of modals of obligation and possibility - Skill: Writing an opinion paragraph<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VIEWING: Video: Columbus DNA - Relating video content to a reading text - Viewing for general understanding and specific information<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING: Interpreting evidence - Inferring attitude - Synthesizing information to make comparisons - Analyzing a text to identify sentence types - CT Focus: Distinguishing fact from speculation<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 3 CITY SOLUTIONS<br/> |
| Title |
Academic Track: Sociology |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ACADEMIC PATHWAYS: <br/> |
| Title |
Lesson A: Identifying reasons - Evaluating sources<br/> |
| -- |
Lesson B: Reading an interview<br/> |
| -- |
Lesson C: Writing a thesis statement - Writing a descriptive paragraph |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Partners: income, majority<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING: Identifying supporting details - Skimming to make predictions - Identifying supporting details and reasons - Identifying meaning from context - Interpreting maps - Skill Focus: Identifying reasons<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING: Goal: Writing a descriptive paragraph about a city - Language: Using the simple past and used to - Skill: Writing a thesis statement<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VIEWING: Video: Solar Solutions - Relating video content to a reading text - Viewing for general understanding and specific information<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING: Synthesizing information and justifying an opinion - Relating ideas to personal experience - CT Focus: Evaluating sources<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 4 DANGER ZONES<br/> |
| Title |
Academic Track: Earth Science |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ACADEMIC PATHWAYS <br/> |
| Title |
Lesson A: Organizing your notes - Analyzing and evaluating evidence<br/> |
| -- |
Lesson B: Interpreting information in a multimodal text<br/> |
| -- |
Lesson C: Writing an introductory paragraph - Writing opinion paragraphs |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Link: vict/vinc - Word Partners: tend (to)<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING: Interpreting map and textual information - Understanding infographics - Identifying main ideas - Using titles and visuals to make predictions - Scanning for key details - Understanding a process - Identifying supporting ideas and reasons - Skill Focus: Organizing your notes<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING: Goal: Writing opinion paragraphs with recommendations - Language: Using parallel structure - Skill: Writing an introductory paragraph<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VIEWING: Video: Hurricanes - Viewing to confirm predictions - Relating video content to a reading text - Viewing for general understanding and specific information<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING: Synthesizing information from multiple sources - Interpreting infographics to understand a process - CT Focus: Analyzing and evaluating evidence<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 5 THE BUSINESS OF TOURISM<br/> |
| Title |
Academic Track: Economics/Business |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ACADEMIC PATHWAYS:<br/> |
| Title |
Lesson A: Analyzing causes and effects - Analyzing a writer's argument<br/> |
| -- |
Lesson B: Reading related travel news reports<br/> |
| -- |
Lesson C: Writing well-developed body paragraphs - Writing a short cause-effect essay |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Link: mot, dom/domin<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING: Interpreting map and charts - Identifying main ideas and supporting details - Predicting the content of a reading - Identifying meaning from context - Skill Focus: Analyzing causes and effects<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING: Goal: Writing a short essay about geotourism - Language: Using If... (then)... - Skill: Writing well-developed body paragraphs |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VIEWING: Video: Galapagos Tourism - Viewing to confirm predictions - Relating video content to a reading text - Viewing for general understanding and specific information<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING: Synthesizing information from multiple sources - Relating ideas to personal experience - Making inferences - CT Focus: Analyzing a writer's argument<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 6 LANDSCAPE AND IMAGINATION<br/> |
| Title |
Academic Track: Literature/Humanities<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ACADEMIC PATHWAYS: <br/> |
| Title |
Lesson A: Understanding referencing and cohesion - Understanding figurative languages<br/> |
| -- |
Lesson B: Interpreting a travel narrative and a novel extract<br/> |
| -- |
Lesson C: Writing a concluding paragraph - Writing an explanatory essay |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Link: vid/vis, migr- |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING: Responding to text and photos - Using captions and visuals to make predictions - Identifying main ideas - Identifying supporting details - Understanding similes - Identifying meaning from context - Identifying events to complete a timeline - Skill Focus: Understanding referencing and cohesion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING: Goal: Writing an explanatory essay about literature - Language: Adding information with appositive phrases - Skill: Writing a concluding paragraph<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VIEWING: Video: Rock Artists of Australia - Viewing to confirm predictions - Relating video content to a reading text - Viewing for general understanding and specific information<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING: Making inferences - Personalizing information in a reading - Identifying similes - CT Focus: Understanding figurative language<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 7 GLOBAL APPETITES<br/> |
| Title |
Academic Track: Interdisciplinary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ACADEMIC PATHWAYS:<br/> |
| Title |
Lesson A: Interpreting visual information - Inferring a writer's tone and purpose<br/> |
| -- |
Lesson B: Understanding an environmental report<br/> |
| -- |
Lesson C: Using an outline to plan an essay - Writing a persuasive essay |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY: Understanding meaning from context - Matching words with definitions - Using new vocabulary in everyday context - Word Partners: intensive, negative<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING: Understanding infographics - Identifying key details - Using titles and visuals to make predictions - Identifying meaning from context - Identifying main ideas - Skill Focus: Interpreting visual information<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING: Goal: Writing a persuasive essay - Language: Using adjective clauses to add information - Skill: Using an outline to plan an essay<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VIEWING: Video: The Greendex - Relating video content to a reading text - Viewing for general understanding and specific information<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING: Synthesizing information from multiple sources - Personalizing information in a reading - Justifying an opinion - CT Focus: Inferring a writer's tone and purpose<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 8 MEDICAL INNOVATORS<br/> |
| Title |
Academic Track: Health/Medicine |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ACADEMIC PATHWAYS:<br/> |
| Title |
Lesson A: Finding subjects in complex sentences - Making inferences<br/> |
| -- |
Lesson B: Understanding an article on technology<br/> |
| -- |
Lesson C: Researching information for an essay - Writing a research-based essay |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Link: trans-; labor - Word Partners: procedure<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING: Understanding information in a timeline - Identifying supporting details - Identifying meaning from context - Identifying main ideas - Skimming to make predictions - Using visual and textual clues to make predictions - Understanding referencing - Skill Focus: Finding subjects in complex sentences |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING: Goal: Writing a research-based essay about an innovator - Language: Referring to sources using quotes and paraphrases - Skill: Researching information for an essay |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VIEWING: Video: Healthcare Innovator - Relating video content to a reading text - Viewing for general understanding and specific information<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING: Synthesizing information from multiple sources - Relating ideas to personal experience - Inferring a writer's audience - Inferring the purpose of an anecdote - CT Focus: Making inferences |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 9 WORLD LANGUAGES<br/> |
| Title |
Academic Track: Anthropology/Linguistics |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ACADEMIC PATHWAYS: <br/> |
| Title |
Lesson A: Understanding degrees of certainty - Considering counterarguments<br/> |
| -- |
Lesson B: Understanding a persuasive text<br/> |
| -- |
Lesson C: Using a graphic organizer to plan an essay - Writing an argument essay<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY: Understanding meaning from context - Matching words with definitions - Using new vocabulary in everyday context - Word Link: lingu - Word Partners: attitude<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING: Identifying supporting details - Identifying meaning from context - Identifying main ideas - Interpreting maps and charts - Interpreting visual information - Skill Focus: Understanding degrees of certainty |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING: Goal: Writing a persuasive essay about language - Language: Using words and phrases for presenting counterarguments - Skill: Using a graphic organizer to plan an essay |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VIEWING: Video: Enduring Voices - Relating video content to a reading text - Viewing for general understanding and specific information - Using Prior Knowledge |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING: Synthesizing information from multiple sources - Applying information to own experience - Understanding predictors - CT Focus: Considering counterarguments |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 10 SURVIVAL INSTINCT<br/> |
| Title |
Academic Track: Psychology |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ACADEMIC PATHWAYS: <br/> |
| Title |
Lesson A: Identifying adverbial phrases - Inferring a writer's purpose<br/> |
| -- |
Lesson B: Understanding a factual text and personal narrative<br/> |
| -- |
Lesson C: Planning and writing a descriptive narrative |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY: Understanding meaning from context - Using new vocabulary in everyday context - Brainstorming words to describe emotions - Word Link: sci - Word Partners: reaction |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING: Identifying meaning from context - Identifying key details - Responding to text and photos - Using visual and textual clues to make predictions - Identifying main ideas of paragraphs - Organizing information in a Venn diagram - Skill Focus: Identifying adverbial phrases |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING: Goal: Writing a descriptive narrative essay to describe a real-life event - Language: Using past forms for narration - Skill: Planning a descriptive narrative |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VIEWING: Video: Survival Lessons - Viewing to confirm predictions - Relating video content to a reading text - Viewing for general understanding and specific information |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING: Classifying information using a graphic organizer - Synthesizing information to make judgments - CT Focus: Inferring the purpose of stories and anecdotes |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Rhetoric |
| Form subdivision |
Handbooks, manuals, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Writing |
| Form subdivision |
Handbooks, manuals, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading comprehension |
| Form subdivision |
Handbooks, manuals, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Critical thinking |
| Form subdivision |
Handbooks, manuals, etc. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Writing. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading comprehension. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
B2 (CEFR). |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
High-intermediate. |
| 655 #7 - INDEX TERM--GENRE/FORM |
|---|
| Genre/form data or focus term |
Handbooks and manuals. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Blass, Laurie |
| Dates associated with a name |
1952- |
| 856 42 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://ngl.cengage.com/search/productOverview.do?N=200+4294918503&Ntk=NGL%7CP_EPI&Ntt=pathrw3%7C&Ntx=mode%2Bmatchallpartial">http://ngl.cengage.com/search/productOverview.do?N=200+4294918503&Ntk=NGL%7CP_EPI&Ntt=pathrw3%7C&Ntx=mode%2Bmatchallpartial</a> |
| Link text |
Publisher's Website. |
| 856 42 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9781133942177">http://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9781133942177</a> |
| Public note |
Student Companion Site. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Koha item type |
Matériaux mélangés |
| Source of classification or shelving scheme |
|
