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Book
pages cm
Stanford University Libraries
Status of items at Stanford University Libraries
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On order
(no call number) Unavailable On order Request
Book
1 volume (various pagings) : color illustrations ; 29 cm
  • 1. Chemists and Chemistry. 2. Atoms, Molecules, and Ions. 3. Stoichiometry. 4. Types of Chemical Reactions and Solution Stoichiometry. 5. Gases. 6. Chemical Equilibrium. 7. Acids and Bases. 8. Applications of Aqueous Equilibria. 9. Energy, Enthalpy, and Thermochemistry. 10. Spontaneity, Entropy, and Free Energy. 11. Electrochemistry. 12. Quantum Mechanics and Atomic Theory. 13. Bonding: General Concepts. 14. Covalent Bonding: Orbitals. 15. Chemical Kinetics. 16. Liquids and Solids. 17. Properties of Solutions. 18. The Representative Elements. 19. Transition Metals and Coordination Chemistry. 20. The Nucleus: A Chemista (TM)s View. 21. Organic and Biochemical Molecules. Appendix 1. Mathematical Procedures. Appendix 2. Units of Measurement and Conversions Among Units. Appendix 3. Spectral Analysis. Appendix 4. Selected Thermodynamic Data. Appendix 5. Equilibrium Constants and Reduction Potentials. Appendix 6. Deriving the Integrated Rate Laws. Glossary. Answers to Selected Exercises.
  • (source: Nielsen Book Data)
Develop the qualitative, conceptual foundation you need to think like a chemist with CHEMICAL PRINCIPLES, 8e. Designed for students with solid mathematical preparation, this best-seller emphasizes models, everyday applications of chemistry, and a thoughtful, step-by-step problem-solving approach.
(source: Nielsen Book Data)
  • 1. Chemists and Chemistry. 2. Atoms, Molecules, and Ions. 3. Stoichiometry. 4. Types of Chemical Reactions and Solution Stoichiometry. 5. Gases. 6. Chemical Equilibrium. 7. Acids and Bases. 8. Applications of Aqueous Equilibria. 9. Energy, Enthalpy, and Thermochemistry. 10. Spontaneity, Entropy, and Free Energy. 11. Electrochemistry. 12. Quantum Mechanics and Atomic Theory. 13. Bonding: General Concepts. 14. Covalent Bonding: Orbitals. 15. Chemical Kinetics. 16. Liquids and Solids. 17. Properties of Solutions. 18. The Representative Elements. 19. Transition Metals and Coordination Chemistry. 20. The Nucleus: A Chemista (TM)s View. 21. Organic and Biochemical Molecules. Appendix 1. Mathematical Procedures. Appendix 2. Units of Measurement and Conversions Among Units. Appendix 3. Spectral Analysis. Appendix 4. Selected Thermodynamic Data. Appendix 5. Equilibrium Constants and Reduction Potentials. Appendix 6. Deriving the Integrated Rate Laws. Glossary. Answers to Selected Exercises.
  • (source: Nielsen Book Data)
Develop the qualitative, conceptual foundation you need to think like a chemist with CHEMICAL PRINCIPLES, 8e. Designed for students with solid mathematical preparation, this best-seller emphasizes models, everyday applications of chemistry, and a thoughtful, step-by-step problem-solving approach.
(source: Nielsen Book Data)
Chemistry & ChemEng Library (Swain)
Status of items at Chemistry & ChemEng Library (Swain)
Chemistry & ChemEng Library (Swain) Status
Permanent reserve: Ask at circulation desk
QD33.2 .Z86 2017 Unknown
Book
viii, 856 pages : illustrations (some color) ; 26 cm
Stanford University Libraries
Status of items at Stanford University Libraries
Stanford University Libraries Status
On order
(no call number) Unavailable On order Request
Book
1 volume (unpaged) : illustrations (chiefly color) ; 28 cm
Stanford University Libraries
Status of items at Stanford University Libraries
Stanford University Libraries Status
On order
(no call number) Unavailable On order Request
Book
pages cm
Stanford University Libraries
Status of items at Stanford University Libraries
Stanford University Libraries Status
On order
(no call number) Unavailable On order Request
Book
xii, 242 pages : illustrations ; 26 cm
  • Introduction Context Code First or Meaning First Tools in Your Teaching Toolbox Audience Section I. Understanding the Reading Process Chapter 1. Creating Meaning With Print: The Neurocognitive Model Understanding Reading Reading: A Neurological Perspective The Neurocognitive Process Last Word Chapter 2. Eye Movement and Neural Pathways Eye Movement During Reading Understanding Our Learning Organ Last Word Chapter 3. Understanding Reading From a Cognitive Perspective The Difference Between Brain and Mind The Information Processing Model The Two-Way Flow of Information Last Word Section II. Diagnosing Reading Problems, Documenting Progress, and Planning Instruction Chapter 4. Diagnosis and Documentation Diagnosing the Problem Graded Word Lists Graded Reading Passages Assessing Comprehension Putting It Together Last Word Chapter 5. Reading Lessons SRE Lesson Guided Reading Lesson Shared Reading Lesson Last Word Section III. 10 Instructional Elements Chapter 6. 10 Elements of Reading Instruction No Magical Programs Comprehensive Reading Instruction Teaching Reading With the Brain in Mind Last Word Chapter 7. Emergent Literacy: Concepts of Print and Phonemic Awareness Approaches to Early Literacy Instruction Creating the Conditions for Early Literacy Learning Concepts of Print Phonemic-Phonics Hybrid Activities Last Word Chapter 8. Emotions and Motivation Emotions The Value-Expectancy Theory of Motivation Some Basic Strategies Last Word Chapter 9. Literature and Instructional Approaches Strategies for Promoting Voluntary Reading Instructional Approaches Last Word Chapter 10. Phonics Fawnix 14 Strategies Last Word Appendix: Phonics Checklist Chapter 11. Strategies for Developing Word Identification Skills Terms and Concepts Related to Word Identification Context Clues: The Semantic Cueing System Word Order and Grammar: The Syntactic-Cueing System Word Parts Morphemic Analysis Sight Words Last Word Chapter 12. Fluency Reading Fluency Neural Pathways and Networks Strategies for Enhancing Reading Fluency Avoid Round-Robin Reading Last Word Chapter 13. Comprehension of Narrative Text Comprehension Basics Teaching Tips Activities Organized by Cognitive Process Last Word Chapter 14. Comprehension of Expository Text Expository Text Teacher Pre-Reading Strategies Study-Skill Strategies Pedagogical Strategies to Develop Cognitive Processes Related to Comprehension Last Word Chapter 15. Vocabulary Attending to Vocabulary General Principles for Developing Students' Vocabulary Strategies for Developing Students' Vocabulary Visual Displays and Graphic Organizers Last Word About Words Chapter 16. Writing The Why and How of Writing Specific Strategies Last Word Epilogue.
  • (source: Nielsen Book Data)
This book is the definitive resource on how the brain creates meaning from print, and is indispensible for educators seeking fresh solutions for students struggling with reading. Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more.
(source: Nielsen Book Data)
  • Introduction Context Code First or Meaning First Tools in Your Teaching Toolbox Audience Section I. Understanding the Reading Process Chapter 1. Creating Meaning With Print: The Neurocognitive Model Understanding Reading Reading: A Neurological Perspective The Neurocognitive Process Last Word Chapter 2. Eye Movement and Neural Pathways Eye Movement During Reading Understanding Our Learning Organ Last Word Chapter 3. Understanding Reading From a Cognitive Perspective The Difference Between Brain and Mind The Information Processing Model The Two-Way Flow of Information Last Word Section II. Diagnosing Reading Problems, Documenting Progress, and Planning Instruction Chapter 4. Diagnosis and Documentation Diagnosing the Problem Graded Word Lists Graded Reading Passages Assessing Comprehension Putting It Together Last Word Chapter 5. Reading Lessons SRE Lesson Guided Reading Lesson Shared Reading Lesson Last Word Section III. 10 Instructional Elements Chapter 6. 10 Elements of Reading Instruction No Magical Programs Comprehensive Reading Instruction Teaching Reading With the Brain in Mind Last Word Chapter 7. Emergent Literacy: Concepts of Print and Phonemic Awareness Approaches to Early Literacy Instruction Creating the Conditions for Early Literacy Learning Concepts of Print Phonemic-Phonics Hybrid Activities Last Word Chapter 8. Emotions and Motivation Emotions The Value-Expectancy Theory of Motivation Some Basic Strategies Last Word Chapter 9. Literature and Instructional Approaches Strategies for Promoting Voluntary Reading Instructional Approaches Last Word Chapter 10. Phonics Fawnix 14 Strategies Last Word Appendix: Phonics Checklist Chapter 11. Strategies for Developing Word Identification Skills Terms and Concepts Related to Word Identification Context Clues: The Semantic Cueing System Word Order and Grammar: The Syntactic-Cueing System Word Parts Morphemic Analysis Sight Words Last Word Chapter 12. Fluency Reading Fluency Neural Pathways and Networks Strategies for Enhancing Reading Fluency Avoid Round-Robin Reading Last Word Chapter 13. Comprehension of Narrative Text Comprehension Basics Teaching Tips Activities Organized by Cognitive Process Last Word Chapter 14. Comprehension of Expository Text Expository Text Teacher Pre-Reading Strategies Study-Skill Strategies Pedagogical Strategies to Develop Cognitive Processes Related to Comprehension Last Word Chapter 15. Vocabulary Attending to Vocabulary General Principles for Developing Students' Vocabulary Strategies for Developing Students' Vocabulary Visual Displays and Graphic Organizers Last Word About Words Chapter 16. Writing The Why and How of Writing Specific Strategies Last Word Epilogue.
  • (source: Nielsen Book Data)
This book is the definitive resource on how the brain creates meaning from print, and is indispensible for educators seeking fresh solutions for students struggling with reading. Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more.
(source: Nielsen Book Data)
Education Library (Cubberley)
Status of items at Education Library (Cubberley)
Education Library (Cubberley) Status
Stacks
LB1050.5 .J583 2016 Unknown
Book
2 volumes : illustrations ; 29 cm
Music Library
Status of items at Music Library
Music Library Status
Stacks
ML3534 .A18 2016 Unavailable On order Request
ML3534 .A18 2016 V.1 Unavailable On order Request
Book
xvii, 189 pages ; 23 cm.
As well as a handy reference for those who may need a refresher on specific areas in qualitative research, this is also a great resource for those who are entirely new to the discipline and need quick answers to questions that may arise when they are taking other courses and need a little more background. It intended for graduate students preparing for comprehensive exams, researchers who need a reference, undergraduates in affiliated programs who will not be taking a primary course in qualitative research methods and anyone curious about how these tools can most effectively be used.
(source: Nielsen Book Data)
As well as a handy reference for those who may need a refresher on specific areas in qualitative research, this is also a great resource for those who are entirely new to the discipline and need quick answers to questions that may arise when they are taking other courses and need a little more background. It intended for graduate students preparing for comprehensive exams, researchers who need a reference, undergraduates in affiliated programs who will not be taking a primary course in qualitative research methods and anyone curious about how these tools can most effectively be used.
(source: Nielsen Book Data)
Green Library
Status of items at Green Library
Green Library Status
Stacks Find it
H62 .G5166 2016 Unknown
Book
vii, 241 pages : illustrations, maps ; 26 cm
  • "Stars and stripes unfurled": April-November 1861
  • "An enemy to be feared": November 1861-April 1862
  • "Covered in dust instead of glory": April-December 1862
  • "Two huge serpents": December 1862-January 1863
  • "Perfectly careless": January-September 1863
  • "We fought like tigers": September 1863
  • "The enemy fled like a flock of sheep": September 1863-May 1864
  • "Sick and tired of fighting": May-October 1864.
The hard-fighting 11th Michigan Volunteer Infantry was recruited from sparsely settled southwest Michigan shortly after the Civil War broke out. Mainly young farmers and tradesmen, the regiment rapidly evolved into one of the Army of the Cumberland's elite combat units, tenaciously fighting its way through some of the war's bloodiest engagements. This book - featuring a complete unit roster - tells the story of the regiment through the words of the veterans, tracing their development from a rabble of idealists into a fine-tuned fighting machine that executed successful bayonet charges against superior numbers. The narrative continues into the postwar period, discussing the ex-soldiers' careers through Reconstruction and the Gilded Age. Photographs, maps, illustrations and a statistical analysis round out this tale of courage and travail.
(source: Nielsen Book Data)
  • "Stars and stripes unfurled": April-November 1861
  • "An enemy to be feared": November 1861-April 1862
  • "Covered in dust instead of glory": April-December 1862
  • "Two huge serpents": December 1862-January 1863
  • "Perfectly careless": January-September 1863
  • "We fought like tigers": September 1863
  • "The enemy fled like a flock of sheep": September 1863-May 1864
  • "Sick and tired of fighting": May-October 1864.
The hard-fighting 11th Michigan Volunteer Infantry was recruited from sparsely settled southwest Michigan shortly after the Civil War broke out. Mainly young farmers and tradesmen, the regiment rapidly evolved into one of the Army of the Cumberland's elite combat units, tenaciously fighting its way through some of the war's bloodiest engagements. This book - featuring a complete unit roster - tells the story of the regiment through the words of the veterans, tracing their development from a rabble of idealists into a fine-tuned fighting machine that executed successful bayonet charges against superior numbers. The narrative continues into the postwar period, discussing the ex-soldiers' careers through Reconstruction and the Gilded Age. Photographs, maps, illustrations and a statistical analysis round out this tale of courage and travail.
(source: Nielsen Book Data)
SAL3 (off-campus storage)
Status of items at SAL3 (off-campus storage)
SAL3 (off-campus storage) Status
In process Request
E514.5 11TH .F38 2016 Available
Book
xvii, 300 pages : illustrations ; 28 cm
  • Foreword to the Third Edition Preface Acknowledgments About the Authors 1. Getting Started PART I: The First Foundational Element--Relaxed Alertness 2. Why Relaxed Alertness Provides the Optimum Emotional Climate for Learning 3. Brain/Mind Learning Principle-Complex Learning Is Enhanced by Challenge and Inhibited by Threat, Helplessness, and Fatigue 4. Brain/Mind Learning Principle--The Brain/Mind Is Social 5. Brain/Mind Learning Principle--The Search for Meaning Is Innate 6. Brain/Mind Learning Principle--Emotions Are Critical to Patterning PART II: The Second Foundational Element--Orchestrated Immersion in Complex Experience 7. Creating the Richest Learning Environments Using Orchestrated Immersion in Complex Experience 8. Brain/Mind Learning Principle--The Brain/Mind Processes Parts and Wholes Simultaneously 9. Brain/Mind Learning Principle--All Learning Engages the Physiology 10. Brain/Mind Learning Principle--The Search for Meaning Occurs Through Patterning 11. Brain/Mind Learning Principle--Learning Is Developmental PART III: The Third Foundational Element--Active Processing of Experience 12. Helping Learners Digest and Consolidate Learning 13. Brain/Mind Learning Principle--Each Brain Is Uniquely Organized 14. Brain/Mind Learning Principle--There Are at Least Two Ways to Approach Memory 15. Brain/Mind Learning Principle--Learning Engages Both Focused Attention and Peripheral Perception 16. Brain/Mind Learning Principle--Learning Is Both Conscious and Unconscious 17. Teaching with Body/Mind Interconnectedness in Mind Resource A: The Brain/Mind Capacities Wheel Resource B: The Brain/Mind Principles Wheel Resource C: How to Develop Process Learning Circles Resource D: Guided Experiences Cycle Resource E: Guidelines for the Guided Experiences Model Resource F: Global Experiences Design Wheel Resource G: Sensory Poem References Index.
  • (source: Nielsen Book Data)
Higher-order skills such as critical thinking, planning, decision-making and persistence are the key to success for today's students. With its novel approach to teaching and learning, 12 Brain/Mind Learning Principles in Action has been the go-to resource for thousands of teachers in leading their students to greater confidence and achievement. Now in an expanded third edition, Caine et al. offer three practical approaches to instruction-direct, problem or project-based learning, and the guided experience approach-while providing common-sense strategies to turn theory into effective classroom teaching. Features of the new edition include * More strategies to deeply engage students and build foundational learning skills * Guidance on peer-based professional development through Process Learning Circles * Reflective questions and checklists for assessing progress * Updated, real-life examples that illustrate brain-compatible learning in action Bridge research to practice through these innovative strategies to create a school environment where students and faculty learn and thrive.
(source: Nielsen Book Data)
  • Foreword to the Third Edition Preface Acknowledgments About the Authors 1. Getting Started PART I: The First Foundational Element--Relaxed Alertness 2. Why Relaxed Alertness Provides the Optimum Emotional Climate for Learning 3. Brain/Mind Learning Principle-Complex Learning Is Enhanced by Challenge and Inhibited by Threat, Helplessness, and Fatigue 4. Brain/Mind Learning Principle--The Brain/Mind Is Social 5. Brain/Mind Learning Principle--The Search for Meaning Is Innate 6. Brain/Mind Learning Principle--Emotions Are Critical to Patterning PART II: The Second Foundational Element--Orchestrated Immersion in Complex Experience 7. Creating the Richest Learning Environments Using Orchestrated Immersion in Complex Experience 8. Brain/Mind Learning Principle--The Brain/Mind Processes Parts and Wholes Simultaneously 9. Brain/Mind Learning Principle--All Learning Engages the Physiology 10. Brain/Mind Learning Principle--The Search for Meaning Occurs Through Patterning 11. Brain/Mind Learning Principle--Learning Is Developmental PART III: The Third Foundational Element--Active Processing of Experience 12. Helping Learners Digest and Consolidate Learning 13. Brain/Mind Learning Principle--Each Brain Is Uniquely Organized 14. Brain/Mind Learning Principle--There Are at Least Two Ways to Approach Memory 15. Brain/Mind Learning Principle--Learning Engages Both Focused Attention and Peripheral Perception 16. Brain/Mind Learning Principle--Learning Is Both Conscious and Unconscious 17. Teaching with Body/Mind Interconnectedness in Mind Resource A: The Brain/Mind Capacities Wheel Resource B: The Brain/Mind Principles Wheel Resource C: How to Develop Process Learning Circles Resource D: Guided Experiences Cycle Resource E: Guidelines for the Guided Experiences Model Resource F: Global Experiences Design Wheel Resource G: Sensory Poem References Index.
  • (source: Nielsen Book Data)
Higher-order skills such as critical thinking, planning, decision-making and persistence are the key to success for today's students. With its novel approach to teaching and learning, 12 Brain/Mind Learning Principles in Action has been the go-to resource for thousands of teachers in leading their students to greater confidence and achievement. Now in an expanded third edition, Caine et al. offer three practical approaches to instruction-direct, problem or project-based learning, and the guided experience approach-while providing common-sense strategies to turn theory into effective classroom teaching. Features of the new edition include * More strategies to deeply engage students and build foundational learning skills * Guidance on peer-based professional development through Process Learning Circles * Reflective questions and checklists for assessing progress * Updated, real-life examples that illustrate brain-compatible learning in action Bridge research to practice through these innovative strategies to create a school environment where students and faculty learn and thrive.
(source: Nielsen Book Data)
Education Library (Cubberley)
Status of items at Education Library (Cubberley)
Education Library (Cubberley) Status
Stacks
LB1060 .A16 2016 Unknown
Book
275 pages
Stanford University Libraries
Status of items at Stanford University Libraries
Stanford University Libraries Status
On order
(no call number) Unavailable On order Request
Book
p. ; cm.
  • Making the case for health reform
  • Past meets present : the historical roots of Obamacare : mental health, minority health, universal health
  • Pulling back the curtain : behind the advocacy for health reform and health equity
  • The fight is on : a closer look at the final efforts to pass health reform
  • Brushes with death
  • Breaking down the law
  • Moving forward : continuing the movement.
  • Making the case for health reform
  • Past meets present : the historical roots of Obamacare : mental health, minority health, universal health
  • Pulling back the curtain : behind the advocacy for health reform and health equity
  • The fight is on : a closer look at the final efforts to pass health reform
  • Brushes with death
  • Breaking down the law
  • Moving forward : continuing the movement.
Stanford University Libraries
Status of items at Stanford University Libraries
Stanford University Libraries Status
On order
(no call number) Unavailable On order Request
Book
1 online resource (ii, 2 unnumbered pages, 53 pages) : color illustrations.
Book
online resource
  • General dilution charts
  • Format and content of intravenous medications
  • Key to abbreviations
  • Important IV therapy facts
  • Resources
  • IV drugs
  • Appendix A: Recommendations for the safe use and handling of cytotoxic drugs
  • Appendix B: FDA pregnancy categories)
  • Appendix C: U.S. Department of Health and Human Services, National Institutes of Health, National Cancer Institute Common Terminology Criteria for adverse events (CTCAE)
  • Appendix D: Information for patients receiving immunosuppressive agents
  • Appendix E: Recently approved drugs
  • Solution compatibility chart.
  • General dilution charts
  • Format and content of intravenous medications
  • Key to abbreviations
  • Important IV therapy facts
  • Resources
  • IV drugs
  • Appendix A: Recommendations for the safe use and handling of cytotoxic drugs
  • Appendix B: FDA pregnancy categories)
  • Appendix C: U.S. Department of Health and Human Services, National Institutes of Health, National Cancer Institute Common Terminology Criteria for adverse events (CTCAE)
  • Appendix D: Information for patients receiving immunosuppressive agents
  • Appendix E: Recently approved drugs
  • Solution compatibility chart.
Medical Library (Lane)
Status of items at Medical Library (Lane)
Medical Library (Lane) Status
Check Lane Library catalog for status
CLINICALKEY Unknown
Book
447 p. ; 21 cm.
Green Library
Status of items at Green Library
Green Library Status
In process Request
(no call number) Unavailable
Stanford University Libraries
Status of items at Stanford University Libraries
Stanford University Libraries Status
On order
(no call number) Unavailable On order Request
Book
254 pages : portraits ; 27 cm.
Green Library
Status of items at Green Library
Green Library Status
Stacks Find it
(no call number) Unavailable On order Request
Book
193 pages : color illustrations ; 23 cm
  • A ladies' man : introduction
  • Alexis Smith : my pal Alex
  • Joan Mitchell : epigramata
  • Lynda Benglis : fire on the water
  • Vija Celmins : the path itself
  • Pia Fries : the remains of today
  • Fiona Banner : the beauty of our weapons
  • Sarah Charlesworth : embracing the beast
  • Mary Heilman : surfing on acid
  • Jennifer Steinkamp : breathing in the world
  • Michelle Fierro : beauty marks
  • Bridget Riley : not knowing
  • Bridget Riley II : for Americans
  • Elizabeth Murray : dancing in the dark
  • Karen Carson : sophisticate
  • Ann Hamilton : thinking things through
  • Vanessa Beecroft : painted ladies
  • Roni Horn : she resembles herself
  • Fiona Rae : good after the good is gone
  • Barbara Bloom : Barbara blooms
  • Sharon Ellis : modest ecstasy
  • Hung Liu : the polity of immigrants
  • Teresita Fernández : tropical scholarship
  • Nancy Rubins : the rapture and the tsunami
  • Elizabeth Peyton : at the prince's chateau.
  • A ladies' man : introduction
  • Alexis Smith : my pal Alex
  • Joan Mitchell : epigramata
  • Lynda Benglis : fire on the water
  • Vija Celmins : the path itself
  • Pia Fries : the remains of today
  • Fiona Banner : the beauty of our weapons
  • Sarah Charlesworth : embracing the beast
  • Mary Heilman : surfing on acid
  • Jennifer Steinkamp : breathing in the world
  • Michelle Fierro : beauty marks
  • Bridget Riley : not knowing
  • Bridget Riley II : for Americans
  • Elizabeth Murray : dancing in the dark
  • Karen Carson : sophisticate
  • Ann Hamilton : thinking things through
  • Vanessa Beecroft : painted ladies
  • Roni Horn : she resembles herself
  • Fiona Rae : good after the good is gone
  • Barbara Bloom : Barbara blooms
  • Sharon Ellis : modest ecstasy
  • Hung Liu : the polity of immigrants
  • Teresita Fernández : tropical scholarship
  • Nancy Rubins : the rapture and the tsunami
  • Elizabeth Peyton : at the prince's chateau.
Art & Architecture Library (Bowes)
Status of items at Art & Architecture Library (Bowes)
Art & Architecture Library (Bowes) Status
Stacks
N8354 .H53 2016 Unavailable In process Request

19. 25-yongan ui suyoil [2016]

Stanford University Libraries
Status of items at Stanford University Libraries
Stanford University Libraries Status
On order
(no call number) Unavailable On order Request
Book
1 online resource : illustrations (some color)