Handbook of psychology volume 7 educational psychology


Download 9.82 Mb.
Pdf ko'rish
bet99/153
Sana16.07.2017
Hajmi9.82 Mb.
#11404
1   ...   95   96   97   98   99   100   101   102   ...   153

REFERENCES

Alpert, D., & Bitzer, D. L. (1970). Advances in computer-based

education. Science, 167, 1582–1590.

Ambron, S., & Hooper, K. (1990). Learning with interactive multi-



media. Redmond, WA: Microsoft Press.

Apple Multimedia Lab. (1989). The visual almanac: An interactive



multimedia kit.

Bates, A. W. (1988). Technology for distance education: A 10-year

prospective. Open Learning, 3(3), 3–12.

Bates, A. W. (1995). Technology: Open learning and distance edu-



cation. London: Routledge.

Beers, M. (2001). Subjects-in interaction version 3.0: An intellec-



tual system for modern language student teachers to appropriate

References

423

multiliteracies as designers and interpreters of digital media

texts. Unpublished doctoral dissertation, University of British

Columbia, Vancouver, British Columbia, Canada.

Beers, M., & Goldman-Segall, R. (2001). New roles for student

teachers becoming experts: Creating, viewing, and critiquing

digital video texts. Paper presented at the American Educational

Research Association Annual Meeting, Seattle, WA.

Bootstrap Institute. (1994). Biographical sketch: Douglas C.

Engelbart. Retrieved October 12, 2001, from http://www

.bootstrap.org/dce-bio.htm

Brand, S. (1987). The Media Lab: Inventing the future at MIT. New

York: Viking.

Bromley, H. (1998). Introduction: Data-driven democracy? Social

assessment of educational computing. In H. Bromley & M. W.

Apple (Eds.), Education, technology, power: Educational com-

puting as a social practice (pp. 1–27)Albany: State University

of New York.

Brown, J. S., & Burton, R. R. (1978). A paradigmatic example of an

artificially intelligent instructional system. International Journal



of Man-Machine Studies, 10(3), 323–339.

Brown, J. S., Collins, A., & Duguid, P. (1996). Situated cognition

and the culture of learning. In H. McLellan (Ed.), Situated

learning perspectives (pp. 32–42). Englewood Cliffs, NJ: Ed-

ucational Technology. (Original work published 1989)

Bruckman, A. S. (1997). Moose Crossing: Construction, community,

and learning in a networked virtual world for kids. Unpublished

doctoral dissertation, MIT, Cambridge, MA. Retrieved October

10, 2001, from http://www.cc.gatech.edu/~asb/thesis

Bruckman, A. S. (1998). Community support for construction-

ist learning. CSCW, 7, 47–86. Retrieved September 17,

2001, from http://www.cc.gatech.edu/elc/papers/bruckman/

cscw-bruckman.pdf

Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard

University Press.

Bryson, M., & deCastell, S. (1998). Telling tales out of school:

Modernist, critical, and “true stories” about educational comput-

ing. In H. Bromley & M. W. Apple (Eds.), Education, technol-



ogy, power: Educational computing as a social practice (pp. 65–

84). Albany: State University of New York.

Cognition and Technology Group at Vanderbilt. (1997). The Jasper

project: Lessons in curriculum, instruction, assessment and pro-

fessional development. Mahwah, NJ: Erlbaum.

Cole, M. (1996). Cultural psychology: A once and future discipline.

Cambridge, MA: Harvard University Press.

Cole, M., & Engeström, Y. (1993). A cultural-historical approach

to distributed cognition. In G. Salomon (Ed.), Distributed cogni-

tions: Psychological and educational considerations. Cambridge,

UK: Cambridge University Press.

Cole, M., & Wertsch, J. V. (1996). Beyond the individual-social an-

tinomy in discussions of Piaget and Vygotsky. Human Develop-



ment, 39(5), 250 –256.

Daniels, V. (2000). Lecture on John B. Watson. Retrieved October

15, 001, from http://www.sonoma.edu/people/daniels/Wason

.html


Davy, J. (1985). Mindstorms in the lamplight. In D. Sloan (Ed.), The

computer in education: A critical perspective (pp. 11–20). New

York: Teachers College Press.

deCastell, S., Bryson, M., & Jenson, J. (2000). Object lessons:

Critical visions of educational technology. Paper presented at

American Educational Research Association Annual Meeting,

New Orleans, LA.

Dede, C. (1994). The evolution of constructivist learning environ-

ments: Immersion in distributed, virtual worlds. Educational

Technology, 35(5), 46 –52.

Dewey, J. (1961). Democracy and education: An introduction to the



philosophy of education. New York: Macmillan. (Original work

published 1916)

diSessa, A. A. (1988). Knowledge in pieces. In G. Forman & P. B.

Pufall (Eds.), Constructivism in the computer age (pp. 49–70).

Hillsdale, NJ: Erlbaum.

diSessa, A. A. (2000). Changing minds: Computers, learning, and



literacy. Cambridge, MA: MIT Press.

Duffy, T. M., & Jonassen, D. (1992). Constructivism and the tech-



nology of instruction: A conversation. Hillsdale, NJ: LEA.

Edelson, D., Pea, R., & Gomez, L. (1996). Constructivism in the

collaboratory. In B. G. Wilson (Ed.), Constructivist learning en-

vironments: Case studies in instructional design (pp. 151–164).

Englewood Cliffs, NJ: Educational Technology.

Erikson, E. (1950). Childhood and society. New York: Norton.

Feenberg, A. (1989). The written world: On the theory and practice

of computer conferencing. In R. Mason & A. Kaye (Eds.),

Mindweave: Communication, computers and distance education

(pp. 22–39)Oxford: Pergamon Press.

Feldman, A., Konold, C., & Coulter, B. (2000). Network science, a

decade later: The Internet and classroom learning. Mahwah, NJ:

Erlbaum.


Fox Keller, E. (1983). A feeling for the organism: The life and work

of Barbara McClintock. San Francisco: W. H. Freeman.

Freud, S. (1975). The standard edition of the complete psychologi-



cal works of Sigmund Freud. New York: W. W. Norton. 

Gardner, H. (1983). Frames of mind: The theory of multiple intelli-



gences. New York: Basic Books.

Gardner, H. (1985). The mind’s new science: A history of the cogni-



tive revolution. New York: Basic Books.

Geertz, C. (1973). The interpretation of cultures. New York: Basic

Books.

Gilligan, C. (1982). In a different voice: Psychological theory and



women’s development. Cambridge, MA: Harvard University Press.

Gilster, P. (2000). Digital literacy, The Jossey-Bass reader on tech-



nology and learning. San Francisco: Jossey-Bass.

Goffman, E. (1986). Frame analysis: An essay on the organization



of experience. Boston: Northeastern University Press.

424

Computers, the Internet, and New Media for Learning

Goldman-Segall, R. (1989). Thick description: A tool for designing

ethnographic interactive videodisks. SIGCHI Bulletin, 21(2),

118–122.


Goldman-Segall, R. (1990). Learning Constellations: A multimedia

ethnographic research environment using video technology to

explore children’s thinking. Unpublished doctoral dissertation,

MIT, Cambridge, MA.

Goldman-Segall, R. (1991). Three children, three styles: A call

for opening the curriculum. In I. Harel & S. Papert (Eds.),



Constructionism (pp. 235–268). Cambridge, MA: MIT Press.

Goldman-Segall, R. (1993). Interpreting video data: Introducing a

“significance measure” to layer descriptions. Journal for Educa-

tional Multimedia and Hypermedia, 2(3), 261–282.

Goldman-Segall, R. (1994). Virtual Clayoquot: The Bayside Middle



School implements a multimedia study of a Canadian rain forest.

Proceedings of Ed-Media ’94, World Conference on Educational

Multimedia and Hypermedia, AACE, 603–609.

Goldman-Segall, R. (1995). Configurational validity: A proposal for

analyzing ethnographic multimedia narratives. Journal of Edu-

cational Multimedia and Hypermedia, 4(2/3), 163–182.

Goldman-Segall, R. (1996a). Genderflexing: A theory of gender and



socio-scientific thinking. Proceedings of the International Con-

ference on the Learning Sciences, Chicago, IL.

Goldman-Segall, R. (1996b). Looking through layers: Reflecting

upon digital ethnography. JCT: An Interdisciplinary Journal for



Curriculum Studies, 13(1), 23–29.

Goldman-Segall, R. (1998a). Gender and digital media in the



context of a middle school science project. MERIDIAN, A Mid-

dle School Gender and Technology Electronic Journal 1(1).

Retrieved October 5, 2001, from http://www.ncsu.edu/meridian/

jan98/feat_3/gender.html

Goldman-Segall, R. (1998b). Points of viewing children’s thinking:



A digital ethnographer’s journey. Mahwah, NJ: Erlbaum.

Accompanying video cases retrieved from http://www

.pointsofviewing.com.

Goldman-Segall, R. (1999). Using video to support professional



development and improve practice. White Paper presented to the

Board on International Comparative Studies in Education

(BICSE) Invitational Consortium on Uses of Video in Interna-

tional Studies, National Academy of Education, Washington, DC.

Goldman-Segall, R. (2000). Video cases: Designing Constellations,

a perspectivity digital video data analysis tool. Paper presented

at CILT 2000. Retrieved October 10, 2001, from http://kn.cilt

.org/cilt2000/abstracts/2053.html

Goldman-Segall, R., & Rao, C. (1998). WebConstellations: A col-

laborative online digital data tool for creating living narratives

in organizational knowledge systems. Proceedings for the 31st

Hawaii International Conference for Systems Sciences, IEEE,

194–200.

Granott, N. (1991). Puzzled minds and weird creatures: The sponta-

neous process of knowledge construction. In I. Harel & S. Papert

(Eds.), Constructionism (pp. 295–310)Cambridge, MA: MIT

Press.

Graves, W. H. (1999). The instructional management systems coop-



erative: Converting random acts of progress into global progress.

Educom Review, 34(6). Retrieved October 12, 2001, from http://

www.educause.edu/ir/library/html/erm9966.html

Greenfield, P. M. (1984). A theory of the teacher in the learning ac-

tivities of everyday life. In B. Rogoff & J. Lave (Eds.), Everyday



cognition: Its development in social context (pp. 117–138).

Cambridge, MA: Harvard University Press.

Greeno, J. G. (1997). On claims that answer the wrong questions.

Educational Researcher, 26(1), 5–17.

Gruber, H. E., & Voneche, J. J. (Eds.). (1977). The essential Piaget.

New York: Basic Books.

Guzdial, M. (1997). Information ecology of collaborations in

educational settings: Influence of tool. Paper presented at the

Computer-Supported Collaborative Learning. Retrieved October

9, 2001, from http://guzdial.cc.gatech.edu/papers/infoecol/

Guzdial, M. (1999). Teacher and student authoring on the web for



shifting agency. Paper presented at the American Educational

Research Association Annual Meeting, Montreal, CA. Retrieved

October 15, 2001, from http://guzdial.cc.gatech.edu/papers/

aera99/


Harasim, L. M. (1990). Online education: Perspectives on a new

environment. New York: Praeger.

Harasim, L. M. (1993). Networlds: Networks as social space. In

L. M. Harasim (Ed.), Global networks: Computers and interna-

tional communication (pp. 15–36). Cambridge, MA: MIT Press.

Harasim, L. M., Calvert, T., & Groeneboer, C. (1996). Virtual-U: A



web-based environment customized to support collaborative

learning and knowledge building in post secondary courses.

Paper presented at the International Conference of the Learning

Sciences, Northwestern University, Evanston, IL.

Harel, I. (1991). Children designers: Interdisciplinary constructions



for learning and knowing mathematics in a computer-rich

school. Westport, CT: Ablex.

Harel, I., & Papert, S. (Eds.). (1991). Constructionism. Norwood,

NJ: Ablex.

Harrison, B., & Baecker, R. (1992). Designing video annotation



and analysis systems. Paper presented at the Proceedings of

Computer Human Interface (CHI) 1992, Monterey, CA.

Harvey, B. (1997). Computer science Logo style (2nd ed.).

Cambridge, MA: MIT Press.

Haynes, C., & Holmevik, J. R. (Eds.). (1998). High-wired: On

the design, use, and theory of educational MOOs. Ann Arbor:

University of Michigan Press.

Hirsch, E. D., Jr. (1987). Cultural literacy. Boston: Houghton

Mifflin.


Hiltz, S. R. (1994). The virtual classroom: Learning without limits

via computer networks. Norwood, NJ: Ablex.

Hiltz, S. R., & Turoff, M. (1993). The network nation: Human com-



munication via computer (Rev. ed.). Cambridge, MA: MIT

Press. (Original work published 1978)

Illich, I. (1972). Deschooling society. New York: Harrow Books.


References

425

Illich, I. (1973). Tools for conviviality. New York: Marion Boyars.

Illich, I., & Sanders, B. (1989). ABC: Alphabetization of the popu-

lar mind. Vintage Books.

Jonassen, D. (1996). Computers in the classroom: Mindtools for



critical thinking. Englewood Cliffs, NJ: Merrill.

Kafai, Y. (1993). Minds in play: Computer game design as a context



for children’s learning. Unpublished doctoral dissertation, Grad-

uate School of Education of Harvard, Cambridge, MA.

Kafai, Y. (1996). Software by kids for kids. Communications of the

ACM, 39(4), 38–39.

Kaput, J., Roschelle, J., & Stroup, W. (1998). SimCalc: Accelerating

students’ engagement with the mathematics of change. In M.

Jacobson & R. Kozma (Eds.), Educational technology and math-



ematics and science for the 21st century (pp. 47–75). Hillsdale,

NJ: Erlbaum.

Katz, S., & Lesgold, A. (1993). The role of the tutor in computer-

based collaborative learning situations. In S. P. Lajoie & S. J.

Derry (Eds.), Computers as cognitive tools (pp. 289–317).

Hillsdale, NJ: Erlbaum.

Kay, A. C. (1996). The early history of SmallTalk. In J. Thomas, J.

Bergin, J. Richard, & G. Gibson (Eds.), History of programming



languages—II (pp. 511–578). New York: ACM Press.

Kennedy, S. (1989). Using video in the BNR utility lab. SIGCHI



Bulletin, 21(2), 92–95.

Koschmann, T. (1996). Paradigm shifts and instructional technol-

ogy: An introduction. In T. Koschmann (Ed.), CSCL: Theory and

practice of an emerging paradigm (pp. 1–23). Mahwah, NJ:

Erlbaum.


Kroeber, A. L. (1948). Anthropology: Race, language, culture, psy-

chology, prehistory. New York: Harcourt, Brace & World.

Kuhn, T. (1996). The structure of scientific revolutions (3rd ed.).

Chicago: University of Chicago Press.

Lajoie, S. P., & Derry, S. J. (1993). Computers as cognitive tools.

Hillsdale, NJ: Erlbaum.

Landow, G. P. (1992). Hypertext: The convergence of contemporary



critical theory and technology. Baltimore: Johns Hopkins Uni-

versity Press.

Landow, G. P., & Delany, P. (1993). The digital word: Text-based

computing in the humanities. Cambridge, MA: MIT Press.

Laurel, B., & Mountford, S. J. (Eds.). (1990). The art of human-



computer interface design. Reading, MA: Addison-Wesley.

Lave, J. (1988). Cognition in practice: Mind, mathematics, and cul-



ture in everyday life. Cambridge, UK: Cambridge University

Press.


Lave, J., & Wenger, E. (1991). Situated learning: Legitimate periph-

eral participation. Cambridge, UK: Cambridge University Press.

Lehrer, R., & Schauble, L. (Eds.). (2001). Real data in the class-



room: Expanding children’s understanding of mathematics and

science. New York: Teachers College Press.

Lemke, J. (1998). Multiplying meaning: Visual and verbal semiotics

in scientific text. In J. R. Martin & R. Veel (Eds.), Reading

science (pp. 87–113)London: Routledge. 

Levin, J., Riel, M., Miyake, N., & Cohen, E. (1987). Education on

the electronic frontier. Contemporary Educational Psychology,

12, 254–260.

Lévi-Strauss, C. (1968). The savage mind. Chicago: University of

Chicago Press.

Lifter, M., & Adams, M. (1999). Multimedia projects for Kid Pix.

Bloomington, IL: FTC.

Mackay, W. (1989). Eva: An experimental video annotator for

symbolic analysis of video data. SIGCHI Bulletin, 21(2), 68–

71.


Martin, F., & Resnick, M. (1993). Lego/Logo and electronic bricks:

Creating a scienceland for children. In D. L. Ferguson (Ed.), Ad-



vanced educational technologies for mathematics and science.

Berlin: Springer-Verlag.

Martin, L. M. W. (1987). Teachers’ adoption of multimedia tech-

nologies for science and mathematics instruction. In R. D. Pea &

K. Sheingold (Eds.), Mirrors of minds: Patterns of experience in

educational computing (pp. 35–56). Norwood, NJ: Ablex.

Meares, C. A., & John F. Sargent, J. (1999). The digital work force:



Building infotech skills at the speed of innovation. Retrieved

September 25, 2001, from U.S. Department of Commerce,

http://www.ta.doc.gov/reports/itsw/Digital.pdf

Minsky, M. (1986). The society of mind. New York: Simon and

Schuster.

Noble, D. (1985). Computer literacy and ideology. In D. Sloan

(Ed.), The computer in education: A critical perspective (pp. 64–

76). New York: Teachers College Press.

Noble, D. (1999). Digital diploma mills part IV: Rehearsal for

the revolution. Retrieved October 15, 2001, from http://

communication.ucsd.edu/dl/ddm4.html

Papert, S. (1980). Mindstorms: Children, computers, and powerful

ideas. New York: Basic Books.

Papert, S. (1985). Information technology and education: Computer

criticism vs technocentric thinking. Educational Researcher,

16(1), 22–30.

Papert, S. (1991). Situating constructionism. In I. Harel & S. Papert

(Eds.), Constructionism (pp. 1–12). Norwood, NJ: Ablex.

Papert, S. (1992). The children’s machine. New York: Basic Books.

Pea, R. D. (1987). The aims of software criticism: Reply to Profes-

sor Papert. Educational Researcher, 20(3), 4–8.

Pea, R. D. (1993). Practices of distributed intelligence and designs

for education. In G. Salomon (Ed.), Distributed cognitions:



Psychological and educational considerations (pp. 47–87).

Cambridge, UK: Cambridge University Press.

Pea, R. D., & Kurland, D. M. (1987). On the cognitive effects of

learning computer programming. In R. Pea & K. Sheingold

(Eds.), Mirrors of minds (pp. 147–177). Norwood, NJ: Ablex.

(Original work published 1984)

Pea, R. D., Kurland, D. M., & Hawkins, J. (1987). Logo and the de-

velopment of thinking skills. In R. Pea & K. Sheingold (Eds.),



Mirrors of minds (pp. 178–197). Norwood, NJ: Ablex.

426

Computers, the Internet, and New Media for Learning

Pearson Education. (2000). Pearson Education History. Retrieved

October 25, 2001, from http://www.pearsoned.com/history.htm

Piaget, J. (1930). The child’s conception of the world. London:

Harcourt, Brace, and World.

Piaget, J. (1952). The child’s conception of number. London:

Routledge & Kegan Paul.

Piaget, J. (1969). The child’s conception of time. London: Rutledge

& Kegan Paul.

Piaget, J., & Inhelder, B. (1956). The child’s conception of space.

London: Routledge & Kegan Paul.

Picard, R. (1997). Affective computing. Cambridge, MA: MIT Press.

Resnick, M. (1991). Overcoming the centralized mindset: To-

wards an understanding of emergent phenomena. In I. Harel &

S. Papert (Eds.), Constructionism (pp. 205–214)Norwood, NJ:

Ablex.


Resnick, M. (1994). Turtles, termites, traffic jams: Explorations in

massively parallel microworlds. Cambridge, MA: MIT Press.

Resnick, M., & Ocko, S. (1991). Lego/Logo: Learning through and

about design. In I. Harel & S. Papert (Eds.), Constructionism

(pp. 141–150). Norwood, NJ: Ablex.

Resnick, M., & Wilensky, U. (1993). Beyond the deterministic,

centralized mindsets: New thinking for new sciences. Paper

presented at the American Educational Research Association

Annual Meeting, Atlanta, GA.

Resnick, M., & Wilensky, U. (1998). Diving into complexity:

Developing probabilistic decentralized thinking through role-

playing activities. Journal of Learning Sciences, 7(2). Retrieved

November 9, 2001, from http://ccl.sesp.northwestern.edu/cm/

papers/starpeople

Riel, M. (1993). Global education through learning circles. In L. M.

Harasim (Ed.), Global networks: Computers and international

communication. Cambridge, MA: MIT Press, 221–236.

Riel, M. (1996). Cross-classroom collaboration: Communication

and education. In T. Koschmann (Ed.), CSCL: Theory and prac-

tice of an emerging paradigm (pp. 187–207). Mahwah, NJ:

Erlbaum.


Romiszowski, A. J., & de Haas, J. A. (1989). Computer mediated

communication for instruction: Using e-mail as a seminar. Edu-



cational Technology, 29(10), 7–14.

Roschelle, J., Kaput, J., Stroup, W., & Kahn, T. M. (1998). Scaleable

integration of educational software: Exploring the promise of

component architectures. Journal of Interactive Media in Educa-



tion, 98(6). Retrieved October 10, 2001, from http://www-

jime.open.ac.uk/98/6

Roschelle, J., Pea, R., & Trigg, R. (1990). Video Noter: A tool for

exploratory video analysis. IRL Technical Report No. IRL



90-002, Menlo Park, CA.

Sachter, J. E. (1990). Kids in space: Exploration into spatial cogni-



tion of children’s learning 3-D computer graphics. Unpublished

doctoral dissertation, MIT, Cambridge, MA.

Salomon, G. (1979). Interaction of media, cognition, and learning.

San Francisco: Jossey-Bass.

Salomon, G. (1993). No distribution without individuals’ cognition:

A dynamic interactional view. In G. Salomon (Ed.), Distributed



cognitions: Psychological and educational considerations.

Cambridge, UK: Cambridge University Press.

Salomon, G., & Gardner, H. (1986). The computer as educator:

Lessons from television research. Educational Researcher,



15(1), 13–19.

Salomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in

cognition: Extending human intelligence with intelligent tech-

nologies. Educational Researcher, 20(3), 2–9.

Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for

children in knowledge building: A challenge for the design of

new knowledge media. Journal of the Learning Sciences, 1(1),

37–68.


Schank, R. C. (2000). Educational outrage: Are computers the

bad guys in education? Retrieved July 11, 2000, from http://

movietone.ils.nwu.edu/edoutrage/edoutrage11.html

Schlager, M., & Schank, P. (1997). Tapped In: A new on-line teacher

community concept for the next generation of Internet technol-

ogy. Paper presented at the Computer-Supported Collaborative

Learning 1997. Retrieved July, 27, 2000, from http://www

.tappedin.sri.com/info/papers/cscl97

Scribner, S., & Cole, M. (1981). The psychology of literacy.

Cambridge: Harvard University Press.

Simon, H. A. (1981). The sciences of the artificial. Cambridge, MA:

MIT Press. (Original work published 1969)

Soloway, E., Krajcik, J. S., Blumenfeld, P., & Marx, R. (1996).

Technological support for teachers transitioning to project-based

science projects. In T. Koschmann (Ed.), CSCL: Theory and



practice of an emerging paradigm (pp. 269–305). Mahwah, NJ:

Erlbaum.


Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L.

(1991). Cognitive flexibility, constructivism, and hypertext:

Random access instruction for advanced knowledge acquisition

in ill-structured domains. Educational Technology, 31(5),

24 –33.

Stahl, G. (1999). WebGuide: Guiding collaborative learning on the



web with perspectives. Paper presented at the American Educa-

tional Research Association Annual Meeting, Montreal, Que-

bec, Canada. Retrieved November 15, 2000 from http://www.cs

.colorado.edu/~gerry/publications/conferences/1999/aera99/

Steinkuehler, C. A., Derry, S. J., Hmelo-Silver, C. E., & DelMarcelle,

M. (in press). Cracking the resource nut with distributed

problem-based learning in secondary teacher education. Journal

of Distance Education. Retrieved June 26, 2002, from http://

www.wcer.wisc.edu/step/

Stone, A. R. (1995). The war between desire and technology at the

end of the mechanical age. Cambridge, MA: MIT Press.

Suchman, L. A. (1987). Plans and situated actions: The problem of



human-machine communication. Cambridge, UK: Cambridge

University Press.

Suppes, P. (1966). The uses of computers in education. Scientific

American, 215(3), 206 –220.


Download 9.82 Mb.

Do'stlaringiz bilan baham:
1   ...   95   96   97   98   99   100   101   102   ...   153




Ma'lumotlar bazasi mualliflik huquqi bilan himoyalangan ©fayllar.org 2024
ma'muriyatiga murojaat qiling