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1. |
Record Nr. |
UNINA9910812653703321 |
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Autore |
Varga Éva |
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Titolo |
Verbstellungsmuster im Altfranzösischen : ein Beitrag zur historischen Syntaxforschung aus diskurstraditioneller Perspektive / / Eva Varga |
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Pubbl/distr/stampa |
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Berlin, [Germany] ; ; Boston, [Massachusetts] : , : De Gruyter, , 2017 |
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©2017 |
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ISBN |
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3-11-053458-4 |
3-11-053659-5 |
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Descrizione fisica |
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1 online resource (524 pages) : illustrations |
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Collana |
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Beihefte zur Zeitschrift für romanische Philologie, , 0084-5396 ; ; Band 416 |
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Classificazione |
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Disciplina |
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Soggetti |
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Grammar, Comparative and general - Syntax |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Frontmatter -- Inhaltsverzeichnis -- Dank -- Abkürzungen -- 0. Einleitung -- 1. Grundlagen -- 2. Zur V2-Eigenschaft und zum V2-Syntaxwandel -- 3. V>2-Strukturen: Befunde und Klassifizierung -- 4. V>2-Strukturen: Analyse der Formulierungstraditionen -- 5. V1-Strukturen: Befunde, Klassifizierung, Analyse der Formulierungstraditionen -- 6. Schlussbetrachtung -- 7. Quellenverzeichnis -- 8. Literaturverzeichnis -- Anhang -- Index |
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Sommario/riassunto |
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Die Klassifizierung des Altfranzösischen als V2-Sprache wird kontrovers diskutiert und bis heute nur aus systemlinguistischer Perspektive behandelt. Die vorliegende Arbeit stellt die V2-Frage auf neuartige Weise, indem sie syntaktische Befunde systemtheoretisch und textlinguistisch interpretiert. Auf der Basis eines Korpus aus altfranzösischen Heldenepen, Reim- und Prosachroniken wird die diskurstraditionelle Determination (Koch 1987) syntaktischer Strukturen fokussiert. Es wird angenommen, dass syntaktische Befunde zunächst einmal individuelle Erscheinungsformen des Sprachlichen sind und als solche nicht unbedingt eine sprachsystematische Verankerung haben, denn bestimmte Textsorten können auch eine ältere oder ganz eigene Syntax tradieren und entsprechen dann nicht dem Sprachsystem, sondern gewissen Diskurstraditionen.Theoretisch setzt sich die Arbeit kritisch mit der Definition einer V2-Sprache |
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auseinander. Durch die empirische Erforschung altfranzösischer Satzgliedmuster widmet sie sich überdies der Beschaffenheit und den Besonderheiten mittelalterlicher Texte. Mit der Frage nach dem Verhältnis von Sprach- bzw. Syntaxentwicklung und Texttradition spricht sie ein zentrales Problem der historischen Sprachwissenschaft an. |
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2. |
Record Nr. |
UNINA9910139533903321 |
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Titolo |
Clinical medicine insights Urology |
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Pubbl/distr/stampa |
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紐西蘭, : Libertas Academica |
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Auckland, N.Z. : , : Libertas Academica, , 2010-2020 |
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ISSN |
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Descrizione fisica |
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Disciplina |
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Soggetti |
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Urology |
Urologie |
Periodical |
periodicals. |
Serial publications. |
Periodicals. |
Périodiques. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Periodico |
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Note generali |
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Refereed/Peer-reviewed |
Archived by the National Library of New Zealand. |
Hypertext links contained in the archived instances of this title are non-functional. |
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3. |
Record Nr. |
UNINA9910438359503321 |
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Titolo |
STEM Project-Based Learning : An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach / / edited by Robert M. Capraro, Mary Margaret Capraro, James R. Morgan |
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Pubbl/distr/stampa |
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Rotterdam : , : SensePublishers : , : Imprint : SensePublishers, , 2013 |
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ISBN |
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Edizione |
[1st ed. 2013.] |
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Descrizione fisica |
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1 online resource (197 p.) |
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Collana |
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Altri autori (Persone) |
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CapraroRobert Michael |
CapraroMary Margaret |
MorganJames R |
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Disciplina |
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Soggetti |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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Preliminary Material / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Why PBL? Why STEM? Why Now? An Introduction to STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics(STEM) Approach / Robert M. Capraro and Scott W. Slough -- The Project Method in Historical Context / Lynn M. Burlbaw , Mark J. Ortwein and J. Kelton Williams -- Theoretical Framework for the Design of STEM Project-Based Learning / Scott W. Slough and John O. Milam -- Engineering Better Projects / James R. Morgan , April M. Moon and Luciana R. Barroso -- W3 of STEM Project-Based Learning / Serkan Özel -- Interdisciplinary STEM Project-Based Learning / Mary Margaret Capraro and Meredith Jones -- STEM Project-Based Learning: Specialized Form of Inquiry-Based Learning / Alpaslan Sahin -- Technology in STEM Project-Based Learning / Ozcan Erkan Akgun -- Affordances of Virtual Worlds to Support STEM Project-Based Learning / Trina Davis -- STEM Project-Based Learning and Teaching for Exceptional and Learners / Denise A. Soares and Kimberly J. Vannest -- Classroom Management Considerations: Implementing STEM Project-Based Learning / James R. Morgan and Scott W. Slough -- Changing Views on Assessment for STEM Project-Based Learning / Robert M. Capraro and M. Sencer Corlu -- English Language Learners |
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and Project-Based Learning / Zohreh Eslami and Randall Garver -- Project-Based Learning: An Interdisciplinary Approach for Integrating Social Studies with STEM / Caroline R. Pryor and Rui Kang -- Non-Newtonian Fluid Mechanics / Robert M. Capraro and Scott. W. Slough -- Ideation Rubric / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Oral Presentation Rubric / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Presentation Rubric PT1 Individual / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Presentation Rubric PT2 Group / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- STEM Project-Based Learning Storyboarding Guidelines / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Crossing the Abyss: Popsicle Stick Bridge: WDO/IDT / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Establishing Cooperative Group Behaviors and Norms for STEM PBL / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Building High Quality Teams / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Personal Responsibility and Time Management Report / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Accountability Record / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Peer Evaluation Handout / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Leadership/Effort Bonus Worksheet / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Simple Group Contract / Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Sample Group Contract / Robert M. Capra. |
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Sommario/riassunto |
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This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an “ill-defined task with a well-defined outcome,” which is consistent with our engineering design philosophy and the accountability highlighted in a standards-based environment. This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students’ design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualized learning for their students. However, the nature and scope of the content covered in the 14 chapters are appropriate for preservice teachers as well as for advanced graduate method courses. New to this edition is revised and expanded coverage of STEM PBL, including implementing STEM PBL with English Language Learners and the use of technology in PBL. The book also includes many new teacher-friendly forms, such as advanced organizers, team contracts for STEM PBL, and rubrics for assessing PBL in a larger format. |
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