An approach to translation criticism [[electronic resource] ] : Emma and Madame Bovary in translation / / Lance Hewson

• Record Nr.: UNINA9910456578903321
• Autore: Hewson Lance <1953->
• Pubbl/distr/stampa: Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2011
• ISBN: 1-283-28048-5; 9786613280480; 90-272-8468-7
• Descrizione fisica: 1 online resource (292 p.)
• Collana: Benjamins translation library (BTL), , 0929-7316 ; ; v. 95
• Disciplina: 418/.02
• Soggetti: Translating and interpreting; Discourse analysis, Literary; Criticism; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and indexes.
• Nota di contenuto: An Approach to Translation Criticism; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; 1. Introduction; 2. From preliminary data to the critical framework; 3. Describing translational choices and their effects; 4. Two translations of Emma; 5. Three versions of Madame Bovary; 6. The macrostructural level; 7. Radical divergence and adaptation; 8. Relative divergence; 9. Divergent similarity; 10. Conclusion; References; Subject index; Name index
• Sommario/riassunto: Lance Hewson's book on translation criticism sets out to examine ways in which a literary text may be explored as a translation, not primarily to judge it, but to understand where the text stands in relation to its original by examining the interpretative potential that results from the translational choices that have been made. After considering theoretical aspects of translation criticism, Hewson sets out a method of analysing originals and their translations on three different levels. Tools are provided to describe translational choices and their potential effects, and applied to two corpor

Conceptual model-based problem solving [[electronic resource] ] : teach students with learning difficulties to solve math problems / / Yan Ping Xin

• Record Nr.: UNINA9910779771403321
• Autore: Xin Yan Ping
• Pubbl/distr/stampa: Rotterdam ; ; Boston, : Sense Publishers, c2012
• ISBN: 94-6209-103-X; 94-6209-104-8
• Edizione: [1st ed. 2012.]
• Descrizione fisica: 1 online resource (266 p.)
• Collana: Career Development Series ; ; v.5
• Disciplina: 370
• Soggetti: Mathematics - Study and teaching (Elementary) - United States; Problem-based learning; Learning disabled children - Education - United States; Inclusive education - United States; Learning strategies - United States
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (p. 267-268).
• Nota di contenuto: Preliminary Material -- Conceptual Model-based Problem Solving -- COMPS Program -- Representing Part-Part-Whole (PPW) Problems -- Solving Part-Part Whole (PPW) Problems -- Representing Additive Compare (AC) Problems -- Solving Additive Compare (AC) Problems -- Solving Mixed PPW and AC Problems -- Representing Equal Groups (EG) Problems -- Solving Equal Groups (EG) Problems -- Representing Multiplicative Compare (MC) Problems -- Solving Multiplicative Compare (MC) Problems -- Solving Mixed Equal Groups and Multiplicative -- Solving Complex Word Problems -- Solving Mixed Multi-Step Problems -- Connection between Mathematical Ideas -- Student Worksheets -- Reference Guide -- References.
• Sommario/riassunto: Are you having trouble in finding Tier II intervention materials for elementary students who are struggling in math? Are you hungry for effective instructional strategies that will address students’ conceptual gap in additive and multiplicative math problem solving? Are you searching for a powerful and generalizable problem solving approach that will help those who are left behind in meeting the Common Core ; State Standards for Mathematics (CCSSM)? If so, this book is the answer for you. • The conceptual model-based problem solving (COMPS) program emphasizes mathematical modeling and algebraic representation of mathematical relations in equations, which are in line with the new Common Core. • “Through building most fundamental concepts pertinent to additive and multiplicative reasoning and making the connection between concrete and abstract modeling, students were prepared to go above and beyond concrete level of operation and be able to use mathematical models to solve more complex real-world problems. As the connection is made between the concrete model (or students’ existing knowledge scheme) and the symbolic mathematical algorithm, the abstract mathematical models are no longer “alien” to the students.” As Ms. Karen Combs, Director of Elementary Education of Lafayette School Corporation in Indiana, testified: “It really worked with our kids!” • “One hallmark of mathematical understanding is the ability to justify,… why a particular mathematical statement is true or where a mathematical rule comes from” (http://illustrativemathematics.org/standards). Through making connections between mathematical ideas, the COMPS program makes explicit the reasoning behind math, which has the potential to promote a powerful transfer of knowledge by applying the learned conception to solve other problems in new contexts. • Dr. Yan Ping Xin’s book contains essential tools for teachers to help students with learning disabilities or difficulties close the gap in mathematics word problem solving. I have witnessed many struggling students use these strategies to solve word problems and gain confidence as learners of mathematics. This book is a valuable resource for general and special education teachers of mathematics. - Casey Hord, PhD, University of Cincinnati.