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1. |
Record Nr. |
UNINA9910457428703321 |
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Autore |
Herschensohn Julia Rogers <1945-> |
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Titolo |
Case suspension and binary complement structure in French [[electronic resource] /] / Julia Herschensohn |
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Pubbl/distr/stampa |
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Amsterdam ; ; Philadelphia, : J. Benjamins, c1996 |
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ISBN |
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1-283-31260-3 |
9786613312600 |
90-272-7628-5 |
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Descrizione fisica |
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1 online resource (212 p.) |
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Collana |
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Amsterdam studies in the theory and history of linguistic science. Series IV, Current issues in linguistic theory, , 0304-0763 ; ; v. 132 |
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Disciplina |
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Soggetti |
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French language - Case |
French language - Complement |
Electronic books. |
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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 and indexes. |
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Nota di contenuto |
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CASE SUSPENSION AND BINARY COMPLEMENT STRUCTURE IN FRENCH; Editorial page; Title page; Copyright page; PREFACE; Table of contents; CHAPTER 1. MINIMALIST SYNTACTIC REPRESENTATION; CHAPTER 2. CASE AND ARGUMENT STRUCTURE; CHAPTER 3. UNACCUSATIVE VERBS AND AFFECTED DATIVES; CHAPTER 4. CASE DEFECTIVE PSYCH VERBS; CHAPTER 5. CASE SUSPENDING PRONOMINALS; CHAPTER 6. INALIENABLE UNDATIVES; CHAPTER 7. CASE SUSPENSION AND COMPLEMENT STRUCTURE; APPENDIX. GRAMMATICALITY SURVEY; REFERENCES; INDEXOF AUTHORS; INDEXOF SUBJECTS |
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Sommario/riassunto |
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Adopting the theoretical framework of the minimalist program, this study of syntactic limitations on complement configuration investigates the link between thematic external arguments and case. Using evidence from pronominal, psychological experiencer, and inalienable constructions, it argues that both accusative and dative are structural cases in French and that this duality is reflected in a parallel limit on argument projection. Larson's single complement hypothesis, which allows a maximum of two internal arguments, provides the theoretical justification for this proposal. The testing groun |
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2. |
Record Nr. |
UNINA9910797749503321 |
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Titolo |
Identifying and supporting productive STEM programs in out-of-school settings / / Committee on Successful Out-of-School STEM Learning, Board on Science Education, Division of Behavioral and Social Sciences and Education |
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Pubbl/distr/stampa |
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Washington, District of Columbia : , : The National Academies Press, , 2015 |
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©2015 |
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ISBN |
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0-309-37365-4 |
0-309-37363-8 |
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Descrizione fisica |
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1 online resource (76 p.) |
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Disciplina |
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Soggetti |
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Science - Study and teaching |
Technology - Study and teaching |
Engineering - Study and teaching |
Mathematics - Study and teaching |
After-school programs |
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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 contenuto |
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FrontMatter; Contents; Executive Summary; Where and How Young People Learn STEM; Criteria for Identifying Productive STEM Programs in Out-of-School Settings; Evaluating Outcomes and Generating New Knowledge; What Is Known and Recommendations for Action; Notes; Appendix A: Successful Out-of-School STEM Learning Summit Agenda; Appendix B: Papers Commissioned for the Study; Appendix C: Board on Science Education; Appendix D: Acknowledgments |
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