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1. |
Record Nr. |
UNICAMPANIASUN0024366 |
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Autore |
Zorzi, Manuela |
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Titolo |
Abitare in Polesine : caratteristiche architettoniche ed urbanistiche dei sistemi insediativi nella provincia rodigina / Manuela Zorzi |
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Pubbl/distr/stampa |
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Descrizione fisica |
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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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2. |
Record Nr. |
UNINA9910957067803321 |
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Autore |
Dekker Simeon |
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Titolo |
Old Russian birchbark letters : a pragmatic approach / / by Simeon Dekker |
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Pubbl/distr/stampa |
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Leiden : , : Brill, , 2018 |
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ISBN |
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Descrizione fisica |
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1 online resource (220 pages) |
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Collana |
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Studies in Slavic and general linguistics ; ; v. 42 |
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Disciplina |
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Soggetti |
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Bark inscriptions - Russia (Federation) - Velikiĭ Novgorod |
Inscriptions, Russian (Old) - Russia (Federation) - Velikiĭ Novgorod |
Bark inscriptions - Russia (Federation) - Novgorodskai͡a oblastʹ |
Inscriptions, Russian (Old) - Russia (Federation) - Novgorodskai͡a oblastʹ |
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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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Front Matter -- Copyright Page -- Preface -- List of Abbreviations -- The Field of Study: Berestology -- The Background: Communicatively Heterogeneous Letters -- Research Question -- Theory and |
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Methodology: Pragmaphilology -- Case Study I: Imperative Subjects -- Case Study II: Speech Reporting -- Case Study III: Epistolary Past Tense -- Case Study IV: Assertive Declarations -- Conclusions -- Back Matter -- Index of Birchbark Letters -- References. |
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Sommario/riassunto |
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This study is devoted to a corpus of Old Russian letters, written on pieces of birchbark. These unique texts from Novgorod and surroundings give us an exceptional impression of everyday life in medieval Russian society. In this study, the birchbark letters are addressed from a pragmatic angle. Linguistic parameters are identified that shed light on the degree to which literacy had gained ground in communicative processes. It is demonstrated that the birchbark letters occupy an intermediate position between orality and literacy. On the one hand, oral habits of communication persisted, as reflected in how the birchbark letters are phrased; on the other hand, literate modes of expression emerged, as seen in the development of normative conventions and literate formulae. |
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3. |
Record Nr. |
UNINA9910962858803321 |
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Autore |
Lawton Denis |
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Titolo |
The politics of the school curriculum / / Denis Lawton |
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Pubbl/distr/stampa |
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Abingdon, Oxon, : Routledge, 2012 |
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ISBN |
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1-136-71008-6 |
1-280-67644-2 |
9786613653376 |
1-136-71009-4 |
0-203-81485-1 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (169 p.) |
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Collana |
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Routledge library editions: education ; ; 22 |
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Disciplina |
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375.0010941 |
375.00941 |
375/.00941 |
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Soggetti |
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Education and state - Great Britain |
Education - Curricula - Great Britain |
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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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Originally published: London : Routledge & Kegan Paul, 1980. |
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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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THE POLITICS OF THE SCHOOL CURRICULUM; Copyright; The Politics of the school curriculum; Original Copyright; Contents; Preface; Acknowledgments; Chapter 1The meaning of politics; Chapter 2Teachers and the control of the curriculum; Chapter 3The growing power of the mandarins and the secret service; Chapter 4The Assessment of Performance Unit; Chapter 5The Schools Council; Chapter 6The control of the examination system; Chapter 7The politics of curriculum evaluation; Chapter 8'The end of the secret garden?'; Notes; Bibliography; Index |
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Sommario/riassunto |
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If the curriculum can be defined as a 'selection from the culture of society', the central question then becomes 'who selects'. This volume answers this question, reviewing various aspects of the curriculum and its planning. For many years the control of the curriculum was uncontroversial. In the 1970s this situation changed: teachers were increasingly criticised for having too much power; the Department of Education was suspected of wanting more control and local education authorities felt they should be more involved in curriculum planning. In reviewing some of the reasons for these confl |
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