Conrad Gessner's private library / by Urs B. Leu, Raffael Keller and Sandra Weidmann

• Record Nr.: UNISALENTO991000851109707536
• Autore: Leu, Urs Bernhard
• Pubbl/distr/stampa: Leiden ; Boston : Brill, 2008
• ISBN: 9789004167230 (hardback : alk. paper)
• Descrizione fisica: XII, 310 p., 20 p. di tav. : ill. ; 25 cm.
• Collana: History of science and medicine library ; 5
• Altri autori (Persone): Gesner, Konrad; Keller, Raffaelauthor; Weidmann, Sandra
• Disciplina: 027.1494572; 570.9
• Soggetti: Gesner, Konrad Biblioteca Cataloghi; Gesner, Konrad Biblioteca Cataloghi
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Libraries in 16th-century Zèurich -- The history of Gessner's library -- The contents of the library -- Catalogue -- List A. Lost books -- List B. Lost and extant manuscripts

Ägypten vor den Pyramiden : Munchner Ausgrabungen in Ägypten

• Record Nr.: UNISALENTO991004335334107536
• Autore: Staatliche Sammlung Agyptischer Kunst (Monaco)
• Pubbl/distr/stampa: Mainz : Philipp von Zabern, 1981
• Descrizione fisica: 48 p., 12 c. di tav. : ill. ; 23 cm
• Altri autori (Persone): Wildung, Dietrich
• Disciplina: 709.3207443364
• Lingua di pubblicazione: Tedesco
• Formato: Materiale a stampa
• Livello bibliografico: Monografia

Fundamental aspects of interpreter education : curriculum and assessment / / David B. Sawyer

• Record Nr.: UNINA9910966416803321
• Autore: Sawyer David
• Pubbl/distr/stampa: Philadelphia, PA, : J. Benjamins, 2004
• ISBN: 9786612254468; 9781423761075; 1423761073; 9789027295682; 9027295689; 9781282254466; 1282254464
• Edizione: [1st ed.]
• Descrizione fisica: xviii, 312 p
• Collana: Benjamins translation library, , 0929-7316 ; ; v. 47
• Disciplina: 418/.02/0711
• Soggetti: Translators - Training of; Linguistics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Fundamental Aspects of Interpreter Education -- Editorial page -- Title page -- LCC page -- Table of contents -- Figures and tables -- Preface and acknowledgements -- Introduction -- 1. Challenges facing interpreter education -- 2. The integrative role of assessment -- 3. The objectives of this book -- 4. Methodological considerations -- 5. Overview of contents -- Interpreter education literature -- 1. Curriculum -- 2. Expertise -- 3. Assessment -- 4. Language transfer competence -- 5. Conclusions -- Fundamental aspects of curriculum -- 1. Definitions -- 1.1. The official curriculum -- 1.2. The hidden curriculum -- 2. Foundations -- 2.1. Philosophy -- 2.2. History -- 2.3. Psychology -- 2.4. Sociology -- 3. Guidelines -- 3.1. Educational philosophy -- 3.2. The aims of instruction -- 3.3. Program goals -- 3.4. Teaching objectives -- 3.5. Curricular implications -- 4. Approaches -- 4.1. Scientific - curriculum as process -- 4.2. Humanistic - curriculum as interaction -- 5. Models -- 5.1. Curriculum models according to Arjona -- 5.2. Curriculum components -- 6. Steps toward effective curriculum design -- 7. Conclusions -- Foundations of interpreter performance assessment -- 1. Concepts -- 1.1. Validity -- 1.2. Reliability -- 1.3. Subjective and objective testing -- 1.4. Measurement scales -- 1.5. Formative, summative, and ipsative assessment -- 1.6. Test specifications -- 2. Integrating curriculum and assessment: Developmental milestones -- 2.1. Entry-level assessment -- 2.2. Intermediate assessment -- 2.3. Final assessment -- 3. Evidential bases of construct validity -- 3.1. Scientific approaches: Criteria -- 3.2. Humanistic approaches: Domain -- 3.3. Guidelines: Standards -- 4. Standardization in testing -- 5. Authenticity -- 6. Alternative assessment: Portfolios -- 7. Steps toward valid and reliable assessment -- 8. Conclusions.; Introduction to the case study -- 1. Research questions -- 2. General comments on method and scope -- 3. Content analysis of GSTI curriculum documents -- 3.1. Aims, goals, objectives -- 3.2. Process: Knowledge and skill sequencing -- 3.3. Interaction: Educational environment -- 3.4. Assessment and the curriculum -- Case study Part I: Translation and interpretation competence -- 1. Introduction -- 2. Method -- 2.1. Quantitative description of curriculum in the GSTI -- 2.2. Subjects -- 2.3. Materials - Professional Examinations in the GSTI -- 2.4. Procedures - data collection -- 2.5. Analysis -- 3. Results -- 4. Discussion -- Case study Part II: Survey of exam jury members -- 1. Introduction -- 2. Method -- 2.1. Subjects -- 2.2. Materials - survey content -- 2.3. Procedures -- 2.4. Analysis -- 3. Results -- 4. Discussion -- Case study Part III -- 1. Introduction -- 1.1. Analytical tools -- 1.2. Exam texts and the curriculum -- 1.3. Exam texts as documents -- 2. Method -- 2.1. The corpus -- 2.2. Procedures -- 2.3. Analysis -- 3. Results -- 3.1. Exam texts for consecutive interpretation -- 3.2. Exam texts for simultaneous interpretation -- 4. Discussion -- 4.1. Length -- 4.2. Propositional content -- 4.3. Illocutionary force -- 4.4. Conclusions -- Implications of the case study -- 1. Part I: Translation and interpretation in the GSTI curriculum -- 2. Part II: Standardization, authenticity, and professional judgement -- 3. Part III: Exam materials and test method facets -- 4. Addressing the research questions -- Curriculum enhancement: An integrated Y-track model -- 1. Aims and goals of the curriculum -- Aims of the Master of Arts in Conference Interpretation -- Goals for Curriculum Component III (CCIII) in interpretation -- Portfolio review by program faculty: -- Goals for CCII in interpretation -- Portfolio review by program faculty: -- Goals for CCI.; Portfolio review by program faculty: -- Entry level requirements -- 2. ; Integrated assessment -- 3. Curriculum as process -- 4. Curriculum as interaction -- 5. Flexibility and streamlining -- Outlook: On the political and ethical consequences of test validation -- Notes -- Chapter 1 -- -24pt -- Chapter 2 -- -24pt -- Chapter 3 -- -24pt -- Chapter 4 -- -24pt -- Chapter 5 -- -24pt -- Chapter 6 -- -24pt -- Chapter 8 -- -24pt -- Appendix A -- Scoring categories -- Appendix B -- Survey on MIIS's Profession Examinations in Interpretation -- Background: -- Procedure: -- Your Background -- MIIS Interpretation Exam Procedures from 1994 to 1999 -- Purpose of the Exams -- Assessment Criteria -- General and Technical Speeches, Simultaneous with Text -- Criteria for Scoring: A and B Languages, Score Categories -- Jury Conduct -- Any Comments? -- Thanks for your participation! -- Appendix C -- References -- Name index -- Subject index -- The series Benjamins Translation Library.
• Sommario/riassunto: The author offers an overview of the Interpreting Studies literature on curriculum and assessment. A discussion of curriculum definitions, foundations, and guidelines suggests a framework based upon scientific and humanistic approaches - curriculum as process and as interaction. Language testing concepts are introduced and related to interpreting. By exploring means of integrating valid and reliable assessment into the curriculum, the author breaks new ground in this under-researched area.Case studies of degree examinations provide sample data on pass/fail rates, test criteria, and text selection. A curriculum model is outlined as a practical example of synthesis, flexibility, and streamlining.This volume will appeal to interpretation and translation instructors, program administrators, and language industry professionals seeking a discussion of the theoretical and practical aspects of curriculum and assessment theory. This book also presents a new area of application for curriculum and language testing specialists.

Digital communications : fundamentals and applications / Bernard Sklar

• Record Nr.: UNISANNIOUAN0000004
• Autore: Sklar, Bernard <1927- >
• Pubbl/distr/stampa: Upper Saddle River (N.J.), : Prentice-Hall, c1988
• Titolo uniforme: Digital communications : fundamentals and applications
• ISBN: 0132119390; 013212713X
• Descrizione fisica: XXIV, 776 p. : ill. ; 24 cm.
• Disciplina: 621.382
• Soggetti: Telecomunicazioni
• Collocazione: SALA DING 621.382 SKL.di
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia

The Ideologies of Lived Space in Literary Texts : : Ancient and Modern / / Jacqueline Klooster, Jo Heirman

• Record Nr.: UNINA9910976783603321
• Autore: Klooster Jacqueline
• Pubbl/distr/stampa: [s.l.] : , : Academia Press, , 2013
• Descrizione fisica: 1 online resource (1 p.)
• Soggetti: Literary Criticism / European; Literature - History and criticism
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Sommario/riassunto: In a brief essay called Des espaces autres (1984) Michel Foucault announced that after the nineteenth century, which was dominated by a historical outlook, the current century might rather be the century of space. His prophecy has been fulfilled: the end of the twentieth century witnessed a 'spatial turn' in humanities which was perhaps partly due to the globalisation of our modern world. Inspired by the spatial turn in the humanities, this volume presents a number of essays on the ideological role of space in literary texts. The individual articles analyse ancient and modern literary texts from the angle of the most recent theoretical conceptualisations of space. The focus throughout is on how the experience of space is determined by dominant political, philosophical or religious ideologies and how, in turn, the description of spaces in literature is employed to express, broadcast or deconstruct this experience. By bringing together ancient and modern, mostly postcolonial texts, this volume hopes to stimulate discussion among disciplines and across continents. Among the authors discussed are: Homer, Nonnus, Alcaeus of Lesbos, Apollonius of Rhodes, Vergil, Herodotus, Panagiotis Soutsos, Assia Djebar, Tahar Djaout, Olive Senior, Jamaica Kincaid, Stefan Heym, Benoit Dutuertre, Henrik Stangerup and David Malouf.

A guide to literacy coaching : helping teachers increase student achievement / / Annemarie B. Jay, Mary W. Strong

• Record Nr.: UNINA9910958487203321
• Autore: Jay Annemarie B
• Pubbl/distr/stampa: Thousand Oaks, CA, : Corwin Press, c2008
• ISBN: 9781452280653; 1452280657; 9781452213750; 1452213755; 9781441653796; 1441653791
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (297 p.)
• Altri autori (Persone): StrongMary W
• Disciplina: 428.4/071
• Soggetti: Reading teachers - Training of
• 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. 255-262) and index.
• Nota di contenuto: Intro -- Contents -- List of Figures -- List of Resources -- Foreword -- Preface -- Acknowledgments -- About The Authors -- The Nature of Literacy Coaching in America's Schools -- The Multiple Roles of the Literacy Coach -- Assistance and Resources for New and Experienced Literacy Coaches -- The Schools in Which We Work -- The Communities in Which We Work -- Literacy Leadership -- Collaboration With Classroom Teachers -- Collaboration With Other Professionals and School Personnel -- Assessment: Focus on Student Achievement -- Major Reports That Impact Literacy Coaching -- References -- Index.
• Sommario/riassunto: This practical guide presents effective coaching strategies and best practices for enhancing literacy instruction, working with administrators and communities, and boosting student performance across all grade levels.