01361nam a2200301 i 4500991000851109707536100915s2008 ne af bc 001 0 eng 9789004167230 (hardback : alk. paper)b13921587-39ule_instBiblioteca Interfacoltàita027.1494572570.9 Leu, Urs Bernhard473534Conrad Gessner's private library /by Urs B. Leu, Raffael Keller and Sandra WeidmannLeiden ;Boston :Brill,2008XII, 310 p., 20 p. di tav. :ill. ;25 cm.History of science and medicine library ;5Libraries 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 manuscriptsGesner, KonradBibliotecaCataloghi Gesner, Konrad Keller, Raffaelauthorhttp://id.loc.gov/vocabulary/relators/aut731473Weidmann, Sandra.b1392158702-04-1415-09-10991000851109707536LE002 SB 570.9 LEU12002000616166le002pE90.00-no 00000.i1517065215-09-10Conrad Gessner's private library1441049UNISALENTOle00215-09-10ma -engne 0000650nam a2200193 u 450099100433533410753620240718114744.0240718s1981 gw a r 001 0 ger dBibl. Interfacoltà T. Pellegrinoitager709.3207443364Staatliche Sammlung Agyptischer Kunst (Monaco)1745525Ägypten vor den Pyramiden :Munchner Ausgrabungen in ÄgyptenMainz :Philipp von Zabern,198148 p., 12 c. di tav. :ill. ;23 cmWildung, Dietrich991004335334107536Ägypten vor den Pyramiden4176592UNISALENTO07591nam 2200661Ia 450 991096641680332120200520144314.0978661225446897814237610751423761073978902729568290272956899781282254466128225446410.1075/btl.47(CKB)1000000000003169(MiAaPQ)EBC622597(Au-PeEL)EBL622597(CaPaEBR)ebr10056603(CaONFJC)MIL225446(OCoLC)732804629(DE-B1597)720608(DE-B1597)9789027295682(EXLCZ)99100000000000316920031014d2004 uy 0engurcn|||||||||txtrdacontentcrdamediacrrdacarrierFundamental aspects of interpreter education curriculum and assessment /David B. Sawyer1st ed.Philadelphia, PA J. Benjamins2004xviii, 312 pBenjamins translation library,0929-7316 ;v. 479789027216533 9027216533 9781588114600 1588114600 Includes bibliographical references and index.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.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.Benjamins translation library ;v. 47.TranslatorsTraining ofLinguisticsTranslatorsTraining of.Linguistics.418/.02/0711Sawyer David1801903MiAaPQMiAaPQMiAaPQBOOK9910966416803321Fundamental aspects of interpreter education4347363UNINA01584nam0 22003853i 450 UAN000000420251003044417.00132119390013212713X20091222d1988 ||||0itac50 baengengusz01i xxxe z01nz01ncRDAcarrierDigital communicationsfundamentals and applicationsBernard SklarUpper Saddle River (N.J.)Prentice-Hallc1988XXIV, 776 p.ill.24 cm.Digital communications : fundamentals and applicationsUBO45394851823708TelecomunicazioniFIRCFIC003055E621.382INGEGNERIA DELLE COMUNICAZIONI14621.382Ingegneria delle comunicazioni22Comunicazioni elettricheMezzi di telecomunicazioneSistemi di telecomunicazioneTelecomunicazioniComunicazioni elettricheTelecomunicazioniMezzi di telecomunicazioneTelecomunicazioniSistemi di telecomunicazioneSklar, Bernard <1927- >UANV000001070549822ITIT-00000020091222IT-BN0095 NAP 01SALA DING $UAN0000004Biblioteca Centralizzata di Ateneo1 v.1 v. 01SALA DING 621.382 SKL.di 0102 0000033465 VMA A4 1 v.Y 2000050920000509 01Digital communications : fundamentals and applications1823708UNISANNIO02418nam 2200553 a 450 991095848720332120251116210024.0978145228065314522806579781452213750145221375597814416537961441653791(CKB)2560000000013178(EBL)1120788(MiAaPQ)EBC1120788(MiAaPQ)EBC4932319(MiAaPQ)EBC1993601(Au-PeEL)EBL1993601(OCoLC)922904448(EXLCZ)99256000000001317820080204d2008 uy 0engur|n|---|||||rdacontentrdamediardacarrierA guide to literacy coaching helping teachers increase student achievement /Annemarie B. Jay, Mary W. Strong1st ed.Thousand Oaks, CA Corwin Pressc20081 online resource (297 p.)Description based upon print version of record.9781412951555 1412951550 Includes bibliographical references (p. 255-262) and index.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.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.Reading teachersTraining ofReading teachersTraining of.428.4/071Jay Annemarie B1859361Strong Mary W1859362MiAaPQMiAaPQMiAaPQBOOK9910958487203321A guide to literacy coaching4463086UNINA