LEADER 02087nam 2200469 450 001 9910466650503321 005 20200123090604.0 010 $a2-8062-5980-0 035 $a(CKB)3790000000017701 035 $a(EBL)2066185 035 $a(OCoLC)911001236 035 $a(MiAaPQ)EBC2066185 035 $a(PPN)233408789 035 $a(Au-PeEL)EBL2066185 035 $a(EXLCZ)993790000000017701 100 $a20200123d2015 uy 0 101 0 $afre 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 13$aLa re?forme protestante, de Luther a? Calvin $ela re?ponse aux abus de la religion catholique /$fpar Jonathan Bloch ; avec la collaboration de Ludivine Pe?choux 210 1$aNamur :$c50Minutes,$d[2015] 210 4$d©2015 215 $a1 online resource (39 p.) 225 0 $aGrands e?ve?nements ;$vNume?ro 27 300 $aDescription based upon print version of record. 311 $a2-8062-5981-9 320 $aIncludes bibliographical references. 330 $a De?couvrez enfin tout ce qu'il faut savoir sur la Re?forme protestante en moins d'une heure !A? l'aube du XVIe sie?cle, l'E?glise catholique, gangrene?e par la corruption et les querelles politiques, se voit confronte?e a? un nouveau courant de pense?e prenant rapidement de l'ampleur : le protestantisme. De plus en plus nombreuses, les voix qui s'e?le?vent contre les abus de l'E?glise essaiment partout en Europe. En Allemagne, Luther re?dige en 1517 ses 95 the?ses qui de?terminent les principes du luthe?ranisme. Henri VIII s'affranchit quant a? lui de l'autorite? du pape en 1535 et fait de l'anglicanisme la re 410 0$aGrands E?ve?nements 608 $aElectronic books. 676 $a284.1092 700 $aBloch$b Jonathan$0151566 702 $aPe?choux$b Ludivine 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910466650503321 996 $aLa re?forme protestante, de Luther a? Calvin$91956329 997 $aUNINA LEADER 05580nam 2200709Ia 450 001 9910144132803321 005 20170919194557.0 010 $a1-281-75846-9 010 $a9786611758462 010 $a3-527-61477-X 010 $a3-527-61476-1 035 $a(CKB)1000000000540641 035 $a(EBL)481420 035 $a(OCoLC)700681035 035 $a(SSID)ssj0000204925 035 $a(PQKBManifestationID)11184320 035 $a(PQKBTitleCode)TC0000204925 035 $a(PQKBWorkID)10208889 035 $a(PQKB)11690613 035 $a(MiAaPQ)EBC481420 035 $a(MiAaPQ)EBC7076105 035 $a(Au-PeEL)EBL7076105 035 $a(EXLCZ)991000000000540641 100 $a19970617d1997 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMolecular modeling$b[electronic resource] $ebasic principles and applications /$fby Hans-Dieter Ho?ltje and Gerd Folkers in collaboration with Thomas Beier, Wolfgang Sippl and Didier Rognan 210 $aWeinheim ;$aNew York $cVCH$dc1997 215 $a1 online resource (209 p.) 225 1 $aMethods and principles in medicinal chemistry ;$vv. 5 300 $aDescription based upon print version of record. 311 $a3-527-29384-1 320 $aIncludes bibliographical references and index. 327 $aMolecular Modeling; Preface; A Personal Foreword; Contents; 1 Introduction; 1.1 Modern History of Molecular Modeling; 1.2 Do Today's Molecular Modeling Methods Illustrate only the Lukretian World?; 1.3 What are Models Used for?; 1.4 Molecular Modeling Uses All FourTypes for Model Building; 1.5 The Final Step is Design; 1.6 The Scope of the Book; 2 Small Molecules; 2.1 Generation of 3D Coordinates; 2.1.1 Crystal Data; 2.1.2 Fragment Libraries; 2.1.3 Sketch Approach; 2.2 Computational Tools for Geometry Optimization; 2.2.1 Force Fields; 2.2.2 Geometry Optimization 327 $a2.2.3 Energy-Minimizing Procedures2.2.3.1 Steepest Descent Minimizer; 2.2.3.2 Conjugate Gradient Method; 2.2.3.3 Newton-Raphson Minimizer; 2.2.4 Use of Charges, Solvation Effects; 2.2.5 Quantum Mechanical Methods; 2.2.5.1 Ab initio Methods; 2.2.5.2 Semiempirical Molecular Orbital Methods; 2.3 Conformational Analysis; 2.3.1 Conformational Analysis Using Systematic Search Procedures; 2.3.2 Conformational Analysis Using Monte Carlo Methods; 2.3.3 Conformational Analysis Using Molecular Dynamics; 2.4 Determination of Molecular Interaction Potentials 327 $a2.4.1 Molecular Electrostatic Potentials (MEPs)2.4.1.1 Methods for Calculating Atomic Point Charges; 2.4.1.2 Methods for Generating MEPs; 2.4.2 Molecular Interaction Fields; 2.4.2.1 Calculation of GRID Fields; 2.4.2.2 How GRID Fields can be Exploited; 2.4.2.3 Use of Chemometrics:The CoMFA Method; 2.4.3 Hydrophobic Interactions; 2.4.3.1 Log P as a Measure of Lipophilicity; 2.4.3.2 The Hydropathic Field; 2.4.3.3 Display of Properties on a Molecular Surface; 2.5 Pharmacophore Identification; 2.5.1 Molecules to be Matched; 2.5.2 Atom-by-Atom Superposition; 2.5.3 Superposition of Molecular Fields 327 $a2.6 The Use of Data Bants2.6.1 Conversion of 2D Structural Data into 3D Form; 2.6.2 3D Searching; 3 Example for Small Molecule Modeling: Serotonin Receptor Ligands; 3.1 Definition of the Serotoninergic Pharmacophore; 3.2 The Molecular Interaction Field; 3.3 Construction of a 5-HT 2a Receptor Binding Site Model; 3.4 Calculation of Interaction Energies; 3.5 Validation of the Model; 4 Introduction to Protein Modeling; 4.1 Where and How to get Information on Proteins; 4.2 Terminology and Principles of Protein Structure; 4.2.1 Conformational Properties of Proteins 327 $a4.2.2 Types of Secondary Structural Elements4.2.2.1 The ?-Helix; 4.2.2.2 The ?-Sheet; 4.2.2.3 Turns; 4.2.3 Homologous Proteins; 4.3 Knowledge-Based Protein Modeling; 4.3.1 Procedures for Sequence Alignments; 4.3.2 Determination and Generation of Structurally Conserved Regions (SCRs); 4.3.3 Construction of Structurally Variable Regions (SVRs); 4.3.4 Side Chain Modeling; 4.3.5 Distance Geometry Approach; 4.3.6 Secondary Structure Prediction; 4.3.7 Energy-Based Modeling Methods; 4.4 Optimization Procedures - Model Refinement - Molecular Dynamics; 4.4.1 Force Fields for Protein Modeling 327 $a4.4.2 Geometry Optimization 330 $aWritten by experienced experts in molecular modeling, this books describes the basics to the extent that is necessary if one wants to be able to reliably judge the results from molecular modeling calculations. Its main objective is the description of the various pitfalls to be avoided. Without unnecessary overhead it leads the reader from simple calculations on small molecules to the modeling of proteins and other relevant biomolecules.A textbook for beginners as well as an invaluable reference for all those dealing with molecular modeling in their daily work! 410 0$aMethods and principles in medicinal chemistry ;$vv. 5. 606 $aChemical models 606 $aMolecules$xComputer simulation 606 $aMolecules$xModels 608 $aElectronic books. 615 0$aChemical models. 615 0$aMolecules$xComputer simulation. 615 0$aMolecules$xModels. 676 $a542.22011 676 $a572/.33/0113 700 $aHo?ltje$b Hans-Dieter$0505526 701 $aFolkers$b Gerd$0505529 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910144132803321 996 $aMolecular modeling$92201339 997 $aUNINA LEADER 01138nam a22003131i 4500 001 991003347279707536 005 20030918134426.0 008 031111s1974 it a||||||||||||||||ita 035 $ab12413987-39ule_inst 035 $aARCHE-044727$9ExL 040 $aDip.to Lingue$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a928 100 1 $aBaines, Jocelyn$0193256 245 10$aJoseph Conrad /$cJocelyn Baines ; con un'appendice di Ugo Mursia 250 $aNuova ed. 260 $aMilano :$bMursia,$c1974 300 $aVII, 576 p. :$bill. ;$c21 cm 440 0$aStrumenti per una nuova cultura.$pBiografie critiche ;$v1 500 $aTrad. R. Prinzhofer 600 14$aConrad, Joseph$vBiografia 700 1 $aPrinzhofer, Renato 700 1 $aMursia, Ugo 765 0 $tJoseph Conrad : a critical biography 907 $a.b12413987$b02-04-14$c13-11-03 912 $a991003347279707536 945 $aLE012 828.91 CON BAI$g1$i2012000230613$lle012$o-$pE0.00$q-$rl$s- $t0$u2$v1$w2$x0$y.i12832844$z13-11-03 996 $aJoseph Conrad$9167081 997 $aUNISALENTO 998 $ale012$b13-11-03$cm$da $e-$fita$git $h0$i1 LEADER 13079nam 2200565 450 001 9910676621803321 005 20231110230940.0 010 $a1-119-70511-8 010 $a1-119-70512-6 010 $a1-119-70513-4 035 $a(MiAaPQ)EBC6986188 035 $a(Au-PeEL)EBL6986188 035 $a(CKB)22282637600041 035 $a(OCoLC)1300754327 035 $a(EXLCZ)9922282637600041 100 $a20221204d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 04$aThe science of reading $ea handbook /$fedited by Margaret J. Snowling, Charles Hulme, Kate Nation 205 $a2nd ed. 210 1$aHoboken, New Jersey :$cWiley-Blackwell,$d[2022] 210 4$d©2022 215 $a1 online resource (605 pages) 225 1 $aWiley Blackwell Handbooks of Developmental Psychology 311 08$aPrint version: Snowling, Margaret J. The Science of Reading Newark : John Wiley & Sons, Incorporated,c2022 9781119705093 320 $aIncludes bibliographical references and index. 327 $aCover -- Title Page -- Copyright Page -- Contents -- List of Contributors -- Preface -- Acknowledgments -- Part 1 Word Recognition -- Chapter 1 Progress in Reading Science: Word Identification, Comprehension, and Universal Perspectives -- Reading and Reading Science in Historical Context -- Advance 1: The Word-identification System in Skilled Alphabetic Reading -- Visual processing and models of eye movements -- Orthographic processing and models of word identification -- Advance 2. Comprehending while Reading -- From global top-down structures to actual comprehension -- Text comprehension from the bottom up -- The situation model: Knowledge and inferences -- Advance 3. Toward a More Universal Science of Reading -- The brain's reading network (revisited) -- Disruptions in the word-identification system (revisited) -- Concluding Reflections: Learning to Read and Reading Pedagogy -- The experience-based shift in word reading -- Teaching reading -- A final reflection -- References -- Chapter 2 Models of Word Reading: What Have We Learned? -- Reading Aloud: Accounting for Basic Phenomena -- Simulations of Behavioral Studies: What Did They Show? -- Regularity effects -- Consistency effects -- Nonword Pronunciation -- Nonword consistency effects -- Relative difficulty of words and nonwords -- Length effects for words versus nonwords -- Semantic effects on word naming -- Summary -- Hybrid Models -- Learning to Read -- Conclusions -- Acknowledgments -- References -- Chapter 3 Word Recognition I: Visual and Orthographic Processing -- Letter-Based Word Recognition -- Letter perception -- Identifying letters in letter strings -- Letter positions -- Orthographic Processing and Word Recognition -- Visual factors -- Encoding letter-order for word identification -- Letter location versus letter order. 327 $aEffects of the number and frequency of orthographically similar words -- Bridging the Gap with Sentence Reading -- Conclusions -- Acknowledgments -- References -- Chapter 4 Word Recognition I: Visual and Orthographic Processing: Word Recognition II: Phonological Coding in Reading -- Evidence that Phonology Is Involved in Silent Reading -- Reading without phonology? -- Phonology Activation: Addressed or Assembled? -- Phonology in words with inconsistent mappings -- Is there need for an orthographic code in visual word recognition? -- Computational Models of Visual Word Recognition -- The Dual Route Cascaded (DRC) model -- The CDP+ model -- Triangle model -- Phonology, Reading, and Neuroscientific Findings -- Conclusions -- References -- Chapter 5 Word Recognition III: Morphological Processing -- Morphemes as "Islands of Regularity" -- Morphological Analysis in Skilled Reading -- Morpheme frequency effects -- Morpheme interference effects -- Morphological priming effects -- Theoretical Accounts of Morphological Processing -- Mechanisms for Acquiring Morphological Knowledge -- Conclusions and Emerging Questions -- References -- Part 2 Learning to Read and Spell -- Chapter 6 The Foundations of Literacy -- Precursors to Literacy -- Language Input -- The Home Literacy Environment -- Shared book reading -- Parental scaffolding of print knowledge -- The Limiting Environment -- Socioeconomic status (SES) -- Family beliefs and expectations -- Family risk of dyslexia -- Complex Linguistic Contexts -- Summary and Conclusions -- References -- Chapter 7 Learning to Read Words -- What Needs to Be Learned for Skilled Word Reading? -- Sublexical-Level Learning -- Learning about letters -- Mapping sublexical orthographic units onto sounds -- Lexical-Level Learning -- Commencing lexical-level learning: The self-teaching hypothesis. 327 $aBuilding lexical-level learning through experience -- Experience of the orthographic context -- Experience of the semantic context -- Morphology: Connecting print and meaning -- Interactions between Sublexical and Lexical Learning -- Interactive processes in a self-teaching context -- Interactive processes prior to first exposure: Orthographic skeletons -- Conclusions and Future Directions -- Acknowledgments -- References -- Chapter 8 Learning to Spell Words -- Writing Systems -- Elements of Children's Spelling Development -- Prephonological writing -- Phonological writing -- Beyond Simple Phonological Patterns -- Word position and surrounding letters -- Morphology and etymology -- Children's Spelling in the Digital Age -- Theories of Spelling Development -- Spelling and Developmental Disabilities -- Implications for Instruction -- Future Directions -- References -- Chapter 9 Individual Differences in Learning to Read Words -- Methodological Approaches -- Concurrent Prediction -- Longitudinal analyses -- Causal modeling -- Explanatory Item Response Models (EIRMs) -- Child- and Word-Level Predictors of Individual Differences -- Child-level predictors -- Set for variability -- Statistical learning -- Visual attention span -- Text crowding -- Print exposure -- Reliance on alternative pathways -- Word-Level Predictors -- Semantic predictors -- Word consistency/transparency -- Context-dependent word effects -- Child-by-Word Predictors -- Grapheme-phoneme knowledge -- Word familiarity -- Orthographic choice -- Conclusions -- Acknowledgments -- References -- Chapter 10 Teaching Children to Read -- How Best to Teach Decoding in Whole-Class Settings? -- The challenges of whole-class delivery -- Professional development for teachers -- Issues of implementation -- Theoretically motivated approaches to teaching of reading. 327 $aA summary of effective evidence-based whole-class teaching -- Teaching Children with Reading Difficulties -- How best to teach decoding skills to children with dyslexia? -- How important is the content and intensity of programs? -- Promoting phoneme awareness and lexical strategies -- Teaching about morphemes -- A summary of effective evidence-based teaching for dyslexia -- Teaching oral language and listening comprehension -- A summary of effective evidence-based teaching for language comprehension -- Conclusions -- References -- Part 3 Reading Comprehension -- Chapter 11 Reading Comprehension I: Discourse -- A Brief History of Models of Discourse Comprehension -- Inferences and the construction of meaning -- Combining online processes and offline representations -- From single text to multiple texts -- A Comprehensive Model of Discourse Comprehension -- The role and nature of inferential processes -- Standards of coherence: Readers' criteria for comprehension -- Current Research Issues -- Validation -- Standards of coherence -- Updating the emerging representation -- Coherence across multiple texts -- Reading in digital contexts -- The relation between text comprehension and the processing of words and sentences -- Concluding Remarks -- References -- Chapter 12 Reading Comprehension II: Sentence Processing -- Eye Movements and Reading -- Computational models of eye movement control during sentence comprehension -- Factors influencing word identification during reading -- Beyond individual words: Computation of dependencies between words -- Children's sentence comprehension: A developmental perspective -- Conclusions -- Acknowledgments -- References -- Chapter 13 Modeling the Development of Reading Comprehension -- Theoretical Foundations for Reading Comprehension Development. 327 $aUnderstanding the Development of Reading Comprehension - Methodological Considerations -- Understanding the Development of Reading Comprehension - What Do We Know? -- Is the Simple View of Reading Too Simple? -- Reading fluency - a bridge between decoding and comprehension? -- Inference skills -- Morphology -- Executive functioning -- Working memory -- Metacognitive strategies and comprehension monitoring -- Motivation -- The Simple View of Reading - Simple but Complex -- Relationships between Longitudinal Studies and Theories of Reading Development -- Future Directions -- References -- Chapter 14 Children's Reading Comprehension Difficulties -- A Framework for the Study of Reading Comprehension Difficulties -- Identification and Prevalence of Poor Comprehenders -- The Identification of Poor Comprehenders: Variation in Selection and Group Matching -- The Measurement of Reading Comprehension: The Nature and Effect of Differences among (Standardized) Assessments -- Sources of Reading Comprehension Difficulty -- Word-identification knowledge and processes -- Oral language knowledge -- Higher-level language processes -- Executive functions, working memory, and attentional resources -- General knowledge -- The Dynamics of Language and Literacy Development over Time -- Conclusions and Future Directions -- References -- Part 4 Reading in Different Languages -- Chapter 15 Reading and Reading Disorders in Alphabetic Orthographies -- Characteristics of Alphabetic Orthographies -- The Alphabetic Principle -- Complexity. -- Consistency. -- Models of Word Reading -- Skilled Word Reading in Alphabetic Orthographies -- Individual differences in word reading in adults -- Summary -- Reading Development in Alphabetic Orthographies -- Cross-linguistic differences in the development of word-level skills -- The triple foundation of word reading and spelling skills. 327 $aPredictors of word-level literacy skills across alphabetic orthographies. 330 $a"As the eponymous title The Science of Reading suggested, the aim of the first edition of this handbook was to bring together scientific studies of reading into a state-of-the-art review. The preface of that volume stated "The science of reading is mature and healthy as the contributions to this volume make clear." Our aim in this second edition remained the same - to bring together scientific studies of reading into an updated overview of the field; as we shall see, old questions have been answered and new questions have arisen as understanding of the complexities of reading has deepened, driven by theoretical insights and methodological advances. Although advances in knowledge are expected in an active research field, the rise of The Science of Reading as a movement aiming to use empirical evidence from scientific studies of reading to inform education and teacher knowledge, and to translate from the laboratory to the classroom was unanticipated by the first edition of this handbook. The International Literacy Association defines the Science of Reading as "a corpus of objective investigation and accumulation of reliable evidence about how humans learn to read and how reading should be taught." Not every reading scientist is working on developmental issues and even fewer focus on the translation of research findings to practice. We believe it is important that research continues at a basic and "laboratory level." However, knowledge gained from basic science can and should be used to inform instructional approaches - and this is the difficult part. Reading practitioners have an important role to play in partnership with researchers by providing vital expertise about classrooms, cultures, and contexts, factors often downplayed in cognitive models. It is only when these are understood that it will be possible to implement evidence-based programs of literacy instruction that are sustainable in communities and cultures around the world."--$cProvided by publisher. 410 0$aWiley Blackwell Handbooks of Developmental Psychology 606 $aReading 615 0$aReading. 676 $a428.4 702 $aHulme$b Charles 702 $aSnowling$b Margaret J. 702 $aNation$b Kate 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910676621803321 996 $aThe science of reading$93065819 997 $aUNINA