LEADER 02671nam 2200625 a 450 001 9910208834403321 005 20240313232407.0 010 $a9781118644928 010 $a1118644921 010 $a9781118644898 010 $a1118644891 010 $a9781118644911 010 $a1118644913 035 $a(CKB)4330000000001392 035 $a(OCoLC)829937242 035 $a(MiAaPQ)EBC1211627 035 $a(MiAaPQ)EBC4037181 035 $a(DLC) 2013009184 035 $a(Au-PeEL)EBL1211627 035 $a(CaPaEBR)ebr10718858 035 $a(OCoLC)851315861 035 $a(PPN)181752441 035 $a(Perlego)1001475 035 $a(EXLCZ)994330000000001392 100 $a20150303d2013 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aMulti-criteria decision analysis $emethods and software /$fAlessio Ishizaka, Philippe Nemery 205 $a1st ed. 210 $aChichester, West Sussex, U.K. $cWiley$dc2013 215 $a1 online resource (xii, 296 p.) $cill. (some col.), chart, graphs 311 08$a9781119974079 311 08$a1119974070 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $apt. I Full Aggregation Approach : Analytic hierarchy process -- Analytic network process -- Multi-attribute utility theory -- MACBETH -- pt. II Outranking Approach : PROMETHEE -- ELECTRE -- pt. III Goal, Aspiration or Reference-Level Approach : TOPSIS -- Goal programming -- Data Envelopment Analysis -- pt IV : Integrated Systems -- Multi-method platforms -- Appendix: Linear Optimization. 330 8 $aThis book presents an introduction to MCDA followed by more detailed chapters about each of the leading methods used in this field. Comparison of methods and software is also featured to enable readers to choose the most appropriate method needed in their research. Worked examples as well as the software featured in the book are available on an accompanying website. 606 $aMultiple criteria decision making 606 $aMultiple criteria decision making$xData processing 606 $aDecision support systems 615 0$aMultiple criteria decision making. 615 0$aMultiple criteria decision making$xData processing. 615 0$aDecision support systems. 676 $a003/.56 700 $aIshizaka$b Alessio$0948503 701 $aNemery$b Philippe$0948504 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910208834403321 996 $aMulti-criteria decision analysis$92144081 997 $aUNINA LEADER 02870oam 2200613 c 450 001 9910563060003321 005 20250513223424.0 024 7 $a10.3726/b12619 035 $a(CKB)4340000000238905 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/39563 035 $a(PH02)9783954790548 035 $a(oapen)doab39563 035 $a(EXLCZ)994340000000238905 100 $a20240525d1999 uy 0 101 0 $ager 135 $aurnnunnnannuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPoststalinizm - Postavangardizm$eDas Subjekt und die Welt der Objekte in der postmodernen frühen Lyrik Andrej Voznesenskijs$fGesine Dornblüth 205 $a1st, New ed. 210 $aFrankfurt a.M$cPH02$d1999 215 $a1 online resource (194 p.)$c, EPDF 225 0 $aSlavistische Beitra?ge$v383 300 $aPeter Lang GmbH, Internationaler Verlag der Wissenschaften 311 08$a3-95479-054-8 327 $aDas Subjekt in Moderne und "Postmoderne" - Wissenschaftliche Ansitze fu?r eine Betrachtung Voznesenskijs - als postmodernen Dichter - Selbstverlust oder Selbstbehauptung? Zur Diskussion u?ber - Goya und die Figur "Ich bin jemand anders" - Das Subjekt in der postmodernen fru?hen Lyrik Voznesenskijs. - Analysen, Vergleichet Interpretationen. 330 $aBei der Untersuchung des Subjekts und seinem Verha?ltnis zu den Objekten zeigt sich, daß bereits Andrej Voznesenskijs offizielle Lyrik der spa?ten 50er und fru?hen 60er Jahre postmoderne Elemente entha?lt, ja daß sie, da sie unbewußt postmodern ist, sogar weit mehr der urspru?nglichen Auffassung der franzo?sischen Philosophie von "Postmoderne" entspricht als die sogenannte russische Neoavantgarde. Die Zielsetzung dieser Arbeit, umfassend und textnah das Verha?ltnis zwischen Subjekt und Objekt bei Voznesenskij zu untersuchen, und die komparatistische Vorgehensweise erfordern es, sich auf exemplarische Analysen zu beschra?nken. Dazu wurden sechs Gedichte ausgewa?hlt, die in bezug auf das Subjekt aussagekra?ftig sind. 517 $aPoststalinizm - Postavangardizm 606 $aPoetry$2bicssc 610 $aAndrej 610 $aDornblüth 610 $afrühen 610 $aLyrik 610 $aObjekte 610 $aPostavangardizm 610 $apostmoderne 610 $apostmodernen 610 $aPoststalinizm 610 $aSelbstentfremdung 610 $aSelbstverlust 610 $aSubjekt 610 $aSubjekt und Objekt 610 $aTechnologisierung des Subjekts 610 $aVoznesenskijs 610 $aWelt 615 7$aPoetry 700 $aDornblu?th$b Gesine$4aut$01291845 801 0$bPH02 801 1$bPH02 906 $aBOOK 912 $a9910563060003321 996 $aPoststalinizm - Postavangardizm$93021994 997 $aUNINA LEADER 02969nam 22005894a 450 001 9910220130003321 005 20200520144314.0 010 $a1-282-45106-5 010 $a9786612451065 010 $a0-8330-4866-X 035 $a(CKB)2550000000005569 035 $a(EBL)475065 035 $a(OCoLC)592756152 035 $a(SSID)ssj0000339792 035 $a(PQKBManifestationID)12084083 035 $a(PQKBTitleCode)TC0000339792 035 $a(PQKBWorkID)10323876 035 $a(PQKB)11551298 035 $a(MiAaPQ)EBC475065 035 $a(oapen)doab114841 035 $a(EXLCZ)992550000000005569 100 $a20090305d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLessons from the field $edeveloping and implementing the Qatar student assessment system, 2002-2006 /$fGabriella Gonzalez ... [et al.] 210 $aSanta Monica, CA $cRAND-Qatar Policy Institute$dc2009 215 $a1 online resource (93 p.) 225 1 $aTechnical report ;$vTR-620-QATAR 300 $a"Prepared for the Supreme Education Council." 300 $aRAND-Qatar Policy Institute. 311 08$a0-8330-4689-6 320 $aIncludes bibliographical references (p. 65-67). 327 $aIntroduction -- Design of the Qatar student assessment system: a work in progress -- Implementing the QCEA in 2004, 2005, and 2006: test development and administration -- Scoring the QCEA and reporting results -- Lessons learned and future directions -- Appendix A: Assessment elements considered for the QSAS -- Appendix B: Steps to align assessments with curriculum standards -- Appendix C: Performance-level results of 2005 and 2006 QCEAs for Ministry of Education, private Arabic, and Independent schools. 330 $aQatar has recently positioned itself to be a leader in education. Central to the country's efforts is the implementation of reforms to its K-12 education system. Central to the reform initiatives was the development of internationally benchmarked curriculum standards in four subjects: Arabic, English as a foreign language, mathematics, and science. To develop a method of testing student achievement in relation to the curriculum standards, a RAND study team worked with Qatar's Evaluation Institute between 2002 and 2006 to create the Qatar Student Assessment System (QSAS). The core component of 410 0$aTechnical report (Rand Corporation) ;$vTR-620-QATAR. 606 $aEducational tests and measurements$zQatar 606 $aStudents$xRating of$zQatar 615 0$aEducational tests and measurements 615 0$aStudents$xRating of 676 $a371.26/2095363 701 $aGonzalez$b Gabriella$01170811 712 02$aQatar.$bSupreme Education Council. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910220130003321 996 $aLessons from the field$92870745 997 $aUNINA