LEADER 01538aam 2200397I 450 001 9910711377803321 005 20160518040443.0 024 8 $aGOVPUB-C13-fc6bf4fd059ff823540ae0e9a7c07275 035 $a(CKB)5470000002482251 035 $a(OCoLC)949907531 035 $a(EXLCZ)995470000002482251 100 $a20160518d2015 ua 0 101 0 $aeng 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aInternational Resilience Symposium $eunderstanding standards for communities and built infrastructure resilience /$fStephen E. Flynn, George J. Kostas 210 1$aGaithersburg, MD :$cU.S. Dept. of Commerce, National Institute of Standards and Technology,$d2015. 215 $a1 online resource (103 pages) $cillustrations (chiefly color) 225 1 $aNIST GCR ;$v15-917-37 300 $aContributed record: Metadata reviewed, not verified. Some fields updated by batch processes. 300 $aJune 2015. 300 $aTitle from PDF title page (viewed December 31, 2015). 320 $aIncludes bibliographical references. 517 $aInternational Resilience Symposium 700 $aFlynn$b Stephen E$01188535 701 $aFlynn$b Stephen E$01188535 701 $aKostas$b George J$01399762 712 02$aNational Institute of Standards and Technology (U.S.).$bEngineering Laboratory. 801 0$bNBS 801 1$bNBS 801 2$bGPO 906 $aBOOK 912 $a9910711377803321 996 $aInternational Resilience Symposium$93465645 997 $aUNINA LEADER 04497nam 2200673 a 450 001 9910782791403321 005 20230721004246.0 010 $a1-283-39727-7 010 $a9786613397270 010 $a3-11-021122-X 024 7 $a10.1515/9783110211221 035 $a(CKB)1000000000692152 035 $a(EBL)370759 035 $a(OCoLC)437239152 035 $a(SSID)ssj0000364643 035 $a(PQKBManifestationID)11294289 035 $a(PQKBTitleCode)TC0000364643 035 $a(PQKBWorkID)10399028 035 $a(PQKB)10839270 035 $a(MiAaPQ)EBC370759 035 $a(DE-B1597)35296 035 $a(OCoLC)503443395 035 $a(OCoLC)775644851 035 $a(DE-B1597)9783110211221 035 $a(Au-PeEL)EBL370759 035 $a(CaPaEBR)ebr10256488 035 $a(EXLCZ)991000000000692152 100 $a20080612d2008 uy 0 101 0 $aeng 135 $aur||#|||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe pragmatics of perception and cognition in MT Jeremiah 1:1-6:30$b[electronic resource] $ea cognitive linguistics approach /$fElizabeth R. Hayes 210 $aBerlin ;$aNew York $cWalter de Gruyter$dc2008 215 $a1 online resource (292 p.) 225 1 $aBeihefte zur Zeitschrift fu?r die alttestamentliche Wissenschaft,$x0934-2575 ;$vBd. 380 300 $aDescription based upon print version of record. 311 $a3-11-020229-8 320 $aIncludes bibliographical references (p. [239]-252) and indexes. 327 $tFrontmatter --$tTable of Contents --$tTable of Figures --$tAbbreviations --$tClause Tag Conventions --$tMental Spaces Conventions (MSC) --$t1. Text Dynamics: An Integrative Approach --$t2. The Sentence and Beyond: Introduction to the Text Dynamics Approach --$t3. Traditional and Cognitive Approaches to BH Grammar --$t4. Cognitive Structuring in Jeremiah 1.1 6.30 --$t5. Cognitive Structuring in Jeremiah 2.1 3.35 --$t6. Cognitive Structuring in Jeremiah 4.1 6.30 --$t7. Conclusions --$tBackmatter 330 $aRecent advances in cognitive linguistics provide new avenues for reading and interpreting Biblical Hebrew prophetic text. This volume utilises a multi-layered cognitive linguistics approach to explore Jeremiah 1:1-6:30, incorporating insights from cognitive grammar, cognitive science and conceptual blending theory. While the modern reader is separated from the originators of these texts by time, space and culture, this analysis rests on the theory that both the originators and the modern reader share common features of embodied experience. This opens the way for utilising cognitive models, conceptual metaphor and mental spaces theory when reading and interpreting ancient texts.This volume provides an introduction to cognitive theory and method. Initially, short examples from Jeremiah 1:1-6:30 are used to introduce the theory and method. This is followed by a detailed comparison of traditional and cognitive approaches to Biblical Hebrew grammar. These insights are then applied to further examples taken from Jeremiah 1:1-6:30 in order to test and refine the approach. These findings show that Jeremiah 1:1-1:3 establishes perspective for the text as a whole and that subsequent shifts in perspective may be tracked using aspects of mental spaces theory. Much of the textual content yields to concepts derived from conceptual metaphor studies and from conceptual blending theory, which are introduced and explained using examples taken from Jeremiah 1:1-6:30. The entire analysis demonstrates some of the strengths and weaknesses of using recent cognitive theories and methods for analysing and interpreting ancient texts. While such theories and methods do not obviate the need for traditional interpretive methods, they do provide a more nuanced understanding of the ancient text. 410 0$aBeihefte zur Zeitschrift fu?r die alttestamentliche Wissenschaft ;$v380. 606 $aCognitive grammar 610 $aBiblical Interpretation. 610 $aCognitive Linguistics. 610 $aOld Testament. 610 $aProphets, Jeremiah. 615 0$aCognitive grammar. 676 $a224/.2066 686 $aBC 6785$2rvk 700 $aHayes$b Elizabeth R$g(Elizabeth Russell),$f1952-$01517818 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910782791403321 996 $aThe pragmatics of perception and cognition in MT Jeremiah 1:1-6:30$93755057 997 $aUNINA LEADER 07914nam 22007455 450 001 9910427718803321 005 20251225184937.0 010 $a3-030-57717-1 024 7 $a10.1007/978-3-030-57717-9 035 $a(CKB)4100000011435671 035 $a(DE-He213)978-3-030-57717-9 035 $a(MiAaPQ)EBC6340554 035 $a(PPN)250220539 035 $a(EXLCZ)994100000011435671 100 $a20200820d2020 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAddressing Global Challenges and Quality Education $e15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Heidelberg, Germany, September 14?18, 2020, Proceedings /$fedited by Carlos Alario-Hoyos, María Jesús Rodríguez-Triana, Maren Scheffel, Inmaculada Arnedillo-Sánchez, Sebastian Maximilian Dennerlein 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (XVII, 489 p. 199 illus., 77 illus. in color.) 225 1 $aInformation Systems and Applications, incl. Internet/Web, and HCI,$x2946-1642 ;$v12315 311 08$a3-030-57716-3 327 $aExploring Artificial Jabbering For Automatic Text Comprehension Question Generation -- Digital Value-Adding Chains in Vocational Education: Automatic Keyword Extraction from Learning Videos to Provide Learning Resource Recommendations -- Human-centered design of a dashboard on students' revisions during writing -- An operational Framework for Evaluating the Performance of Learning Record Stores -- Does an e-mail reminder intervention with learning analytics reduce procrastination in a blended university course -- Designing an Online Self-Assessment for Informed Study Decisions: The User Perspective -- What Teachers Need for Orchestrating Robotic Classrooms -- Assessing Teacher's Discourse Effect on Students' Learning: A Keyword Centrality Approach -- For learners, with learners: Identifying indicators for an academic advising dashboard for students -- Living with learning difficulties: Two case studies exploring the relationship between emotion and performance in students with learningdifficulties -- Learnersourcing Quality Assessment of Explanations for Peer Instruction -- Using Diffusion Network Analytics to Examine and Support Knowledge Construction in CSCL Settings -- Supporting Second Language Learners? Development of Affective Self-Regulated Learning Skills through the Use and Design of Mobile Technology -- We Know What You Did Last Semester: Learners? Perspectives on Screen Recordings as a Long-Term Data Source for Learning Analytics -- Teaching Simulation Literacy with Evacuations: Concept, Technology, and Material for a Novel Approach -- Design of conversational agents for CSCL: comparing two types of agent intervention strategies in a university classroom -- Exploring Human?AI Control over Dynamic Transitions between Individual and Collaborative Learning -- Exploring Student-Controlled Social Comparison -- New Measures for Offline Evaluation of Learning Path Recommenders -- Assessing the Impact of the combination of Self-directed learning, Immediate feedbackand Visualizations on Student Engagement in Online Learning -- CGVis: A Visualization-Based Learning Platform for Computational Geometry Algorithms -- How to Design Effective Learning Analytics Indicators? A Human-Centered Design Approach -- Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE -- Utilising Learnersourcing to Inform Design Loop Adaptivity -- Fooling it - Student Attacks on Automatic Short Answer Grading -- Beyond indicators: A scoping review of the academic literature related to SDG4 and educational technology -- Pedagogical underpinnings of open science, citizen science and open innovation activities: a state-of-the-art analysis -- Knowledge-Driven Wikipedia Article Recommendation for Electronic Textbooks -- InfoBiTS: A mobile application to foster digital competencies of senior citizens -- Student Awareness and Privacy Perception of Learning Analytics in Higher Education -- User Assistance for Serious Games Using Hidden Markov Model -- Guiding Socio-technical Reflection of Ethical Principles in TEL Software Development: The SREP Framework -- Git4School: a Dashboard for Supporting Teacher Interventions in Software Engineering Courses -- Exploring the design and impact of online exercises for teacher training about dynamic models in mathematics -- Interactive Concept Cartoons: Exploring an Instrument for Developing Scientific Literacy -- Quality Evaluation of Open Educational Resources -- Designing Digital Activities to Screen Locomotor Skills in Developing Children -- Towards Adaptive Social Comparison for Education -- Simulation Based Assessment of Epistemological Beliefs about Science -- An Approach to Support Interactive Activities in Live Stream Lectures -- Educational Escape Games for Mixed Reality -- Measuring Learning Progress for serving Immediate Feedback needs: Learning Process Quantification Framework (LPQF) -- Data-driven Game Design: The Case of Difficulty in Educational Games -- Extracting Topics from Open Educational Resources -- Supporting Gamification with an Interactive Gamification Analytics Tool (IGAT) -- OpenLAIR an Open Learning Analytics Indicator Repository Dashboard -- CasualLearn: A smart application to learn History of Art -- Applying Instructional Design Principles on Augmented Reality Cards for Computer Science Education -- Extending Patient Education with CLAIRE: An Interactive Virtual Reality and Voice User Interface Application. 330 $aThe chapters: ?Designing an Online Self-Assessment for Informed Study Decisions: The User Perspective?; ?Living with Learning Difficulties: Two Case Studies Exploring the Relationship Between Emotion and Performance in Students With Learning Difficulties?; ?Applying Instructional Design Principles on Augmented Reality Cards for Computer Science Education?; and ?Teaching Simulation Literacy With Evacuations - Concept, Technology, and Material for a Novel Approach? are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. . 410 0$aInformation Systems and Applications, incl. 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