LEADER 01410nam2-2200385li-450 001 990000214680203316 005 20180312154623.0 010 $a3-540-59072-2 035 $a0021468 035 $aUSA010021468 035 $a(ALEPH)000021468USA01 035 $a0021468 100 $a20001109d1995----km-y0itay0103----ba 101 0 $aeng 102 $aGW 200 1 $a<> classification of three-dimensional homogeneous complex manifolds$fJörg Winkelmann 210 $aBerlin [etc.]$cSpringer-Verlag$dcopyr.1995 215 $aXI, 230 p.$cill.$d24 cm 225 2 $aLecture notes in mathematics$v1602 410 0$10010021263$12001$aLecture notes in mathematics$ea collection of informal reports and seminars$fedited by A. Dold, Heidelberg and B. Eckmann, Zürich 610 1 $aalgebra 676 $a5125$9Algebra lineare,multilineare, multidimensionale 700 1$aWinkelmann,$bJörg$0350864 801 $aSistema bibliotecario di Ateneo dell' Università di Salerno$gRICA 912 $a990000214680203316 951 $a510 LNM (1602)$b0017692 CBS$c510$d00110532 959 $aBK 969 $aSCI 979 $c19951120 979 $c20001110$lUSA01$h1714 979 $aALANDI$b90$c20011204$lUSA01$h1113 979 $c20020403$lUSA01$h1629 979 $aPATRY$b90$c20040406$lUSA01$h1615 996 $aClassification of three-dimensional homogeneous complex manifolds$978111 997 $aUNISA LEADER 05782oam 2200721I 450 001 9910453848503321 005 20200520144314.0 010 $a1-138-15051-7 010 $a1-315-85370-1 010 $a1-317-92249-2 024 7 $a10.4324/9781315853703 035 $a(CKB)2550000001136459 035 $a(EBL)1487284 035 $a(SSID)ssj0001037062 035 $a(PQKBManifestationID)12460500 035 $a(PQKBTitleCode)TC0001037062 035 $a(PQKBWorkID)11042792 035 $a(PQKB)10755187 035 $a(MiAaPQ)EBC1487284 035 $a(Au-PeEL)EBL1487284 035 $a(CaPaEBR)ebr10783025 035 $a(CaONFJC)MIL536162 035 $a(OCoLC)861692107 035 $a(OCoLC)958101218 035 $a(EXLCZ)992550000001136459 100 $a20180706e20132002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHandbook on teacher portfolios for evaluation and professional development /$fPamela D. Tucker, James H. Stronge, Christopher R. Gareis 210 1$aNew York :$cRoutledge,$d2013. 215 $a1 online resource (310 p.) 300 $aFirst published 2002 by Eye on Education. 311 $a1-930556-32-2 311 $a1-306-04911-3 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright Page; Dedication; About the Companion Compact Disk; Acknowledgments; Table of Contents; About the Authors; Preface; 1 Handbook on Teacher Portfolios: An Introduction; Why Teacher Portfolios?; What is a Teacher Portfolio?; What a Portfolio Is Not; Key Components of a Portfolio; Purposes for a Teacher Portfolio; What is the Portfolio's Value for Teacher Evaluation?; What's Wrong with TraditionalTeacher Evaluation; What's Right with Portfolios in Teacher Evaluation; What is the Portfolio's Value for Professional Development?; Portfolios and Teacher Self-Reflection 327 $aPortfolios and CollaborationSummary; A Case Study: National Board for Professional Teaching Standards; A Case Study: Connecticut's Beginning Educator Support and Training Program (BEST); Case Study: The Douglas County Outstanding Teacher Program; References; 2 Developing a Teacher Portfolio; What is the Role of Performance Standards in Developing Portfolios?; What Should a Teacher Portfolio "Look Like"?; Portfolio Notebook; Digital Portfolio; Portfolios for Other Purposes: Action Research Portfolios and Employment Portfolios; What Is the Role of Artifacts in Portfolios?; What are Artifacts? 327 $aTypes of Artifacts Available to TeachersHow Can Captions Add Value to Portfolios?; How Can Portfolios be Organized Effectively?; Using Performance Standards to Organize Portfolios; Using Required Entries to Organize Portfolios; Summary; References; 3 Putting Portfolios into Action; What Practical Tips Will Help Teachers to Assemble and Sustain Portfolios?; Assembling a Teacher Portfolio; Sustaining a Teacher Portfolio; Know What You're Going For; Capture the Practice; Work on Your Portfolio Over Time; Emphasize Quality Over Quantity; Be Selective; Collaborate with Other Professionals 327 $aSelecting ArtifactsHow Can a School or District Begin to Implement Portfolios?; Key Questions to Answer Before Implementing Portfolios; Steps to Take in Implementing Portfolios; Enlist Volunteers; Start Small; Minimize Risk; Offer Incentives and Provide Support; Study Examples of Best Practice; Allow Time for Change; Provide Training; Conduct Field Tests and Refine the Portfolio Process; Communicate and Collaborate; Evaluate the Use of Portfolios After Implementation; Summary; References; 4 Teacher Portfolios and Teacher Evaluation 327 $aWhat Are Alternatives to Observation- Only Teacher Evaluation Systems?Do Teacher Portfolios Contribute to a Valid Assessment of Teacher Performance?; Validity of Portfolios: A Case Study; Validity of Portfolios: Additional Evidence; Enhanced Validity and the Use of Multiple Data Sources; Balancing Process and Product in Teacher Evaluation; Do Portfolios Have a Value-Added Effect on Teacher Evaluation?; Differentiating Performance in Teacher Evaluation; Differentiating Teacher Effectiveness: The National Board Study; Differentiating Summative Results: A School District Study 327 $aWhat Are Additional Benefits in Using Portfolios in Teacher Evaluation? 330 $aThis research-based book provides details on how educators can dramatically increase student achievement. It offers numerous experience-based ideas and strategies which can be applied to any school or district.This book will help you: establish a results-oriented focus on the curriculum, increase time-on-task and academic rigor for ALL students, provide a supportive accountability system for all staff members, identify and eliminate educational practices that lower student achievement, and introduce an achievement audit process that will increase student performance in any school or district. 606 $aPortfolios in education$zUnited States$vHandbooks, manuals, etc 606 $aTeachers$xRating of$zUnited States$vHandbooks, manuals, etc 606 $aTeachers$xIn-service training$zUnited States$vHandbooks, manuals, etc 608 $aElectronic books. 615 0$aPortfolios in education 615 0$aTeachers$xRating of 615 0$aTeachers$xIn-service training 676 $a193 700 $aTucker$b Pamela D.$0908507 701 $aGareis$b Christopher R$0861844 701 $aStronge$b James H$0861843 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453848503321 996 $aHandbook on teacher portfolios for evaluation and professional development$92152774 997 $aUNINA LEADER 05230nam 2200661 450 001 9910144418003321 005 20221205222822.0 010 $a1-4443-5805-7 010 $a1-282-03441-3 010 $a9786612034411 010 $a1-4443-0118-7 010 $a1-4443-0119-5 035 $a(CKB)1000000000687429 035 $a(EBL)416401 035 $a(OCoLC)437097457 035 $a(SSID)ssj0000140723 035 $a(PQKBManifestationID)11132482 035 $a(PQKBTitleCode)TC0000140723 035 $a(PQKBWorkID)10053491 035 $a(PQKB)10519462 035 $a(MiAaPQ)EBC416401 035 $a(MiAaPQ)EBC6992834 035 $a(Au-PeEL)EBL6992834 035 $a(EXLCZ)991000000000687429 100 $a20221205d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDoing optimality theory $eapplying theory to data /$fJohn J. McCarthy 210 1$aMalden, MA :$cBlackwell Publishing Ltd,$d[2008] 210 4$d©2008 215 $a1 online resource (322 p.) 300 $aDescription based upon print version of record. 311 $a1-4051-5136-6 311 $a1-4051-5135-8 320 $aIncludes bibliographical references and index. 327 $aAcknowledgments; Read This First!; Abbreviations; 1; An Introduction to Optimality Theory; 1.1 How OT Began; 1.2 Why Must Constraints Be Violable?; 1.3 The Nature of Constraints in OT; 1.4 Candidate Sets: OT's GEN Component; 1.5 Candidate Evaluation: OT's EVAL Component; 1.6 Constraint Activity; 1.7 Differences between Languages; 1.8 The Version of OT Discussed in This Book; 1.9 Suggestions for Further Reading; 2; How to Construct an Analysis; 2.1 Where to Begin; 2.1.1 Choosing a problem to work on; 2.1.2 Formulating a descriptive generalization 327 $a2.1.3 Getting from the generalization to an analysis2.1.4 Summary; 2.2 How to Rank Constraints; 2.3 Working through an Analysis in Phonology; 2.4 The Limits of Ranking Arguments; 2.5 Candidates in Ranking Arguments; 2.6 Harmonic Bounding; 2.7 Constraints in Ranking Arguments; 2.8 Inputs in Ranking Arguments; 2.9 Working through an Analysis in Syntax; 2.10 Finding and Fixing Problems in an Analysis; 2.10.1 How to check an analysis for problems; 2.10.2 Problem 1: An invalid ranking argument; 2.10.3 Problem 2: A ranking paradox; 2.10.4 Problem 3: Dealing with richness of the base 327 $a2.11 Constraint Ranking by Algorithm and Computer2.12 The Logic of Constraint Ranking and Its Uses; 3; How to Write Up an Analysis; 3.1 Introduction; 3.2 How to Organize a Paper; 3.3 How to Present an OT Analysis; 3.4 The Responsibilities of Good Scholarship; 3.5 How to Write Clearly; 3.6 General Advice about Research Topics; 4; Developing New Constraints; 4.1 Introduction; 4.2 When Is It Necessary to Modify CON?; 4.3 How to Discover a New Constraint; 4.4 How to Define a New Constraint; 4.5 Properties of Markedness Constraints; 4.5.1 How markedness constraints assign violations 327 $a4.5.2 Constraints that are evaluated gradiently4.5.3 Constraints derived by harmonic alignment; 4.6 Properties of Faithfulness Constraints; 4.6.1 Correspondence theory; 4.6.2 Faithfulness to features; 4.6.3 Positional faithfulness; 4.6.4 Faithfulness constraints in the early OT literature; 4.7 Justifying Constraints; 4.7.1 The three ways of justifying a constraint; 4.7.2 Justifying constraints formally; 4.7.3 Justifying constraints functionally; 4.8 A Classified List of Common Phonological Markedness Constraints; 5; Language Typology and Universals; 5.1 Factorial Typology 327 $a5.2 Language Universals and How to Explain Them in OT5.3 Investigating the Factorial Typology of a Constraint Set; 5.4 Using Factorial Typology to Test New Constraints; 5.5 Factorial Typology When CON Isn't Fully Known; 5.6 How to Proceed from Typology to Constraints; 6; Some Current Research Questions; 6.1 Introduction; 6.2 How Does a Language Vary?; 6.3 How is Language Acquired?; 6.4 Does OT Need Derivations?; 6.5 How Is Ungrammaticality Accounted For?; 6.6 Is Faithfulness Enough?; Afterword; References; Constraint Index; Language Index; Subject Index 330 $aDoing Optimality Theory brings together examples and practical, detailed advice for undergraduates and graduate students working in linguistics. Given that the basic premises of Optimality Theory are markedly different from other linguistic theories, this book presents the analytic techniques and new ways of thinking and theorizing that are required.Explains how to do analysis and research using Optimality Theory (OT) - a branch of phonology that has revolutionized the field since its conception in 1993 Offers practical, in-depth advice for students and rese 606 $aOptimality theory (Linguistics) 606 $aConstraints (Linguistics) 615 0$aOptimality theory (Linguistics) 615 0$aConstraints (Linguistics) 676 $a415 686 $a17.51$2bcl 700 $aMcCarthy$b John J.$f1953-$0944677 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910144418003321 996 $aDoing optimality theory$92178261 997 $aUNINA