LEADER 01030nam1-22003371i-450- 001 990008007570403321 005 20050218112136.0 035 $a000800757 035 $aFED01000800757 035 $a(Aleph)000800757FED01 035 $a000800757 100 $a19990604g19609999km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay-------001yy 200 1 $aManuale storico della lingua latina$fVittore Pisani 205 $a2. ed. riv. e accr. 210 $aTorino$cRosenberg & Seller$d1948 215 $aXXV,198 p.$d24 cm 327 0 $a3.: Testi latini arcaici e volgari. Con commento glottologico 517 1 $aTesti latini arcaici e volgari$eCon commento glottologico 610 0 $aLingua latina$aStoria 676 $a470.9 700 1$aPisani,$bVittore$f<1899-1989>$0157026 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990008007570403321 952 $aP2B-230-PISANI V.(3)-1960$fFLFBC 959 $aFLFBC 996 $aManuale storico della lingua latina$9556511 997 $aUNINA LEADER 05945nam 22007212 450 001 9910462381703321 005 20151005020624.0 010 $a1-107-22546-9 010 $a1-139-36555-X 010 $a1-280-87899-1 010 $a9786613720306 010 $a1-139-37808-2 010 $a1-139-02878-2 010 $a1-139-37522-9 010 $a1-139-37123-1 010 $a1-139-37951-8 010 $a1-139-37665-9 035 $a(CKB)2670000000207535 035 $a(EBL)880701 035 $a(OCoLC)797919793 035 $a(SSID)ssj0000679267 035 $a(PQKBManifestationID)11447448 035 $a(PQKBTitleCode)TC0000679267 035 $a(PQKBWorkID)10610578 035 $a(PQKB)11729121 035 $a(UkCbUP)CR9781139028783 035 $a(MiAaPQ)EBC880701 035 $a(Au-PeEL)EBL880701 035 $a(CaPaEBR)ebr10574333 035 $a(CaONFJC)MIL372030 035 $a(EXLCZ)992670000000207535 100 $a20141103d2012|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 12$aA student grammar of German /$fPaul Stocker$b[electronic resource] 210 1$aCambridge :$cCambridge University Press,$d2012. 215 $a1 online resource (xi, 262 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a0-521-01258-9 311 $a0-521-81313-1 320 $aIncludes bibliographical references and index. 327 $aCover; A Student Grammar of German; Title; Copyright; Contents; 'TIP' boxes; Acknowledgements; Introduction; 1 Cases; 1.1 The cases; 1.1.1 The nominative case; 1.1.2 The accusative case; 1.1.3 The genitive case; 1.1.4 Genitive replaced by dative; 1.1.5 The dative case; 1.2 Apposition; 2 Nouns; 2.1 The gender of nouns; 2.1.1 Which gender?; 2.1.2 Masculine nouns; 2.1.3 Feminine nouns; 2.1.4 Neuter nouns; 2.1.5 Other endings and prefixes; 2.1.6 Homonyms: identical nouns with different genders/meanings; 2.1.7 Gender agreement with nouns and pronouns; 2.1.8 Gender issues with nouns and pronouns 327 $a2.2 The plural of nouns2.2.1 Summary of plural endings; 2.2.2 Masculine nouns; 2.2.3 Feminine nouns; 2.2.4 Neuter nouns; 2.2.5 Plurals ending with -s; 2.2.6 Other plural forms; 2.2.7 Nouns which have two plural forms; 2.2.8 Nouns which are plural in German but singular in English; 2.2.9 Nouns which are usually plural in English but singular in German; 2.2.10 Nouns which have singular and plural forms in German; 2.2.11 Plural agreement; 2.3 The declension of nouns; 2.3.1 Case endings on nouns; 2.3.2 Weak masculine nouns; 2.3.3 Declension of names and proper nouns; 3 Determiners 327 $a3.1 The definite and indefinite articles3.1.1 The definite article: der, die, das; 3.1.2 The indefinite article: ein ,eine, ein, andkein, keine, kein, plural keine; 3.2 The use of the article; 3.2.1 Article used in German but omitted in English; 3.2.2 Article omitted in German but used in English; 3.2.3 Other variations; 3.3 Demonstrative determiners; 3.3.1 dieser this, these; jener that, those; 3.3.2 solcher such (a); 3.3.3 derjenige/diejenige/dasjenige the one who/which; 3.3.4 derselbe/dieselbe/dasselbe the same; 3.4 Possessive determiners; 3.5 Interrogative determiners 327 $a3.5.1 welcher/welche/welches which3.5.2 was fu?r what kind of; 3.6 Indefinite determiners; 3.6.1 all, alles, alle all, everybody; 3.6.2 ganz all, whole; 3.6.3 beide both; 3.6.4 einige some; 3.6.5 ein bisschen, ein wenig a little, a bit; 3.6.6 ein paar a few; 3.6.7 etwas some, any; 3.6.8 irgendeiner, irgendwelcher some ... or other; 3.6.9 jeder each, every; 3.6.10 manche(r) some, many a; 3.6.11 mehrere several; 3.6.12 sa?mtliche all; 3.6.13 viel/viele lots/many, wenig/wenige a little/a few; 3.6.14 welcher/welche/welches which; 3.6.15 Indefinite determiners + adjectives + noun 327 $a3.7 Determiners and pronouns: a summary4 Pronouns; 4.1 Personal pronouns; 4.1.1 The forms of the personal pronouns; 4.1.2 The use of the personal pronouns; 4.1.3 The pronoun es - some special uses; 4.1.4 Pronouns used with prepositions; 4.2 Reflexive pronouns; 4.2.1 Reflexive object pronouns; 4.2.2 selbst/selber myself, yourself, himself; 4.2.3 sich/einander each other, one another (the reciprocal pronoun); 4.3 Demonstrative pronouns; 4.3.1 der, die, das that; 4.3.2 dieser this (one), jener that (one); 4.3.3 solcher such (a); 4.3.4 derjenige/diejenige/dasjenige the one who/which 327 $a4.4 Possessive pronouns 330 $aA Student Grammar of German is an invaluable reference guide for undergraduates and other intermediate and advanced students. Written with the needs of the learner very much in mind, it sets out the grammar of the language in a clear and jargon-free way. Each chapter starts with an overview of the main grammatical terminology and concepts; these terms are also cross-referenced in the glossary at the end of the book. To provide a visual guide through each chapter, the main points in each section are highlighted, and tables summarise important patterns. 'Tip' boxes, which help the student to master particular points, are scattered through the text. Every point has numerous illustrative examples, each with its translation, carefully chosen from a wide range of printed and electronic media - books, newspapers, magazines, film and chat-rooms - to reflect contemporary usage across a range of registers. 606 $aGerman language$vTextbooks for foreign speakers$xEnglish 606 $aGerman language$xGrammar 615 0$aGerman language$xEnglish. 615 0$aGerman language$xGrammar. 676 $a438.2/421 700 $aStocker$b Paul$f1950-$0869998 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910462381703321 996 $aA student grammar of German$91942351 997 $aUNINA LEADER 05776nam 2200733 450 001 9910830518403321 005 20230801222515.0 010 $a1-4443-6222-4 010 $a1-283-51435-4 010 $a9786613826800 010 $a1-119-94501-1 010 $a1-119-94502-X 035 $a(CKB)2670000000177370 035 $a(EBL)822108 035 $a(OCoLC)787842598 035 $a(SSID)ssj0000632222 035 $a(PQKBManifestationID)11386870 035 $a(PQKBTitleCode)TC0000632222 035 $a(PQKBWorkID)10608447 035 $a(PQKB)11213407 035 $a(OCoLC)790296194 035 $a(MiAaPQ)EBC822108 035 $a(EXLCZ)992670000000177370 100 $a20140128h20122012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssessing neuromotor readiness for learning $ethe INPP developmental screening test and school intervention programme /$fSally Goddard Blythe ; Luca Papp, illustrator 210 1$aChichester, England :$cWiley-Blackwell,$d2012. 210 4$dİ2012 215 $a1 online resource (108 p.) 300 $aDescription based upon print version of record. 311 $a1-119-97068-7 320 $aIncludes bibliographical references at the end of each chapters. 327 $aASSESSING NEUROMOTOR READINESS FOR LEARNING: The INPP Developmental Screening Test and School Intervention Programme; Contents; Acknowledgements; 1 Introduction; 1.1 Overview; 1.2 Rationale for Screening and Remediation of Neuromotor Immaturity; 1.3 What is INPP?; 1.4 The INPP Developmental Movement Programme for Schools; 1.5 What is Neuromotor Immaturity?; 1.6 What is the Significance of Primitive Reflexes to Education?; 1.7 What are Primitive Reflexes?; 1.8 What is the Significance of Neuromotor Maturity to Education?; 1.9 What is the Purpose of Developmental Screening Tests? 327 $a1.10 Why Assess Posture and Balance?1.11 Why Carry Out Assessments for Balance?; 1.12 What is the Difference Between Static Balance and Dynamic Balance?; 1.13 What is the Significance of Postural Control to Learning?; 1.14 Primitive Reflexes: Why Have These Three Reflexes Been Selected for Evaluation?; 1.14.1 The Asymmetrical Tonic Neck Reflex (ATNR); 1.14.2 The Symmetrical Tonic Neck Reflex (STNR); 1.14.3 The Tonic Labyrinthine Reflex (TLR); 1.15 What Evidence is There Linking Balance, Posture and Reflexes to Educational Achievement? 327 $a1.16 What Evidence is There That Intervention in the Form of Movement Programmes Aimed at the Level of Primitive Reflexes Improves Educational Outcomes?1.17 How to Use The Screening Tests; References; 2 Developmental Screening Tests for Use with Children Aged 4-7 Years; 2.1 General instructions; 2.1.1 Scoring; 2.1.2 Tests; 2.2 Neuromotor tests; 2.2.1 The Romberg Test; 2.2.2 One Leg Stand; 2.2.3 The Crawling on Hands and Knees Test; 2.2.4 Crossing the Midline, Test No. 1; 2.2.5 Crossing the Midline, Test No. 2; 2.2.6 Finger and Thumb Opposition Test; 2.3 Tests for Primitive Reflexes 327 $a2.3.1 Asymmetrical Tonic Neck Reflex (ATNR)2.3.2 The Symmetrical Tonic Neck Reflex (STNR); 2.3.3 Tonic Labyrinthine Reflex (TLR) - Erect Test; 2.4 Tests for Visual Perception and Visual-Motor Integration; 2.4.1 Pencil and Paper Tasks; 2.4.2 Additional Measures; 2.5 Score Sheets for 4-7 Year Old Test; 2.6 Observation Sheets; 2.7 Interpreting the Scores; 2.7.1 Tests for Gross Muscle Coordination, Balance and Reflexes; 2.7.2 Tests for Visual Perception and Visual-Motor Integration; References; 3 Developmental Screening Tests for Use with Children from 7 Years of Age; 3.1 General Instructions 327 $a3.1.1 Scoring3.1.2 The Tests; 3.2 Tests for Gross Muscle Coordination and Balance; 3.2.1 Tandem Walk; 3.2.2 Walking on the Outsides of the Feet (Fog Test); 3.3 Tests for Aberrant Primitive Reflexes; 3.3.1 The Asymmetrical Tonic Neck Reflex (ATNR); 3.3.2 Symmetrical Tonic Neck Reflex (STNR); 3.3.3 The Tonic Labyrinthine Reflex (TLR); 3.4 Tests for Oculomotor Functioning; 3.4.1 Test for Fixation, Convergence and Control of Saccades (Valett); 3.4.2 Test for Visual Integration; 3.5 Tests for Visual-Speech Recognition; 3.5.1 Sound Discrimination (Individual Sounds, Sound Blends and Syllables) 327 $a3.5.2 Sound Synthesis 330 $aAssessing Neuromotor Readiness for Learning is a substantially revised and expanded edition of a long established INPP training manual that has been consistently proven in practice. The package includes tests for children, a developmental movement programme, and online access to INPP video training materials.Based on the proven INPP model for neuromotor development screening and intervention, which is unique in having been rigorously evaluated in research and practiceExpands and revises an INPP manual which has previously only been available to training 606 $aLearning disabled children$xEducation 606 $aLearning disabilities$xPhysiological aspects 606 $aMovement disorders in children$xDiagnosis 606 $aMovement disorders in children$xTreatment 606 $aMotor ability$xTesting 615 0$aLearning disabled children$xEducation. 615 0$aLearning disabilities$xPhysiological aspects. 615 0$aMovement disorders in children$xDiagnosis. 615 0$aMovement disorders in children$xTreatment. 615 0$aMotor ability$xTesting. 676 $a371.9 676 $a371.904486 700 $aGoddard$b Sally$f1957-$01628738 701 $aPapp$b Luca$01628739 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910830518403321 996 $aAssessing neuromotor readiness for learning$93966042 997 $aUNINA