LEADER 04040nam 2200709Ia 450 001 9910464186703321 005 20211014222550.0 010 $a3-11-090758-5 024 7 $a10.1515/9783110907582 035 $a(CKB)3460000000080958 035 $a(EBL)936554 035 $a(OCoLC)843635443 035 $a(SSID)ssj0000560124 035 $a(PQKBManifestationID)11342021 035 $a(PQKBTitleCode)TC0000560124 035 $a(PQKBWorkID)10568111 035 $a(PQKB)11410730 035 $a(MiAaPQ)EBC936554 035 $a(WaSeSS)Ind00013987 035 $a(DE-B1597)40919 035 $a(OCoLC)979636316 035 $a(DE-B1597)9783110907582 035 $a(Au-PeEL)EBL936554 035 $a(CaPaEBR)ebr10597416 035 $a(EXLCZ)993460000000080958 100 $a19960216d1996 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aPragmatic markers in English$b[electronic resource] $egrammaticalization and discourse functions /$fLaurel J. Brinton 205 $aReprint 2010 210 $aBerlin ;$aNew York $cMouton de Gruyter$d1996 215 $a1 online resource (428 p.) 225 0 $aTopics in English Linguistics [TiEL] ;$v19 300 $aDescription based upon print version of record. 311 0 $a3-11-014872-2 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tChapter 1. "Mystery features" of Old and Middle English --$tChapter 2. Conceptual background --$tChapter 3. Middle English gan --$tChapter 4. Middle and Early Modern English anon --$tChapter 5. Old English episode boundary markers --$tChapter 6. Middle English episode boundary markers --$tChapter 7. Old English hwæt --$tChapter 8. Middle English I gesse --$tChapter 9. Concluding remarks --$tAppendices --$tAppendix A. Substantive studies of individual pragmatic markers in Modern English --$tAppendix B. Typologies of pragmatic markers in Modern English --$tAppendix C. Occurrences of gan in Troilus and Criseyde --$tAppendix D. Cooccurrence of adverbials with gan in Troilus and Criseyde --$tAppendix E. Episodic structure and occurrences of anon and gan in Book II of Troilus and Criseyde --$tAppendix F. Occurrences of anon in Books 6, 11, and 16 of Le morte d'Arthur --$tAppendix G. Bifel-constructions in The Canterbury tales --$tAppendix H. Bifel-constructions in Le morte d'Arthur --$tAppendix I. Preposed whan-clauses in "The Knight's tale" --$tAppendix J. Preposed whan-clauses in Book 16 of Le morte d'Arthur --$tAppendix K. First-person epistemic parentheticals in The Canterbury tales --$tAppendix L. First-person epistemic parentheticals in Troilus and Criseyde --$tAppendix M. Occurrences of God woot in The Canterbury tales --$tAppendix N. Occurrences of God woot in Troilus and Criseyde --$tAppendix O. Occurrences of trusteth me wel in The Canterbury tales --$tNotes --$tReferences --$tIndex 330 $aGrammaticalization and Discourse Functions Laurel J. Brinton. Chapter 2 Conceptual background 2.0. Introduction This chapter examines the scholarly literature on a number of concepts important for the study of pragmatic markers. 410 0$aTopics in English linguistics ;$v19. 606 $aEnglish language$xParticles 606 $aEnglish language$xDiscourse analysis 606 $aEnglish language$yOld English, ca. 450-1100$xDiscourse analysis 606 $aEnglish language$yMiddle English, 1100-1500$xDiscourse analysis 606 $aPragmatics 608 $aElectronic books. 615 0$aEnglish language$xParticles. 615 0$aEnglish language$xDiscourse analysis. 615 0$aEnglish language$xDiscourse analysis. 615 0$aEnglish language$xDiscourse analysis. 615 0$aPragmatics. 676 $a420/.141 700 $aBrinton$b Laurel J$0175872 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464186703321 996 $aPragmatic Markers in English$9230352 997 $aUNINA LEADER 04307nam 2200673 450 001 9910798463503321 005 20230125222015.0 010 $a1-63157-380-2 035 $a(CKB)3710000000731573 035 $a(BEP)4560115 035 $a(OCoLC)953642638 035 $a(CaBNVSL)swl00406722 035 $a(Au-PeEL)EBL4560115 035 $a(CaPaEBR)ebr11225274 035 $a(CaONFJC)MIL933209 035 $a(OCoLC)956133126 035 $a(CaSebORM)9781631573804 035 $a(MiAaPQ)EBC4560115 035 $a(EXLCZ)993710000000731573 100 $a20160715d2016 fy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aStop teaching $eprinciples and practices for responsible management education /$fIsabel Rimanoczy 205 $aFirst edition. 210 1$aNew York, New York (222 East 46th Street, New York, NY 10017) :$cBusiness Expert Press,$d2016. 215 $a1 online resource (xxix, 151 pages) 225 1 $aPrinciples for responsible management education collection,$x2331-0022 311 $a1-63157-379-9 320 $aIncludes bibliographical references (pages 133-148) and index. 327 $aPart 1. Why do we need a change? -- 1. Pedagogy frozen in time -- 2. What business schools can learn from business -- 3. From teaching to facilitating learning -- 327 $aPart 2. What is action reflection learning? -- 4. The Scandinavian rebels' initiative -- 5. The 10 ARL principles -- 6. Principle 1: relevance -- 7. Principle 2: tacit knowledge -- 8. Principle 3: reflection -- 9. Principle 4: self-awareness -- 10. Principle 5: social learning -- 11. Principle 6: paradigm shift -- 12. Principle 7: systems thinking -- 13. Principle 8: integration -- 14. Principle 9: repetition and reinforcement -- 15. Principle 10: learning facilitator -- 327 $aPart 3. So what is the impact? -- 16. Different roles for a teacher -- 17. The flipped classroom and what it takes -- 18. Evaluating results -- 19. Going back to the purpose -- 20. Developing change accelerators -- 21. Closing remarks -- Appendix -- Notes -- References -- Index. 330 3 $aWhat do we need to change in order to develop a new generation of business leaders who connect profits with purpose, who see in social entrepreneurship and innovation the key opportunity for addressing our planetary challenges? The answer lays in the contents we select to teach, in the values we invite to explore and develop, and in the methods we use. In the era of 24/7 global access to information from our mobile gadgets, many institutions of higher education are still sitting students in rows or amphitheaters, measuring success via tests and evaluations, with instructors lecturing what students should learn. And instructors feel the challenge of competing with sleepy audiences that divide their attention between their cell phones and the speaker. Stop teaching, the author says, inviting instructors in management schools and higher education to adopt some proven learning principles that can reengage students, unleash their potentials, and foster them to shape the world they want to live in. And have fun doing it. Through adult learning research, guides, activities, and stories from pioneering learning facilitators in education and corporate training, Rimanoczy brings a long-needed revamp to educational institutions that want to be part of responsible management education. 410 0$aPrinciples for responsible management education collection.$x2331-0022 606 $aManagement$xStudy and teaching 610 $aaction learning 610 $aaction reflection learning 610 $aadult learning 610 $aandragogy 610 $ablended learning 610 $aempowering students 610 $aholistic pedagogy 610 $astudent engagement 610 $ateaching adults 610 $ateaching for sustainability 610 $aUN PRME learning methods 615 0$aManagement$xStudy and teaching. 676 $a658.407124 700 $aRimanoczy$b Isabel$f1956-,$01518665 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910798463503321 996 $aStop teaching$93756361 997 $aUNINA