LEADER 00767nam2 22002411i 450 001 990002307440403321 005 20071219122252.0 035 $a000230744 035 $aFED01000230744 035 $a(Aleph)000230744FED01 035 $a000230744 100 $a20030910d1972----km-y0itay50------ba 101 0 $aeng 200 1 $a<>spectrophotometric measurement of turbid suspensions of cytochromes associated with drug metabolism 215 $ap.303-350 463 0$1001000221392 701 1$aEstabrook,$bRonald W.$063663 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aAN 912 $a990002307440403321 959 $aFFABC 996 $aSpectrophotometric measurement of turbid suspensions of cytochromes associated with drug metabolism$9388014 997 $aUNINA LEADER 02329nam 2200469 450 001 9910466268003321 005 20200520144314.0 035 $a(CKB)3710000001398654 035 $a(MiAaPQ)EBC4877914 035 $a(DLC) 2017024865 035 $a(Au-PeEL)EBL4877914 035 $a(CaPaEBR)ebr11398565 035 $a(CaONFJC)MIL1015311 035 $a(OCoLC)987909783 035 $a(EXLCZ)993710000001398654 100 $a20170711h20172017 uy p 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aTo hell and back $ean anthology of Dante's Inferno in English translation (1782-2013) /$fedited by Tim Smith, Marco Sonzogni 210 1$aAmsterdam, [Netherlands] ;$aPhiladelphia, [Pennsylvania] :$cJohn Benjamins Publishing Company,$d2017. 210 4$d©2017 215 $a1 online resource (296 pages) 311 $a90-272-1251-1 311 $a90-272-6540-2 320 $aIncludes bibliographical references and index. 330 $a"Dante Alighieri (1265-1321) maintained that translation destroys the harmony of poetry. Yet his Commedia has been translated into English time and again over the last two-and-a-bit centuries. At last count, 129 different translators have published at least one canticle of the Italian masterwork since the first in 1782, and countless more have translated individuals cantos. Among them there are some of the finest poets in the English language, including Robert Lowell and the Irish Nobel Laureate Seamus Heaney. Smith and Sonzogni have assembled and annotated two complete translations of Dante's most popular canticle, Inferno: 68 cantos each translated by a different translator. To Hell and Back is a celebration of the art and craft of poetry translation; of the lexical palettes and syntactical tempos of the English language; and, of course, of the genius of one of the greatest poets of all times" --$cProvided by publisher. 606 $aHell$vPoetry 608 $aElectronic books. 615 0$aHell 676 $a851.1 702 $aSmith$b Tim$f1992- 702 $aSonzogni$b Marco$f1971- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910466268003321 996 $aTo hell and back$91898272 997 $aUNINA LEADER 09707nam 22006615 450 001 9910485007103321 005 20240307124714.0 010 $a9783319171876 010 $a3319171879 024 7 $a10.1007/978-3-319-17187-6 035 $a(CKB)3710000000449528 035 $a(EBL)3567775 035 $a(SSID)ssj0001534844 035 $a(PQKBManifestationID)11835550 035 $a(PQKBTitleCode)TC0001534844 035 $a(PQKBWorkID)11497726 035 $a(PQKB)10118336 035 $a(DE-He213)978-3-319-17187-6 035 $a(MiAaPQ)EBC3567775 035 $z(PPN)258869682 035 $a(PPN)187684634 035 $a(EXLCZ)993710000000449528 100 $a20150716d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aSelected Regular Lectures from the 12th International Congress on Mathematical Education /$fedited by Sung Je Cho 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (917 p.) 300 $aDescription based upon print version of record. 311 08$a9783319171869 311 08$a3319171860 320 $aIncludes bibliographical references at the end of each chapters. 327 $aUnderstanding the nature of the geometric work through its development and its transformations: Kuzniak Alain (France) -- Integration of technology into mathematics teaching: Past, present and future:Adnan Baki (Turkey) -- Investigating the influence of teachers? pedagogical beliefs and reported practices on student achievement in basic mathematics: Allan B.I. Bernardo (Philippines), Auxencia A. Limjap (Philippines) -- Developing free computer-based learning objects for high school mathematics: Examples, issues and directions: Humberto José Bortolossi(Brazil) -- Doing research within the anthropological theory of the didactic: The case of school algebra: Marianna Bosch (Spain) -- Curriculum reform and mathematics learning: Evidence from two longitudinal studies:Jinfa Cai (USA) -- Mathematical problem solving beyond school: Digital tools and students? mathematical representations: Susana Carreira (Portugal) -- Teaching probability in secondary school: Paulo Cezar Pinto Carvalho (Brazil) -- Mathematics is alive! Project based mathematics: Kyung Yoon Chang (Korea) -- Weaving exploration in the process of acquisition and development of mathematical knowledge: Marcos Cherinda (Mozambique) -- An illustration of the explanatory and discovery functions of proof: Michael de Villiers (South Africa) -- Constructing abstract mathematical knowledge in context: Tommy Dreyfus (Israel) -- Digital technology in mathematics education: Why it works (or doesn?t): Paul Drijvers (Netherlands) -- Mathematical thinking styles in school and across cultures:Rita Borromeo Ferri (Germany) -- Learning to see: The viewpoint of the blind:Lourdes Figueiras (Spain), Abraham Arcavi(Israel) -- Issues and concerns about integrations of ICT into the teaching and learning of mathematics in Africa : Botswana case:Kgomotso Gertrude Garegae (Botswana) -- Learning mathematics in secondary school: Thecase of mathematical modelling enabled by technology: Jonaki B Ghosh (India) -- Doing mathematics in teacher preparation: Giving space and time to think, reflect, share and feel: Frédéric Gourdeau (Canada) -- Resources, at the core of mathematics teachers? work:Ghislaine Gueudet (France) -- Mathematics education reform movement in Indonesia:Sutarto Hadi (Indonesia) -- Emotions in problem solving: Markku S. Hannula (Finland) -- Freudenthal?s work continues:Marja van den Heuvel-Panhuizen(Netherland) -- Hands that see, hands that speak: Investigating relationships between sensory activity, forms of communicating and mathematical cognition:Lulu Healy (Brazil) -- Teachers learning together: Pedagogical reasoning in mathematics teachers? collaborative conversations:Ilana Seidel Horn (USA) -- Transforming education through lesson study: Thailand?s decade-long journey:Maitree Inprasitha (Thailand) -- Dialectic on the problem solving approach: Illustrating hermeneutics as the ground theory for lesson study in mathematics education:Masami Isoda (Japan) -- History, application, and philosophy of mathematics in mathematics education: Accessing and assessing students? overview and judgment:Uffe Thomas Jankvist (Denmark) -- Teaching mathematical modelling in school mathematics: Ok-Ki Kang (Korea), Jihwa Noh (Korea) -- Implications from Polya and Krutetskii:Wan Kang (Korea) -- Derivative or derivation?Matthias Kawski (USA) -- The social dimension of argumentation and proof in mathematics classrooms: Christine Knipping (Germany) -- Mathematical literacy for living in the highly constructionism: Theory of learning or theory of design?Chronis Kynigos (Greece) -- Adjacent schools with infinite distance ? Narratives from North Korean mathematics classrooms: Jung Hang Lee (USA/Korea) -- Mobile linear algebra with Sage: Sang-Gu Lee (Korea) -- Discernment andreasoning in dynamic geometry environments: Allen Leung (Hong Kong) -- Riding the third wave: Negotiating teacher and students? value preferences relating to effective mathematics lesson:Chap Sam Lim (Malaysia) -- Learning mathematics by creative or imitative reasoning:Johan Lithner (Sweden) -- Features of exemplary lessons under the curriculum reform in China: A case study on thirteen elementary mathematics lessons:Yunpeng Ma (China), Dongchen Zhao (China) -- Teachers, students and resources in mathematics Laboratory:Michela Maschietto (Italy) -- The common core state standards in mathematics:William McCallum (USA) -- From practical geometry to the laboratory method: the search for an alternative to Euclid in the history of teaching geometry:Marta Menghini (Italy) -- Research on mathematics classroom practice: An international perspective:Ida Ah Chee MOK (Hong Kong) -- Information-and-technology-oriented in the 21st Century: Mathematics education from the perspective of human life in society:Eizo Nagasaki (Japan) -- Exploring the nature of the transition to geometric proof through design experiments from the holistic perspective:Masakazu Okazaki (Japan) -- Laying foundations for statistical inference:Maxine Pfannkuch (New Zealand), Chris J. Wild (New Zealand) -- Mathematics education in Cambodia from 1980 to 2012: Challenges and perspectives 2025:Chan Roath(Cambodia) -- The challenges of preparing a mathematical lecture for the public:Yvan Saint-Aubin (Canada) -- Computer aided assessment of mathematics using stack: Christopher Sangwin (UK) -- Numerical analysis as a topic in school mathematics:Shailesh A Shirali (India) -- Visualizing mathematics at University? Examples from theory and practice of a linear algebra course:Blanca Souto-Rubio(Spain) -- On the golden ratio:Michel Spira (Brazil) -- The international assessment of mathematical literacy: PISA 2012framework and items:Kaye Stacey (Australia) -- Applications and modelling research in secondary classrooms: What have we learnt?Gloria Stillman (Australia) -- Hidden cultural variables to promote mathematics and mathematics education ? Are there royal roads?Guenter Toerner (Germany) -- Mathematics competition questions: Their pedagogical values and an alternative approach of classification:Tin Lam Toh (Singapore) -- What does it mean to understand some mathematics?Zalman Usiskin (USA) -- Mapping mathematical leaps of insight:Caroline Yoon (New Zealand) -- Conflicting perspectives of power, identity, access and language choice in multilingual teachers? voices:Lyn Webb (South Africa) -- Mathematics at university: The anthropological approach:Carl Winsløw (Denmark) -- Use of student mathematics questioning to promote active learning and metacognition:Khoon Yoong Wong (Singapore) -- The examination system in China: The case of Zhongkao mathematics:Yingkang Wu (China). 330 $aThis book comprises the full selected Regular Lectures from the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 4700 experts from 100 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. These selected Regular Lectures present the work of fifty-one prominent mathematics educators from all over the globe. The Lectures cover a wide spectrum of topics, themes, and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education. 606 $aMathematics$xStudy and teaching 606 $aInternational education 606 $aComparative education 606 $aEducation$xCurricula 606 $aMathematics Education 606 $aInternational and Comparative Education 606 $aCurriculum Studies 615 0$aMathematics$xStudy and teaching. 615 0$aInternational education. 615 0$aComparative education. 615 0$aEducation$xCurricula. 615 14$aMathematics Education. 615 24$aInternational and Comparative Education. 615 24$aCurriculum Studies. 676 $a370 702 $aCho$b Sung Je$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910485007103321 996 $aSelected Regular Lectures from the 12th International Congress on Mathematical Education$92846384 997 $aUNINA