LEADER 02564nam 2200529 450 001 9910787983303321 005 20230801231815.0 010 $a3-8382-5995-5 035 $a(CKB)2670000000547980 035 $a(EBL)3029480 035 $a(SSID)ssj0001466729 035 $a(PQKBManifestationID)11831236 035 $a(PQKBTitleCode)TC0001466729 035 $a(PQKBWorkID)11487940 035 $a(PQKB)10223961 035 $a(MiAaPQ)EBC2056687 035 $a(MiAaPQ)EBC5781817 035 $a(Au-PeEL)EBL5781817 035 $a(OCoLC)903956589 035 $a(EXLCZ)992670000000547980 100 $a20190619d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe biographer and the subject $ea study on biographical distance /$fRana Tekcan 210 1$aStuttgart :$cIbidem Verlag,$d2012. 215 $a1 online resource (178 p.) 225 1 $aStudies in English literatures 300 $aDescription based upon print version of record. 311 $a3-89821-995-X 320 $aIncludes bibliographical references and index. 327 $a""Table of Contents""; ""Acknowledgements""; ""Introduction""; ""1 Eating and Drinking with the Subject: Johnsona???s Life of Savage and Boswella???s Life of Johnson""; ""2 Judas and The Frog Prince: Stracheya???s Eminent Victorians and Holroyda???s Lytton Strachey""; ""3 Too Far For Comfort: Honana???s Jane Austen, Her Life and Motiona???s Keats""; ""Conclusion""; ""Bibliography""; ""Index"" 330 $aA good biography is a well-staged illusion. It creates -- on paper -- a vivid, rounded, and immediate sense of lived life. In contrast to purely fictional forms, biography writing does not allow total freedom to the biographer in the creative act. Ideally, a biography's backbone is formed by accurate historical facts. But its soul lies elsewhere. Since the concern is life, something more is needed: Nothing dry, cold or dead, but a vibrant impression of life that is left in the air after one turns over the last page. But how does a biographer do it? The way a biographer creates a subject is lar 410 0$aStudies in English literatures. 606 $aBiography as a literary form 615 0$aBiography as a literary form. 676 $a808.06692 700 $aTekcan$b Rana$01550044 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787983303321 996 $aThe biographer and the subject$93808583 997 $aUNINA LEADER 08615nam 22008655 450 001 9910484844103321 005 20251226203211.0 010 $a1-280-38686-X 010 $a9786613564788 010 $a3-642-13388-6 024 7 $a10.1007/978-3-642-13388-6 035 $a(CKB)2550000000011540 035 $a(SSID)ssj0000446566 035 $a(PQKBManifestationID)11297680 035 $a(PQKBTitleCode)TC0000446566 035 $a(PQKBWorkID)10496996 035 $a(PQKB)10589309 035 $a(DE-He213)978-3-642-13388-6 035 $a(MiAaPQ)EBC3065315 035 $a(PPN)149063598 035 $a(EXLCZ)992550000000011540 100 $a20100529d2010 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aIntelligent Tutoring Systems $e10th International Conference, ITS 2010, Pittsburgh, PA, USA, June 14-18, 2010, Proceedings, Part I /$fedited by Vincent Aleven, Judy Kay, Jack Mostow 205 $a1st ed. 2010. 210 1$aBerlin, Heidelberg :$cSpringer Berlin Heidelberg :$cImprint: Springer,$d2010. 215 $a1 online resource (XXX, 437 p. 97 illus.) 225 1 $aProgramming and Software Engineering,$x2945-9168 ;$v6094 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a3-642-13387-8 320 $aIncludes bibliographical references and index. 327 $aInvited Talks -- Can Research-Based Technology Change School-Based Learning? Perspectives from Singapore -- Modeling Emotion and Its Expression -- Active Learning in Technology-Enhanced Environments: On Sensible and Less Sensible Conceptions of ?Active? and Their Instructional Consequences -- Riding the Third Wave -- Social and Caring Tutors -- Educational Data Mining 1 -- Predicting Correctness of Problem Solving in ITS with a Temporal Collaborative Filtering Approach -- Detecting the Moment of Learning -- Comparing Knowledge Tracing and Performance Factor Analysis by Using Multiple Model Fitting Procedures -- Natural Language Interaction 1 -- Automatic Question Generation for Literature Review Writing Support -- Characterizing the Effectiveness of Tutorial Dialogue with Hidden Markov Models -- Exploiting Predictable Response Training to Improve Automatic Recognition of Children?s Spoken Responses -- ITS in Ill-Defined Domains -- Leveraging a Domain Ontology to Increase the Quality of Feedback in an Intelligent Tutoring System -- Modeling Long Term Learning of Generic Skills -- Eliciting Informative Feedback in Peer Review: Importance of Problem-Specific Scaffolding -- Inquiry Learning -- Layered Development and Evaluation for Intelligent Support in Exploratory Environments: The Case of Microworlds -- The Invention Lab: Using a Hybrid of Model Tracing and Constraint-Based Modeling to Offer Intelligent Support in Inquiry Environments -- Discovering and Recognizing Student Interaction Patterns in Exploratory Learning Environments -- Collaborative and Group Learning 1 -- Lesson Study Communities on Web to Support Teacher Collaboration for Professional Development -- Using Problem-Solving Context to Assess Help Quality in Computer-Mediated Peer Tutoring -- Socially Capable ConversationalTutors Can Be Effective in Collaborative Learning Situations -- Intelligent Games 1 -- Facial Expressions and Politeness Effect in Foreign Language Training System -- Intercultural Negotiation with Virtual Humans: The Effect of Social Goals on Gameplay and Learning -- Gaming the System -- An Analysis of Gaming Behaviors in an Intelligent Tutoring System -- The Fine-Grained Impact of Gaming (?) on Learning -- Squeezing Out Gaming Behavior in a Dialog-Based ITS -- Pedagogical Strategies 1 -- Analogies, Explanations, and Practice: Examining How Task Types Affect Second Language Grammar Learning -- Do Micro-Level Tutorial Decisions Matter: Applying Reinforcement Learning to Induce Pedagogical Tutorial Tactics -- Examining the Role of Gestures in Expert Tutoring -- Affect 1 -- A Time for Emoting: When Affect-Sensitivity Is and Isn?t Effective at Promoting Deep Learning -- The Affective and Learning Profiles of Students Using an Intelligent Tutoring System for Algebra -- The Impact of System Feedback on Learners? Affective and Physiological States -- Games and Augmented Reality -- Investigating the Relationship between Presence and Learning in a Serious Game -- Developing Empirically Based Student Personality Profiles for Affective Feedback Models -- Evaluating the Usability of an Augmented Reality Based Educational Application -- Pedagogical Agents, Learning Companions, and Teachable Agents -- What Do Children Favor as Embodied Pedagogical Agents? -- Learning by Teaching SimStudent: Technical Accomplishments and an Initial Use with Students -- The Effect of Motivational Learning Companions on Low Achieving Students and Students with Disabilities -- Intelligent Tutoring and Scaffolding 1 -- Use of a Medical ITS Improves Reporting Performance among Community Pathologists -- Hints: Is It Better toGive or Wait to Be Asked? -- Error-Flagging Support for Testing and Its Effect on Adaptation -- Metacognition -- Emotions and Motivation on Performance during Multimedia Learning: How Do I Feel and Why Do I Care? -- Metacognition and Learning in Spoken Dialogue Computer Tutoring -- A Self-regulator for Navigational Learning in Hyperspace -- Pedagogical Strategies 2 -- How Adaptive Is an Expert Human Tutor? -- Blocked versus Interleaved Practice with Multiple Representations in an Intelligent Tutoring System for Fractions -- Improving Math Learning through Intelligent Tutoring and Basic Skills Training. 330 $aThe 10th International Conference on Intelligent Tutoring Systems, ITS 2010, cont- ued the bi-annual series of top-flight international conferences on the use of advanced educational technologies that are adaptive to users or groups of users. These highly interdisciplinary conferences bring together researchers in the learning sciences, computer science, cognitive or educational psychology, cognitive science, artificial intelligence, machine learning, and linguistics. The theme of the ITS 2010 conference was Bridges to Learning, a theme that connects the scientific content of the conf- ence and the geography of Pittsburgh, the host city. The conference addressed the use of advanced technologies as bridges for learners and facilitators of robust learning outcomes. We received a total of 186 submissions from 26 countries on 5 continents: Aust- lia, Brazil, Canada, China, Estonia, France, Georgia, Germany, Greece, India, Italy, Japan, Korea, Mexico, The Netherlands, New Zealand, Pakistan, Philippines, Saudi Arabia, Singapore, Slovakia, Spain, Thailand, Turkey, the UK and USA. We accepted 61 full papers (38%) and 58 short papers. The diversity of the field is reflected in the range of topics represented by the papers submitted, selected by the authors. 410 0$aProgramming and Software Engineering,$x2945-9168 ;$v6094 606 $aEducation$xData processing 606 $aUser interfaces (Computer systems) 606 $aHuman-computer interaction 606 $aMultimedia systems 606 $aSocial sciences$xData processing 606 $aNatural language processing (Computer science) 606 $aArtificial intelligence 606 $aComputers and Education 606 $aUser Interfaces and Human Computer Interaction 606 $aMultimedia Information Systems 606 $aComputer Application in Social and Behavioral Sciences 606 $aNatural Language Processing (NLP) 606 $aArtificial Intelligence 615 0$aEducation$xData processing. 615 0$aUser interfaces (Computer systems) 615 0$aHuman-computer interaction. 615 0$aMultimedia systems. 615 0$aSocial sciences$xData processing. 615 0$aNatural language processing (Computer science) 615 0$aArtificial intelligence. 615 14$aComputers and Education. 615 24$aUser Interfaces and Human Computer Interaction. 615 24$aMultimedia Information Systems. 615 24$aComputer Application in Social and Behavioral Sciences. 615 24$aNatural Language Processing (NLP). 615 24$aArtificial Intelligence. 676 $a374.26 701 $aAleven$b Vincent$01756236 701 $aKay$b Judy$01686597 701 $aMostow$b Jack$01756237 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910484844103321 996 $aIntelligent tutoring systems$94193446 997 $aUNINA