LEADER 01687oam 2200469 450 001 9910703413603321 005 20150623153521.0 035 $a(CKB)5470000002431559 035 $a(OCoLC)908157163 035 $a(EXLCZ)995470000002431559 100 $a20150429d2014 ua 0 101 0 $aeng 135 $aurmn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCreep behavior of structural insulated panels (SIPs) $eresults from a pilot study /$fDwight McDonald [and six others] 210 1$aMadison, WI. :$cUnited States Department of Agriculture, Forest Service, Forest Products Laboratory,$d2014. 215 $a1 online resource (12 pages) $ccolor illustrations 225 1 $aResearch note FPL ;$vRN-0332 300 $a"December 2014." 300 $aTitle from title screen (viewed June 23, 2015). 517 $aCreep behavior of structural insulated panels 606 $aExterior walls$zUnited States$xEvaluation 606 $aExterior insulation and finish systems$zUnited States$xEvaluation 606 $aPlates (Engineering) 606 $aSandwich construction 606 $aWall panels 615 0$aExterior walls$xEvaluation. 615 0$aExterior insulation and finish systems$xEvaluation. 615 0$aPlates (Engineering) 615 0$aSandwich construction. 615 0$aWall panels. 700 $aMcDonald$b Dwight$0570221 712 02$aForest Products Laboratory (U.S.), 801 0$bORE 801 1$bORE 801 2$bGPO 906 $aBOOK 912 $a9910703413603321 996 $aCreep behavior of structural insulated panels (SIPs)$93546614 997 $aUNINA LEADER 05281nam 2200649Ia 450 001 9910791814703321 005 20230725021227.0 010 $a1-283-90625-2 010 $a0-85700-284-8 035 $a(CKB)2560000000070447 035 $a(EBL)677640 035 $a(OCoLC)711747250 035 $a(SSID)ssj0000468518 035 $a(PQKBManifestationID)11272126 035 $a(PQKBTitleCode)TC0000468518 035 $a(PQKBWorkID)10507235 035 $a(PQKB)11257869 035 $a(MiAaPQ)EBC677640 035 $a(Au-PeEL)EBL677640 035 $a(CaPaEBR)ebr10446966 035 $a(CaONFJC)MIL421875 035 $a(EXLCZ)992560000000070447 100 $a20100107d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDivorce and the special needs child$b[electronic resource] $ea guide for parents /$fMargaret "Pegi" Price 210 $aLondon ;$aPhiladelphia $cJessica Kingsley Publishers$d2010 215 $a1 online resource (274 p.) 300 $aDescription based upon print version of record. 311 $a1-84905-825-3 320 $aIncludes bibliographical references and index. 327 $aFRONT COVER; Divorce and the Special Needs Child:A Guide for Parents; Contents; DISCLAIMER; NOTE; ABOUT THE AUTHOR; PREFACE; CHAPTER 1Your Child's Special Needs; Types of special needs and disabilities; Why does this matter in divorce court?; Impact of divorce on special needs children; CHAPTER 2How to Hire a Good Divorce Lawyer for Your Special Needs Case; Choosing your divorce lawyer; Finding good candidates; The interview; The lawyer's approach and personality; The lawyer's credentials; Expectations; Office procedures and practices; CHAPTER 3How Does a Case Go through Divorce Court? 327 $aOverview of family courtsThe first documents filed with the court; Additional documents filed with the court; Temporary orders and other motions; Orders of Protection; Court meetings or conferences; Discovery; What you need to know before the first court date; Settlement or trial; CHAPTER 4What Is Different about Your Case?; Child custody and visitation; Child support; Alimony (maintenance or spousal support); Property distribution and retirement accounts; Guardian-ad-Litem; Expert witnesses; Proving your case to the court; Parenting Plan; Settlement Agreement; Judgment of Dissolution 327 $aCHAPTER 5Child Custody and VisitationCustody factors; Visitation factors; Unique custody and visitation factors for a child with special needs; CHAPTER 6Child Support; Current expenses; Therapy, equipment, and medications; Supplements, dietary costs, and sensory items; Respite care; Professionals; Home modifications; Future changes in the child's condition or needs; CHAPTER 7Alimony (maintenance or spousal support); Primary caregiver's job future; Primary caregiver's future retirement savings; How the noncustodial parent can help; CHAPTER 8Property Distribution and Retirement Accounts 327 $aHow do we split up the house and other property?What should we do about the debts?; How do we handle the retirement accounts?; CHAPTER 9How You Can Help Your Lawyer Get the Best Result; Reasonable expectations; Be cooperative, not confrontational; Collect medical and educational documents; Help educate your lawyer on your child's special needs; Get evaluations and reports; Guardian-ad-Litem; Expert witnesses; Translate the jargon for your lawyer; CHAPTER 10Tying up Loose Ends; Share information; Sign releases and authorizations; Papers to sign; Car titles, mortgages, and quitclaim deeds 327 $aBank and financial accountsEmployers and insurance; Retirement accounts; Schools, daycare, therapists, and doctors; CHAPTER 11Life after Divorce; Your new reality; Two households and visitation; Less money, more expenses; Future relationships; Protecting your child; CHAPTER 12What to Do When Things Change in the Future; When can the court help me in the future?; What should I do then?; CHECKLISTS; SAMPLE DOCUMENTS; REFERENCES; BIBLIOGRAPHY; RESOURCES; GLOSSARY; INDEX 330 $aThis book takes a comprehensive look at every aspect of the legal divorce process, and addresses the legal issues that divorcing parents of children with special needs face. It guides parents through the initial hurdles of choosing the right lawyer for their case, and explains exactly how to work with them to achieve the best possible outcome. 606 $aChildren of divorced parents$xServices for$zUnited States$vPopular works 606 $aChildren with disabilities$xLegal status, laws, etc$zUnited States$vPopular works 606 $aDivorce$xLaw and legislation$zUnited States$vPopular works 606 $aDivorced parents$zUnited States$vHandbooks, manuals, etc 615 0$aChildren of divorced parents$xServices for 615 0$aChildren with disabilities$xLegal status, laws, etc. 615 0$aDivorce$xLaw and legislation 615 0$aDivorced parents 676 $a346.7301/66 700 $aPrice$b Margaret S$01551113 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910791814703321 996 $aDivorce and the special needs child$93810429 997 $aUNINA LEADER 05764nam 2200721Ia 450 001 9910968835703321 005 20251117064201.0 010 $a9786612104909 010 $a9781282104907 010 $a128210490X 010 $a9789027291066 010 $a9027291063 024 7 $a10.1075/btl.82 035 $a(CKB)1000000000722888 035 $a(SSID)ssj0000130979 035 $a(PQKBManifestationID)11134209 035 $a(PQKBTitleCode)TC0000130979 035 $a(PQKBWorkID)10098309 035 $a(PQKB)10326298 035 $a(MiAaPQ)EBC622386 035 $a(Au-PeEL)EBL622386 035 $a(CaPaEBR)ebr10279950 035 $a(CaONFJC)MIL210490 035 $a(OCoLC)646801393 035 $a(DE-B1597)721751 035 $a(DE-B1597)9789027291066 035 $a(EXLCZ)991000000000722888 100 $a20080922d2009 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCorpus use and translating $ecorpus use for learning to translate and learning corpus use to translate /$fedited by Allison Beeby, Patricia Rodriguez Ines and Pilar Sanchez-Gijon 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d2009 215 $a1 online resource (x, 151 p.) 225 1 $aBenjamins translation library,$x0929-7316 ;$vv. 82 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9789027224262 311 08$a9027224269 320 $aIncludes bibliographical references and index. 327 $aCorpus Use and Translating -- Editorial page -- Title page -- LCC data -- Table of contents -- List of editors and contributors -- Introduction -- References -- Using corpora and retrieval software as a source of materials for the translation classroom -- 1. The role of corpus-related resources in translator training -- 2. Pedagogic assumptions: Objectives and methodology -- 3. Designing corpus-related translation tasks -- 4. Conclusion -- References -- Appendix 1. Tasks with als and wenn for the German-Catalan translation classroom -- Appendix 2. A multiple choice task based on a corpus of student translations -- Appendix 3. Tasks with now for the English-Catalan translation classroom -- Appendix 4. References to text in COVALT corpus -- Safeguarding the lexicogrammatical environment: Translating semantic prosody -- Introduction -- 1. Studies on semantic prosody -- 2. The teaching module: Methodology and results -- 3. Discussion of the methodology adopted -- 4. Summing up: Corpus use and learning to translate -- References -- Are translations longer than source texts? A corpus-based study of explicitation -- 1. Introduction -- 2. Explicitation -- 3. Text length in COMPARA 5.2 -- 4. Results -- 5. Conclusions -- 6. Implications for translator education -- Acknowledgements -- References -- Arriving at equivalence: Making a case for comparable general reference corpora in translation studi -- 1. Introduction -- 2. Comparability and general reference corpora -- 3. Background to this research -- 4. Identifying translation equivalents -- 5. Native norms and creativity in translation -- 6. Discussion -- References -- Virtual corpora as documentation resources: Translating travel insurance documents (English-Spani -- 1. Introduction -- 2. Corpora in translation training -- 3. Guidelines for corpus creation -- 4. Determining corpus representativeness. 327 $a5. Using the corpus to translate -- 6. Conclusion -- References -- Developing documentation skills to build do-it-yourself corpora in the specialised translation cour -- 1. Specialised translation and the translator's needs -- 2. Documentation in translator training -- 3. The use of a DIY corpus as a documentation resource -- 4. Conclusions -- References -- Evaluating the process and not just the product when using corpora in translator education -- 1. Introduction -- 2. Theoretical background -- 3. Pedagogical framework and proposal -- 4. Results -- 5. Conclusions -- References -- Subject index -- The series Benjamins Translation Library. 330 $aProfessional translators are increasingly dependent on electronic resources, and trainee translators need to develop skills that allow them to make the best use of these resources. The aim of this book is to show how CULT (Corpus Use for Learning to Translate) methodologies can be used to prepare learning materials, and how novice translators can become autonomous users of corpora. Readers interested in translation studies, translator training and corpus linguistics will find the book particularly useful. Not only does it include practical, technical advice for using and learning to use corpora, but it also addresses important issues such as the balance between training and education and how CULT methodologies reinforce student autonomy and responsibility. 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