LEADER 01038nam0-2200289 --450 001 9910356059103321 005 20191217151236.0 010 $a978-88-227-2785-5 100 $a20191217d2019----km y0itay50 ba 101 1 $aita$ceng 102 $aIT 105 $aa 001yy 200 1 $a<>giorno che cambiņ la seconda guerra mondiale$e6 giugno 1944$elo sbarco in Normandia: le diciannove ore che hanno segnato il destino del mondo$fJohn C. McManus 210 $aRoma$cNewton Compton$d2019 215 $a377 p., [16] p. di tav.$cill.$d23 cm 225 1 $a<>volti della storia$v515 454 0$a<>Dead and those about to die 610 0 $aGuerra mondiale 1939-1945$aOperazioni di sbarco$aNormandia 676 $a940.542142$v23$zita 700 1$aMcManus,$bJohn C.$0769571 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910356059103321 952 $aCollez. 2427 (515)$b2520/2019$fFSPBC 959 $aFSPBC 996 $aGiorno che cambiņ la seconda guerra mondiale$91568873 997 $aUNINA LEADER 03509nam 2200697 450 001 9910464315703321 005 20200520144314.0 010 $a1-4214-1307-8 035 $a(CKB)3710000000111569 035 $a(EBL)3318823 035 $a(SSID)ssj0001196016 035 $a(PQKBManifestationID)11675458 035 $a(PQKBTitleCode)TC0001196016 035 $a(PQKBWorkID)11162733 035 $a(PQKB)10477862 035 $a(MiAaPQ)EBC3318823 035 $a(OCoLC)880147747 035 $a(MdBmJHUP)muse32566 035 $a(Au-PeEL)EBL3318823 035 $a(CaPaEBR)ebr10872346 035 $a(EXLCZ)993710000000111569 100 $a20140527h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aPostsecondary play $ethe role of games and social media in higher education /$fedited by William G. Tierney [and three others] 210 1$aBaltimore, Maryland :$cJohns Hopkins University Press,$d2014. 210 4$d©2014 215 $a1 online resource (347 p.) 225 1 $aTech.edu : A Hopkins Series on Education and Technology 300 $aDescription based upon print version of record. 311 $a1-4214-1306-X 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $a""Cover""; ""Contents""; ""Acknowledgments""; ""Introduction. Why Games and Social Media?""; ""PART I: What Is the Current Landscape of Higher Education?""; ""1 The Disruptive Future of Higher Education""; ""2 The Need to Increase College Enrollment and Completion""; ""3 Transition Readiness: Making the Shift from High School to College in a Social Media World""; ""4 From Communication to Community: How Games and Social Media Affect Postsecondary Stakeholders""; ""PART II: Whata???s in a Game?""; ""5 What Games Do Well: Mastering Concepts in Play"" 327 $a""6 The Open Laptop Exam: Reflections and Speculations""""7 Games, Passion, and a???Highera??? Education""; ""8 Game-Like Learning: Leveraging the Qualities of Game Design and Play""; ""PART III: What Do We Know about Games and What Do We Need to Learn?""; ""9 Assessing Learning in Video Games""; ""10 Implications and Applications of Sociable Gaming for Higher Education""; ""11 Gender, Social Media, Games, and the College Landscape""; ""12 How Much Technology Is Enough?""; ""Conclusion. The Shape of Things to Come""; ""Glossary""; ""Contributors""; ""Index""; ""A""; ""B""; ""C""; ""D""; ""E"" 327 $a""F""""G""; ""H""; ""I""; ""J""; ""K""; ""L""; ""M""; ""N""; ""O""; ""P""; ""Q""; ""R""; ""S""; ""T""; ""U""; ""V""; ""W""; ""Y""; ""Z"" 410 0$aTech.edu : A Hopkins Series on Education and Technology 606 $aEducation, Higher$xEffect of technological innovations on 606 $aEducation, Higher$xSocial aspects 606 $aPlay$xSocial aspects 606 $aVideo games 606 $aComputer games 606 $aSocial media 608 $aElectronic books. 615 0$aEducation, Higher$xEffect of technological innovations on. 615 0$aEducation, Higher$xSocial aspects. 615 0$aPlay$xSocial aspects. 615 0$aVideo games. 615 0$aComputer games. 615 0$aSocial media. 676 $a378.1734 702 $aTierney$b William G. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464315703321 996 $aPostsecondary play$92184832 997 $aUNINA LEADER 05440nam 2200637 450 001 9910828458803321 005 20230803205515.0 010 $a90-272-6954-8 035 $a(CKB)3710000000251972 035 $a(EBL)1810437 035 $a(SSID)ssj0001347068 035 $a(PQKBManifestationID)12612810 035 $a(PQKBTitleCode)TC0001347068 035 $a(PQKBWorkID)11351288 035 $a(PQKB)11685969 035 $a(Au-PeEL)EBL1810437 035 $a(CaPaEBR)ebr10950166 035 $a(CaONFJC)MIL651861 035 $a(OCoLC)892799166 035 $a(MiAaPQ)EBC1810437 035 $a(EXLCZ)993710000000251972 100 $a20141017h20142014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aAptitude for interpreting /$fedited by Franz Po?chhacker, Minhua Liu 210 1$aAmsterdam, Netherlands ; :$cPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$d©2014 215 $a1 online resource (189 p.) 225 1 $aBenjamins Current Topics ;$vVolume 68 300 $aDescription based upon print version of record. 311 $a1-322-20581-7 311 $a90-272-4256-9 320 $aIncludes bibliographical references at the end of each chapters and indexes. 327 $aAptitude for Interpreting; Editorial page; Title page; LCC data; Table of contents; Aptitude for interpreting; References; Aptitude testing over the years; 1. Introduction; 2. What to look for in an interpreting candidate; 2.1 Ideal interpreter profiles: A consistent view over a 40-year span; 2.2 Other contributions to the debate; 3. How to measure interpreter candidates' skills?; 3.1 Types of tests; 3.1.1 Early aptitude test batteries; 3.1.2 More recent test battery descriptions; 4. Test validity and reliability; 4.1 Proposals for aptitude test designs; 4.2 Predictive aptitude tests 327 $a5. Conclusions References; Learning styles, motivation and cognitive flexibility in interpreter training; Introduction; Psychological traits: Learning styles, motivation and cognitive flexibility; Learning styles; Motivation; Cognitive flexibility; Methodology of aptitude and admission research; Lessius study programmes and student groups description; Analysis 1: Self-selection; Method; Results; Analysis 2: Prediction of successful completion of interpreter training; Method; Results; Discussion; References; A story of attitudes and aptitudes?; 1. Introduction; 2. Literature 327 $a2.1 ID variables in second language acquisition 2.2 ID variables in translation and interpreting studies; 3. ID variables examined in this study; 3.1 Linguistic self-confidence; 3.2 Motivation; 3.3 Language anxiety; 4. Experiment; 4.1 Participants; 4.2 Method; 4.3 Results; 4.3.1 ID variables; 4.3.2 The interpreting performance; 4.3.3 Relating interpreting performance to ID variables; 5. Conclusions and perspectives; References; Appendix 1: SPCC questionnaire; Appendix 2: Questionnaire based on AMTB; Cognitive and motivational contributors to aptitude; Introduction; Method; Participants 327 $aMaterials Procedure; Results; Type: Signed language (SL) and spoken language (SP) group comparisons; Level: Entry-level (EL) and advanced-level (AL) group comparisons; Discussion; Limitations and future research; References; Evaluating emotional stability as a predictor of interpreter competence and aptitude for interpreting; Introduction; Literature review; Personality and job performance; Research on personality and interpreters; Self-efficacy, goal orientation and negative affectivity; Research hypotheses; Methodology; Participants; The instrument; Procedure; Results 327 $aDiscussion and conclusions Implications for interpreter education; References; Domain-general cognitive abilities and simultaneous interpreting skill; Introduction; Method; Participants; Rating; Measurements; Cognitive Ability Measurements; Emotion-Cognition Interaction Measurements; Procedure; Results and discussion; Univariate analyses; Multivariate analyses; Discussion; General discussion and future directions; References; Testing aptitude for interpreting; 1. Introduction; 2. Methods; 2.1 Participants; 2.2 Scoring; 2.3 Outcome measures; 2.4 Statistical analysis; 3. Results 327 $a3.1 Scores on all variables 330 $aWith increasing numbers of students wishing to become conference interpreters, but limited capacities in most university degree programs, accurate admission testing is an important means of predicting an applicant's chances of completing the program successfully. This article focuses on three aptitude tests for simultaneous interpretation: Po?chhacker's SynCloze test; Chabasse's cognitive shadowing test; and Timarova?'s personalized cloze test. The test battery was administered at the start of the 2009/2010 academic year to students beginning the two-year Master's program in conference interpret 410 0$aBenjamins current topics ;$vVolume 68. 606 $aTranslating and interpreting$xStudy and teaching 615 0$aTranslating and interpreting$xStudy and teaching. 676 $a418/.020711 702 $aPo?chhacker$b Franz 702 $aLiu$b Minhua 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910828458803321 996 $aAptitude for interpreting$93998393 997 $aUNINA