LEADER 02636nam 2200577 a 450 001 9910453621103321 005 20200520144314.0 010 $a1-281-51520-5 010 $a9786611515201 010 $a0-19-155318-2 035 $a(CKB)1000000000541094 035 $a(EBL)415971 035 $a(OCoLC)458705906 035 $a(SSID)ssj0000250600 035 $a(PQKBManifestationID)11194226 035 $a(PQKBTitleCode)TC0000250600 035 $a(PQKBWorkID)10244739 035 $a(PQKB)10360069 035 $a(MiAaPQ)EBC415971 035 $a(Au-PeEL)EBL415971 035 $a(CaPaEBR)ebr10237112 035 $a(CaONFJC)MIL151520 035 $a(EXLCZ)991000000000541094 100 $a20071129d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe stanzaic architecture of early Greek elegy$b[electronic resource] /$fChristopher A. Faraone 210 $aOxford ;$aNew York $cOxford University Press$d2008 215 $a1 online resource (213 p.) 300 $aDescription based upon print version of record. 311 $a0-19-923698-4 320 $aIncludes bibliographical references (p. [179]-188) and indexes. 327 $aContents; Note on Abbreviations and Transliterations; 1. Introduction; 2. Internal Structure; 3. Composition; 4. Performance; 5. Improvisation; 6. Innovation and Archaism; 7. Revival; 8. Conclusions; Appendices; Glossary; Bibliography; Indexes 330 $aA study of poetic form in early Greek elegy. Christopher A. Faraone draws on analogies from Italian and English song and poetry of the Renaissance. All Greek is translated and all technical terms explained. - ;In this study of poetic form in early Greek elegy, Christopher A. Faraone argues against the prevailing assumption that it was a genre of stichic poetry derived from or dependent on epic verse. Faraone emphasizes the fact that early elegiac poets composed their songs to the tune of an aulos (a kind of oboe) and used a five-couplet stanza as a basic unit of composition. He points out how 606 $aElegiac poetry, Greek$xHistory and criticism 606 $aGreek language$xMetrics and rhythmics 608 $aElectronic books. 615 0$aElegiac poetry, Greek$xHistory and criticism. 615 0$aGreek language$xMetrics and rhythmics. 676 $a884/.0109 700 $aFaraone$b Christopher A$0223741 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453621103321 996 $aStanzaic architecture of early Greek elegy$91119693 997 $aUNINA LEADER 02729nam 2200373 450 001 9910720517803321 005 20230704092010.0 035 $a(CKB)5710000000123940 035 $a(NjHacI)995710000000123940 035 $a(EXLCZ)995710000000123940 100 $a20230704d2019 uy 0 101 0 $ager 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aWie Bilder «entstehen»$hBand 1 $eEigenschaften und Entwicklung /$fDieter Maurer and Claudia Riboni 210 1$aBern, Switzerland :$cPeter Lang International Academic Publishing Group,$d2019. 215 $a1 online resource (593 pages) $cillustrations 330 $aDieser fu?nfte Band (und das mit ihm verbundene Bildarchiv) stellt eine Untersuchung der Eigenschaften und Entwicklung fru?her Bilder von Kindern Su?dindiens und Indonesiens dar und vergleicht die Ergebnisse mit denjenigen der vorga?ngigen Untersuchung europa?ischer Kinder (siehe Band 1). Im Zentrum steht dabei die Frage, ob sich ein substantieller Teil der fru?hen Bildentwicklung in der Ontogenese fu?r sehr verschiedene Kontexte der Bildproduktion und -rezeption als quasiidentisch dokumentieren la?sst, oder ob sich fru?he Bilder grundsa?tzlich als konventionell und also als kodiert erweisen. (In der Literatur werden Studien dieser Art ha?ufig als «kulturvergleichend» bezeichnet.) Band 1 «Eigenschaften und Entwicklung» (und das mit ihm verbundene Bildarchiv) erla?utert und illustriert die zeichnerische und malerische Entwicklung von europa?ischen Kindern im Vorschulalter, untersucht anhand fru?her Bilder als fertigen Produkten. Band 2 «Bildarchiv Europa und Materialien» (inkl. DVD) entha?lt alle Bildersammlungen der in Band 1 dargestellten Untersuchung sowie zusa?tzliche Illustrationen, Texte, Tabellen und Abbildungen. Band 3 «Beschreibende Methode» erla?utert und illustriert ausfu?hrlich die begrifflichen und methodischen Einzelheiten der Beschreibung fru?her Bilder als fertigen Produkten. Die untersuchten Bild- und Filmarchive sind u?ber www.early-pictures.ch ein-sehbar. Band 4 «Prozess und Produkt» (und das mit ihm ver-bundene Filmarchiv) stellt eine Untersuchung des Verha?ltnisses von Prozess und Produkt fru?her Bilder in der Ontogenese vor. 517 $aWie Bilder «entstehen». 606 $aClassification$xPictures 606 $aArt 615 0$aClassification$xPictures. 615 0$aArt. 676 $a025.347 700 $aMaurer$b Dieter$0893909 702 $aRiboni$b Claudia 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910720517803321 996 $aWie Bilder "entstehen"$92105949 997 $aUNINA LEADER 05408nam 2200637 a 450 001 9910830707803321 005 20230310151643.0 010 $a1-282-34971-6 010 $a9786612349713 010 $a0-470-98813-4 010 $a0-470-98663-8 035 $a(CKB)1000000000578517 035 $a(EBL)406485 035 $a(OCoLC)476225777 035 $a(SSID)ssj0000115630 035 $a(PQKBManifestationID)11143662 035 $a(PQKBTitleCode)TC0000115630 035 $a(PQKBWorkID)10026251 035 $a(PQKB)10590308 035 $a(MiAaPQ)EBC406485 035 $a(EXLCZ)991000000000578517 100 $a20080122d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBuilding blocks for learning, occupational therapy approaches $epractical strategies for the inclusion of special needs in primary school /$fJill Jenkinson, Tessa Hyde and Saffia Ahmad 210 1$aChichester, West Sussex :$cWiley-Blackwell,$d[2008] 215 $a1 online resource (450 pages) 300 $aDescription based upon print version of record. 311 $a0-470-05857-9 320 $aIncludes bibliographical references (pages 421-422) and index. 327 $aBuilding Blocks for Learning: Occupational Therapy Approaches; Contents; Foreword; Acknowledgements; Introduction; Online resources; Foundation Skills; Introduction to foundation skills; FS 1 Introduction to sensory processing; FS 1A Vestibular processing (movement and balance sense); FS 1B Tactile sense and tactile processing; FS 1C Proprioceptive processing/sense; FS 1D Auditory processing; FS 1E Visual processing; FS 2 Introduction to gross motor coordination; FS 2A Motor planning; FS 2B Postural stability and balance; FS 2C Spatial and body awareness; FS 2D Bilateral integration 327 $aFS 2E Midline crossing and lateralityFS 3 Introduction to fine motor control; FS 3A Visual motor integration; FS 3B Vision and ocular motor control; FS 3C Manual dexterity; FS 4 Introduction to perception; FS 4A Visual discrimination; FS 4B Visual spatial relationships; FS 4C Visual form constancy; FS 4D Visual figure ground discrimination; FS 4E Visual closure; FS 4F Visual memory; FS 5 Introduction to language; FS 5A Attention and listening; FS 5B Receptive language; FS 5C Expressive language; FS 5D Auditory memory; FS 6 Organisation; FS 7 Social and emotional aspects; Subject Areas 327 $aIntroduction to subject areasSA 1 General behaviour; SA 2 Literacy; SA 3 Numeracy; SA 4 Science; SA 5 Art and Design; SA 6 Information Communication Technology; Subject areas teacher observation summary chart; Personalised profile for child; Medical Conditions; Introduction to medical conditions; MC 1 Attention deficit disorder/attention deficit hyperactivity disorder; MC 2 Autistic spectrum disorders, including Asperger's syndrome; MC 3 Cerebral palsy; MC 4 Developmental coordination disorder including dyspraxia; MC 5 Physical disabilities; Occupational Therapy Approaches 327 $aIntroduction to occupational therapy approachesOTA 1 Building firm foundations for spatial and body awareness; OTA 2 Building firm foundations for left/right awareness; General activities; Activities to help with left/right discrimination on oneself; Activities to help with left/right orientation on others; Activities to help with left/right discrimination of objects; Activities to help with left/right orientation and tracking when writing; OTA 3 Building firm foundations for fine motor control; Warm up for the upper limb; Handwriting warm up; Hand gym; Ideas for using therapeutic putty 327 $aPencil aerobicsDoodle games; Hand/finger relaxation strategies; OTA 4 Building firm foundations for handwriting; Handwriting; Development of pencil grasp; Efficient and inefficient grasps; Improving pencil grasp; Three easy stages for teaching pencil grip; Equipment to help develop pencil grasp and fluency; Commercially available equipment; Hand development for handwriting; Ergonomics; Table surface; Texture of writing paper or surface; Paper position; Position in class; Development of pencil skills; Pre-writing skills, based around using your senses; Multi-sensory handwriting approach 327 $aEstablishing correct pressure 330 $aBuilding Blocks for Learning Occupational Therapy Approaches is a resource book for educational staff and pediatric occupational therapists, especially those new to the field. It shows how the implications of physical, psychological, social, and learning difficulties impact upon children's abilities. This highly practical book will help readers recognize when a student's poor performance within the classroom is a result of a medical condition or underlying motor and perceptual deficits. 606 $aSpecial education 606 $aOccupational therapy for children 615 0$aSpecial education. 615 0$aOccupational therapy for children. 676 $a371.9 676 $a371.90472 700 $aJenkinson$b Jill$01640827 701 $aHyde$b Tessa$01640828 701 $aAhmad$b Saffia$01640829 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910830707803321 996 $aBuilding blocks for learning, occupational therapy approaches$93984566 997 $aUNINA