LEADER 00999nam0-22003491i-450 001 990007901920403321 005 20211210095628.0 010 $a0-12-336380-2 035 $a000790192 035 $aFED01000790192 035 $a(Aleph)000790192FED01 035 $a000790192 100 $a20040701d1985----km-y0itay50------ba 101 0 $aeng 102 $aUS 105 $ay---j---001yy 200 1 $aStatistical methods for meta-analysis$fLarry V. Hedges, Ingram Olkin 210 $aSan Diego$cAcademic Press$dc1985 215 $aXXII, 369 p.$cill.$d24 cm 610 0 $aBiostatistica 610 0 $aScienze sociali$aStatistica 676 $a574.105 195 676 $a300.72$v23$zita 700 1$aHedges,$bLarry V.$0283813 701 1$aOlkin,$bIngram$041579 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990007901920403321 952 $a60 300.72 HEDL 1985$b9502$fFAGBC 959 $aFAGBC 996 $aStatistical methods for meta-analysis$9670726 997 $aUNINA LEADER 01112nam 2200373 450 001 9910815621603321 005 20200302113801.0 010 $a1-9755-0151-9 035 $a(CKB)4100000010118396 035 $a(MiAaPQ)EBC6026519 035 $a(EXLCZ)994100000010118396 100 $a20200302d2020 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aOpting out $ethe story of the parents' grassroots movement to achieve whole-child public schools /$fby David Hursh [and four others] 210 1$aGorham, Maine :$cMyers Education Press,$d[2020] 210 4$dİ2020 215 $a1 online resource (143 pages) 311 $a1-9755-0149-7 606 $aEducation and state$zUnited States 607 $aUnited States$2fast 615 0$aEducation and state 676 $a379.73 700 $aHursh$b David W.$fH1948-$01668194 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910815621603321 996 $aOpting out$94028621 997 $aUNINA LEADER 00992nas 2200385 c 450 001 9910895159503321 005 20240201115710.0 035 $a(CKB)3790000000122942 035 $a(DE-599)ZDB2712325-X 035 $a(OCoLC)1156663423 035 $a(OCoLC)844068497 035 $a(DE-101)1033647365 035 $a(EXLCZ)993790000000122942 100 $a20130418a20109999 |y | 101 0 $aspa 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aRevista Ru?bricas$fUniversidad Iberoamericana Puebla 210 31$aPuebla, Pue.$d2010- 215 $aOnline-Ressource 300 $aGesehen am 03.08.2020 517 3 $aRu?bricas 608 $aZeitschrift$2gnd-content 676 $a000 676 $a370 686 $a7,36$2ssgn 801 0$b0204 801 1$bDE-101 801 2$b9001 906 $aJOURNAL 912 $a9910895159503321 996 $aRevista Ru?bricas$94254988 997 $aUNINA LEADER 05368nam 22006731 450 001 9910966778403321 005 20251116163306.0 010 $a9781612775395 010 $a161277539X 035 $a(CKB)3170000000046793 035 $a(EBL)3120221 035 $a(SSID)ssj0000605953 035 $a(PQKBManifestationID)11376170 035 $a(PQKBTitleCode)TC0000605953 035 $a(PQKBWorkID)10582284 035 $a(PQKB)10786928 035 $a(MiAaPQ)EBC3120221 035 $a(MdBmJHUP)muse6738 035 $a(Au-PeEL)EBL3120221 035 $a(CaPaEBR)ebr10795292 035 $a(CaONFJC)MIL561757 035 $a(BIP)48997362 035 $a(BIP)34222289 035 $a(EXLCZ)993170000000046793 100 $a20100610h20102010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLiterature in translation $eteaching issues and reading practices /$fedited by Carol Maier and Franc?oise Massardier-Kenney 205 $a1st ed. 210 1$aKent, Ohio :$cKent State University Press,$d[2010] 210 4$dİ2010 215 $a1 online resource (256 p.) 225 0$aTranslation studies ;$v8 300 $aDescription based upon print version of record. 311 08$a9781606351086 311 08$a1606351087 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Title""; ""Dedication""; ""Copyright""; ""Contents""; ""Acknowledgments""; ""Introduction""; ""Part One: General Principles""; ""Choosing and Introducing a Translation""; ""Translation Theory and Its Usefulness""; ""a???Toto, Ia???ve a Feeling Wea???re Not in Kansas Anymorea???: Reading and Presenting Texts in Translation from a???Familiara??? Cultures""; ""a???Take It with a Grain of MSGa???: Reading Translated Literatures from Other Shores""; ""Fictional Texts as Pedagogical Tools""; ""Between Reading and Writing""; ""Translation Transvalued""; ""Part Two: Issues and Contexts"" 327 $a""Identity and Relationships""""Identity and Relationships in Translated Japanese Literature""; ""Literature as Identity Formation: Reading Chinese Literature in Translation""; ""Identity and Relationships in the Context of Latin America""; ""Nordic Exposure: Teaching Scandinavian Literature in Translation""; ""Power Struggles""; ""Translations from South Asia: The Power of Babel""; ""African Europhone Literature in Translation: Language, Pedagogy, and Power Differentials""; ""The North-South Translation Border: Transnationality in the New South American Writing""; ""Beliefs and Values"" 327 $a""Translating Eastern Europe and Russia""""Translation of Modern and Contemporary Literature in Arabic""; ""Hebrew Poetry, Ancient and Contemporary, in Translation""; ""Notes on Contributors""; ""Index"" 330 $aNew pedagogy for studying literature in translation In the last several decades, literary works from around the world have made their way onto the reading lists of American university and college courses in an increasingly wide variety of disciplines. This is a cause for rejoicing. Through works in translation, students in our mostly monolingual society are at last becoming acquainted with the multilingual and multicultural world in which they will live and work. Many instructors have expanded their reach to teach texts that originate from across the globe. Unfortunately, literature in English translation is frequently taught as if it had been written in English, and students are not made familiar with the cultural, linguistic, and literary context in which that literature was produced. As a result, they submit what they read to their own cultural expectations; they do not read in translation and do not reap the benefits of intercultural communication. Here a true challenge arises for an instructor. Books in translation seldom contain introductory information about the mediation that translation implies or the stakes involved in the transfer of cultural information. Instructors are often left to find their own material about the author or the culture of the source text. Lacking the appropriate pedagogical tools, they struggle to provide information about either the original work or about translation itself, and they might feel uneasy about teaching material for which they lack adequate preparation. Consequently, they restrict themselves to well-known works in translation or works from other countries originally written in English. Literature in Translation: Teaching Issues and Reading Practices squarely addresses this pedagogical lack. The book's sixteen essays provide for instructors a context in which to teach works from a variety of languages and cultures in ways that highlight the effects of linguistic and cultural transfers. 410 0$aTranslation studies ;$v8. 606 $aLiterature$xStudy and teaching 606 $aTranslating and interpreting 615 0$aLiterature$xStudy and teaching. 615 0$aTranslating and interpreting. 676 $a418/.02 701 $aMaier$b Carol$f1943-$01863510 701 $aMassardier-Kenney$b Franc?oise$01120006 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910966778403321 996 $aLiterature in translation$94470162 997 $aUNINA