LEADER 05227oam 2200721I 450 001 9910790990603321 005 20230803022854.0 010 $a1-138-97952-X 010 $a1-315-05436-1 010 $a1-135-71393-6 010 $a1-135-71386-3 024 7 $a10.4324/9781315054360 035 $a(CKB)2550000001186250 035 $a(EBL)1596818 035 $a(SSID)ssj0001112497 035 $a(PQKBManifestationID)12420061 035 $a(PQKBTitleCode)TC0001112497 035 $a(PQKBWorkID)11161988 035 $a(PQKB)11697728 035 $a(OCoLC)874151404 035 $a(MiAaPQ)EBC1596818 035 $a(OCoLC)897454525 035 $a(EXLCZ)992550000001186250 100 $a20180706e20132000 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLayers in the determiner phrase /$fRoberto Zamparelli 210 1$aLondon :$cRoutledge,$d2013. 215 $a1 online resource (331 p.) 225 0 $aOutstanding dissertations in linguistics 300 $aFirst published 2000 by Garland Publishing Inc. 300 $aOriginally presented as the author's thesis, Rochester. 311 $a0-8153-3769-8 311 $a1-306-34370-4 320 $aIncludes bibliographical references and index. 327 $aCover; Outstanding Dissertations in Linguistics; Title Page; Copyright Page; Dedication; Acknowledgments; Abstract; Table of Contents; Introduction; 1 Preliminaries; 1.1 Semantics preliminaries: type-shifting; 1.1.1 Problems for invisible type-shifting operators; 1.1.2 Type-shifting and specificity; 1.1.3 Quantifiers: e-type at LF; 1.1.4 Introduction to the layer system; 1.1.4.1 The PDP layer; 1.1.4.2 The KIP Layer; 1.1.5 The semantic contribution; 1.2 Syntactic preliminaries: the DP hypothesis; 1.2.1 Functional projections; 1.2.2 N-movement 327 $a1.2.3 The relative position of N and attributive adjectives1.2.4 Attributive adjectives in predicative position; 1.3 What this dissertation is not about; 1.4 Data; 1.5 Terminological conventions; 1.6 Overview of the contents; Notes; 2 The Strong/Weak Distinction and the Definiteness Effect; 2.1 Introduction; 2.2 The 'strong/weak' distinction; 2.2.1 Existential Sentences; 2.2.2 Numerals in ES; 2.3 Treatments of the Definiteness Effect; 2.3.1 Milsark (1977); 2.3.2 ES in Generalized Quantifier Theory; 2.3.2.1 Barwise&Cooper (1981); 2.3.2.2 Keenan (1987); 2.3.3 Heim on WHs in ES 327 $a2.3.4 Presuppositional Set Theories of ES2.3.4.1 The "A Certain PN" Construction; 2.3.5 McNally (1992); 2.3.5.1 Predicate nominals and ES-internal noun phrases: some similarities; 2.3.5.2 A split analysis of DE; 2.3.5.3 Semantics of McNally (1992); 2.3.6 Criticism of McNally's account; 2.3.6.1 Two "be"?; 2.3.6.2 On the subkind reading for common nouns; 2.3.6.3 On the sortal uniformity of ES-internal noun phrase; 2.3.6.4 Italian ES: locatives and existentials; 2.3.6.5 Summary; Notes; 3 The kind-construction and its relatives; 3.1 Two orders of kind-nouns 327 $a3.2 The family of 'pivotal' constructions3.2.1 Invertibility; 3.2.2 Agreement facts; 3.3 Copular sentences; 3.3.1 Moro's theory of copular sentences; 3.3.2 On empty pro-predicates; 3.4 The microstructure of the kind-construction; 3.4.1 Predicate and Argument in the kind-construction; 3.4.2 Identification with KIP; 3.5 Extraction possibilities; 3.5.1 Summary; 3.5.2 Reasons for raising; 3.5.2.1 Williams' puzzle revisited; 3.6 Chapter conclusions; Notes; 4 The layers of DP; 4.1 Introduction; 4.1.1 Some general principles; 4.1.2 The structure of weak argumental noun phrases 327 $a4.1.3 Weak quantifiers as adjectives: the problem of negation4.1.4 On the absence of multiple determiners; 4.2 Evidence for three levels; 4.2.1 Coordination and bare predicates; 4.2.1.1 The interpretation of predicative KIP; 4.2.2 Predicative possessives; 4.2.3 Ne; 4.2.3.1 On unifying Ne; 4.2.4 Quantifiers under indefinites in Italian; 4.2.4.1 (Il) quale; 4.2.4.2 (Un) qualche; 4.2.5 Conclusions; 4.3 Spec/head licensing; 4.3.1 AdjP raising and predication; 4.3.2 On some differences between SDP and KIP; 4.4 The SDmax level; 4.4.1 Noun movement to SDmax; 4.4.2 Longobardi's (1994) theory 327 $a4.4.3 A minimalist implementation 330 $aThe main topic of this work is the interaction between syntactic structure and meanin within the noun phrase, with data drwn primarily from English and Italian. 410 0$aOutstanding Dissertations in Linguistics 606 $aGrammar, Comparative and general$xDeterminers 606 $aGrammar, Comparative and general$xNoun phrase 606 $aGrammar, Comparative and general$xExistential constructions 606 $aSemantics 615 0$aGrammar, Comparative and general$xDeterminers. 615 0$aGrammar, Comparative and general$xNoun phrase. 615 0$aGrammar, Comparative and general$xExistential constructions. 615 0$aSemantics. 676 $a415 700 $aZamparelli$b Roberto.$0607745 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790990603321 996 $aLayers in the determiner phrase$93716086 997 $aUNINA LEADER 02453nam 22006613u 450 001 9910971896803321 005 20200520144314.0 010 $a0-19-774058-8 010 $a1-280-44252-2 010 $a0-19-536036-2 010 $a1-4237-6478-1 024 7 $a10.1093/oso/9780195076646.001.0001 035 $a(CKB)1000000000405255 035 $a(EBL)272528 035 $a(OCoLC)466427299 035 $a(SSID)ssj0000229846 035 $a(PQKBManifestationID)11947190 035 $a(PQKBTitleCode)TC0000229846 035 $a(PQKBWorkID)10171968 035 $a(PQKB)11033498 035 $a(Au-PeEL)EBL272528 035 $a(CaPaEBR)ebr10278944 035 $a(CaONFJC)MIL44252 035 $a(MiAaPQ)EBC272528 035 $a(OCoLC)1406784489 035 $a(StDuBDS)9780197740583 035 $a(OCoLC)25746950 035 $a(FINmELB)ELB168494 035 $a(EXLCZ)991000000000405255 100 $a19930607e20231993 uy | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPseudo-Dionysius $ea commentary on the texts and an introduction to their influence 210 1$aNew York ;$cOxford University Press,$d2023. 215 $a1 online resource (282 pages) 225 1 $aOxford scholarship online 300 $aPreviously issued in print: 1993. 311 0 $a0-19-507664-8 320 $aBibliographies: p245- 267. 327 $aContents; Abbreviations; PART I: The Letters as Introduction; PART II: The Celestial Hierarchy; PART III: The Ecclesiastical Hierarchy; PART IV: The Divine Names; PART V: The Mystical Theology; AFTERWORD: On the Question of Influence in the Middle Ages; Appendix: Overview of the Dionysian Writings; Bibliographies 330 8 $aAn examination of the pseudo-Dionysian writings, named after the author of a body of early Christian texts, which offered a synthesis of Christian dogma and Neoplatonic thought. This study explores their profound influence on medieval theology. 410 0$aOxford scholarship online. 606 $aTheology$xHistory$yEarly church, ca. 30-600 615 0$aTheology$xHistory 676 $a230/.14 676 $a270.2092 700 $aRorem$b Paul$01887602 801 0$bUk 801 1$bUk 801 2$bStDuBDSZ 801 2$bStDuBDSZ 906 $aBOOK 912 $a9910971896803321 996 $aPseudo-Dionysius$94524872 997 $aUNINA LEADER 07435nam 22007335 450 001 9911007357903321 005 20260114204322.0 010 $a3-031-83837-8 024 7 $a10.1007/978-3-031-83837-8 035 $a(CKB)38891449200041 035 $a(DE-He213)978-3-031-83837-8 035 $a(MiAaPQ)EBC32127778 035 $a(Au-PeEL)EBL32127778 035 $a(OCoLC)1524425366 035 $a(EXLCZ)9938891449200041 100 $a20250523d2025 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBuilding Networks for Critical and Altruistic Science Education $eSeeking Ubiquitous Social Justice and Environmental Vitality /$fedited by John Lawrence Bencze 205 $a1st ed. 2025. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2025. 215 $a1 online resource (VII, 592 p. 116 illus., 105 illus. in color.) 225 1 $aContemporary Trends and Issues in Science Education,$x1878-0784 ;$v63 311 08$a3-031-83836-X 327 $aINTRODUCTION. Growing Material-Semiotic Alliances Opposing Harmful Pro-capitalist Dispositifs (J. Lawrence Bencze) -- Section A: Civic Actions. 1. Community Members? Food Waste Activism: Complexities of Learning in a Socio-cultural Context (Sadia Rahman, Majd Zouda, Sarah El Halwany, Minja Milanovic, Nurul Hassan & Larry Bencze) -- Section B: Addressing Normalized Movements. 2. Addressing Deficits in Normalized Conceptions of STSE Relationships (Larry Bencze) -- Science Education for Transformation: Theorizing Vision III Based on Eco-reflexive Bildung and Elaborating on Corresponding Didaktik Models (Jesper Sjöström) -- From Acquiescence to Activism: New Stances for Art in Science Education (Sheliza Ibrahim, Dave Del Gobbo, Sarah El Halwany, Majd Zouda, Nurul Hassan, Mirjan Krstovic, Michelly Peixoto & Larry Bencze ) -- Section C: Middle Schools. Promoting Middle School Students? Understanding of Sustainability Issues in Science Education by Utilizing Actor Network Maps in the Frame of Research-informed Action Projects (Dimitris Tsoubaris, Georgia Liarakou and Evgenia Flogaiti ) -- Conceptions on STSE Issues and Relationships: Toward Activism in Science Education (Majd Zouda, Dimitris Tsoubaris, Sarah El Halwany, Minja Milanovic, Zoya Padamsi, Nadia Qureshi and Larry Bencze) -- Section D: Secondary Schools. STEPWISE Cartographies: Student Blueprinting of Socioscientific Issues Using Actor Network Theory and Dispositifs (Dave Del Gobbo, Larry Bencze, Majd Zouda, Sarah El Halwany, Nurul Hassan, Sheliza Ibrahim, Gonzalo Guerrero and Michelly Peixoto) -- Addressing Issues of Equity and Inclusivity through Activist Science Education (Majd Zouda, Sarah El Halwany, Minja Milanovic, Kristen Schaffer, and Larry Bencze) -- Connections Between Emotions and Teacher Practice: Implementing an Unconventional Pedagogy on Climate Change (Sarah El Halwany) -- ?WISE? Engineering in School Science: Prioritizing Social Justice and Environmental Vitality in Designs (Larry Bencze, Dave DelGobbo, Majd Zouda, Sarah El Halwany, Nurul Hassan, Minja Milanovic and Mirjan Krstovic) -- School Science Students Envisaging (A)Biotic Alliances Prioritizing Educated and Researched Values (Larry Bencze, Dave Del Gobbo, Majd Zouda, Sarah El Halwany, Nurul Hassan, Sheliza Ibrahim, Gonzalo Guerrero and Michelly Peixoto) -- Section E: After-school. Cultivating a Critical Stance Toward Technology: An Approach in the Informal STEM Education Context (Jacob Pleasants and Aaron Cavazos ) -- Section F: Community College. Implementing STEPWISE Pedagogy in Postsecondary STEM Education to Cultivate Student Agency Towards Ecojustice (Nurul Hassan, Sarah El Halany, Kristen Schaffer, Minja Milanovic, Majd Zouda and Larry Bencze) -- Inertial Tensions in Promoting Socio-Political Actions Among Future Technoscience Technicians( Kristen Schaffer, Minja Milanovic, Sarah El Halwany, Nurul Hassan, Majd Zouda and Larry Bencze) -- Teaching with Emotion: Mobilizing STEPWISE Through/As Emotive Actant Inside a College Microbiology Laboratory(Sarah El Halwany and Larry Bencze) -- Section H: Teacher Development. Meet Me Halfway: Critical Secondary School NoS Resource Development (Nicole Kofman, Majd Zouda, Sarah El Halwany, Dave Del Gobbo, Sheliza Ibrahim, Gonzalo Guerrero and Larry Bencze) -- Promoting Students? Social Responsibility and Willingness to Act on Socioscientific Issues: ENACT Project Hyunju Lee -- Addressing Socioscientific Issues through STEM Education: The Case of STEM Coaches (Majd Zouda, Sarah El Halwany, Minja Milanovic and Larry Bencze) -- Growing Dispositifs that Promote Science Education for Ecojustice in the Peel District School Board Mirjan Krstovic -- Focus On The Future: The Development, Implementation, and Efficacy of Teachers? Climate Change Professional Development (Travis T. Fuchs, Tom Harding, Sue Roppel and Helen Erickson) -- Reflections of a High School Science Teacher: Towards Ecojustice and an Ethic of Care (Tomo Nishizawa) -- Section I: Mobilizing STEPWISE. 330 $aThis edited volume provides theory-based accounts, often with practical examples, of how educators from various jurisdictions in elementary, secondary, and tertiary formal education contexts, as well as community-based situations, have helped students critically evaluate the relationships among science, technology (STEM), society, and the environment. The goal is to develop and implement personal and sociopolitical actions to address concerns. Collectively, the perspectives and examples in the chapters form an expanding Foucauldian dispositif countering hegemonic mechanisms that favor a few elites at the expense of the wellbeing of most other living and nonliving things. Many accounts draw on the STEPWISE project, illustrating how (a)biotic and symbolic actants have been progressively assembled to promote more critical and altruistic citizenship. 410 0$aContemporary Trends and Issues in Science Education,$x1878-0784 ;$v63 606 $aScience$xStudy and teaching 606 $aCitizenship$xStudy and teaching 606 $aInternational education 606 $aComparative education 606 $aScience Education 606 $aCitizenship Education 606 $aInternational and Comparative Education 606 $aEnsenyament científic$2thub 606 $aJustícia social$2thub 606 $aEducació comparada$2thub 606 $aPedagogia crítica$2thub 606 $aEducació internacional$2thub 608 $aLlibres electrònics$2thub 615 0$aScience$xStudy and teaching. 615 0$aCitizenship$xStudy and teaching. 615 0$aInternational education. 615 0$aComparative education. 615 14$aScience Education. 615 24$aCitizenship Education. 615 24$aInternational and Comparative Education. 615 7$aEnsenyament científic 615 7$aJustícia social 615 7$aEducació comparada 615 7$aPedagogia crítica 615 7$aEducació internacional 676 $a507.1 702 $aBencze$b John Lawrence$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911007357903321 996 $aBuilding Networks for Critical and Altruistic Science Education$94390479 997 $aUNINA