LEADER 01361nam a2200301 i 4500 001 991000851109707536 008 100915s2008 ne af bc 001 0 eng 020 $a9789004167230 (hardback : alk. paper) 035 $ab13921587-39ule_inst 040 $aBiblioteca Interfacoltà$bita 082 04$a027.1494572 082 04$a570.9 100 1 $aLeu, Urs Bernhard$0473534 245 10$aConrad Gessner's private library /$cby Urs B. Leu, Raffael Keller and Sandra Weidmann 260 $aLeiden ;$aBoston :$bBrill,$c2008 300 $aXII, 310 p., 20 p. di tav. :$bill. ;$c25 cm. 440 0$aHistory of science and medicine library ;$v5 505 0 $aLibraries in 16th-century Zèurich -- The history of Gessner's library -- The contents of the library -- Catalogue -- List A. Lost books -- List B. Lost and extant manuscripts 600 14$aGesner, Konrad$xBiblioteca$vCataloghi 700 1 $aGesner, Konrad 700 1 $aKeller, Raffael$eauthor$4http://id.loc.gov/vocabulary/relators/aut$0731473 700 1 $aWeidmann, Sandra 907 $a.b13921587$b02-04-14$c15-09-10 912 $a991000851109707536 945 $aLE002 SB 570.9 LEU$g1$i2002000616166$lle002$op$pE90.00$q-$rn$so $t0$u0$v0$w0$x0$y.i15170652$z15-09-10 996 $aConrad Gessner's private library$91441049 997 $aUNISALENTO 998 $ale002$b15-09-10$cm$da $e-$feng$gne $h0$i0 LEADER 00650nam a2200193 u 4500 001 991004335334107536 005 20240718114744.0 008 240718s1981 gw a r 001 0 ger d 040 $aBibl. Interfacoltà T. Pellegrino$bita 041 0 $ager 082 0 $a709.3207443364 110 2 $aStaatliche Sammlung Agyptischer Kunst (Monaco)$01745525 245 00$aÄgypten vor den Pyramiden :$bMunchner Ausgrabungen in Ägypten 260 $aMainz :$bPhilipp von Zabern,$c1981 300 $a48 p., 12 c. di tav. :$bill. ;$c23 cm 700 1 $aWildung, Dietrich 912 $a991004335334107536 996 $aÄgypten vor den Pyramiden$94176592 997 $aUNISALENTO LEADER 07591nam 2200661Ia 450 001 9910966416803321 005 20200520144314.0 010 $a9786612254468 010 $a9781423761075 010 $a1423761073 010 $a9789027295682 010 $a9027295689 010 $a9781282254466 010 $a1282254464 024 7 $a10.1075/btl.47 035 $a(CKB)1000000000003169 035 $a(MiAaPQ)EBC622597 035 $a(Au-PeEL)EBL622597 035 $a(CaPaEBR)ebr10056603 035 $a(CaONFJC)MIL225446 035 $a(OCoLC)732804629 035 $a(DE-B1597)720608 035 $a(DE-B1597)9789027295682 035 $a(EXLCZ)991000000000003169 100 $a20031014d2004 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFundamental aspects of interpreter education $ecurriculum and assessment /$fDavid B. Sawyer 205 $a1st ed. 210 $aPhiladelphia, PA $cJ. Benjamins$d2004 215 $axviii, 312 p 225 1 $aBenjamins translation library,$x0929-7316 ;$vv. 47 311 08$a9789027216533 311 08$a9027216533 311 08$a9781588114600 311 08$a1588114600 320 $aIncludes bibliographical references and index. 327 $aFundamental Aspects of Interpreter Education -- Editorial page -- Title page -- LCC page -- Table of contents -- Figures and tables -- Preface and acknowledgements -- Introduction -- 1. Challenges facing interpreter education -- 2. The integrative role of assessment -- 3. The objectives of this book -- 4. Methodological considerations -- 5. Overview of contents -- Interpreter education literature -- 1. Curriculum -- 2. Expertise -- 3. Assessment -- 4. Language transfer competence -- 5. Conclusions -- Fundamental aspects of curriculum -- 1. Definitions -- 1.1. The official curriculum -- 1.2. The hidden curriculum -- 2. Foundations -- 2.1. Philosophy -- 2.2. History -- 2.3. Psychology -- 2.4. Sociology -- 3. Guidelines -- 3.1. Educational philosophy -- 3.2. The aims of instruction -- 3.3. Program goals -- 3.4. Teaching objectives -- 3.5. Curricular implications -- 4. Approaches -- 4.1. Scientific - curriculum as process -- 4.2. Humanistic - curriculum as interaction -- 5. Models -- 5.1. Curriculum models according to Arjona -- 5.2. Curriculum components -- 6. Steps toward effective curriculum design -- 7. Conclusions -- Foundations of interpreter performance assessment -- 1. Concepts -- 1.1. Validity -- 1.2. Reliability -- 1.3. Subjective and objective testing -- 1.4. Measurement scales -- 1.5. Formative, summative, and ipsative assessment -- 1.6. Test specifications -- 2. Integrating curriculum and assessment: Developmental milestones -- 2.1. Entry-level assessment -- 2.2. Intermediate assessment -- 2.3. Final assessment -- 3. Evidential bases of construct validity -- 3.1. Scientific approaches: Criteria -- 3.2. Humanistic approaches: Domain -- 3.3. Guidelines: Standards -- 4. Standardization in testing -- 5. Authenticity -- 6. Alternative assessment: Portfolios -- 7. Steps toward valid and reliable assessment -- 8. Conclusions. 327 $aIntroduction to the case study -- 1. Research questions -- 2. General comments on method and scope -- 3. Content analysis of GSTI curriculum documents -- 3.1. Aims, goals, objectives -- 3.2. Process: Knowledge and skill sequencing -- 3.3. Interaction: Educational environment -- 3.4. Assessment and the curriculum -- Case study Part I: Translation and interpretation competence -- 1. Introduction -- 2. Method -- 2.1. Quantitative description of curriculum in the GSTI -- 2.2. Subjects -- 2.3. Materials - Professional Examinations in the GSTI -- 2.4. Procedures - data collection -- 2.5. Analysis -- 3. Results -- 4. Discussion -- Case study Part II: Survey of exam jury members -- 1. Introduction -- 2. Method -- 2.1. Subjects -- 2.2. Materials - survey content -- 2.3. Procedures -- 2.4. Analysis -- 3. Results -- 4. Discussion -- Case study Part III -- 1. Introduction -- 1.1. Analytical tools -- 1.2. Exam texts and the curriculum -- 1.3. Exam texts as documents -- 2. Method -- 2.1. The corpus -- 2.2. Procedures -- 2.3. Analysis -- 3. Results -- 3.1. Exam texts for consecutive interpretation -- 3.2. Exam texts for simultaneous interpretation -- 4. Discussion -- 4.1. Length -- 4.2. Propositional content -- 4.3. Illocutionary force -- 4.4. Conclusions -- Implications of the case study -- 1. Part I: Translation and interpretation in the GSTI curriculum -- 2. Part II: Standardization, authenticity, and professional judgement -- 3. Part III: Exam materials and test method facets -- 4. Addressing the research questions -- Curriculum enhancement: An integrated Y-track model -- 1. Aims and goals of the curriculum -- Aims of the Master of Arts in Conference Interpretation -- Goals for Curriculum Component III (CCIII) in interpretation -- Portfolio review by program faculty: -- Goals for CCII in interpretation -- Portfolio review by program faculty: -- Goals for CCI. 327 $aPortfolio review by program faculty: -- Entry level requirements -- 2. Integrated assessment -- 3. Curriculum as process -- 4. Curriculum as interaction -- 5. Flexibility and streamlining -- Outlook: On the political and ethical consequences of test validation -- Notes -- Chapter 1 -- -24pt -- Chapter 2 -- -24pt -- Chapter 3 -- -24pt -- Chapter 4 -- -24pt -- Chapter 5 -- -24pt -- Chapter 6 -- -24pt -- Chapter 8 -- -24pt -- Appendix A -- Scoring categories -- Appendix B -- Survey on MIIS's Profession Examinations in Interpretation -- Background: -- Procedure: -- Your Background -- MIIS Interpretation Exam Procedures from 1994 to 1999 -- Purpose of the Exams -- Assessment Criteria -- General and Technical Speeches, Simultaneous with Text -- Criteria for Scoring: A and B Languages, Score Categories -- Jury Conduct -- Any Comments? -- Thanks for your participation! -- Appendix C -- References -- Name index -- Subject index -- The series Benjamins Translation Library. 330 $aThe author offers an overview of the Interpreting Studies literature on curriculum and assessment. A discussion of curriculum definitions, foundations, and guidelines suggests a framework based upon scientific and humanistic approaches - curriculum as process and as interaction. Language testing concepts are introduced and related to interpreting. By exploring means of integrating valid and reliable assessment into the curriculum, the author breaks new ground in this under-researched area.Case studies of degree examinations provide sample data on pass/fail rates, test criteria, and text selection. A curriculum model is outlined as a practical example of synthesis, flexibility, and streamlining.This volume will appeal to interpretation and translation instructors, program administrators, and language industry professionals seeking a discussion of the theoretical and practical aspects of curriculum and assessment theory. This book also presents a new area of application for curriculum and language testing specialists. 410 0$aBenjamins translation library ;$vv. 47. 606 $aTranslators$xTraining of 606 $aLinguistics 615 0$aTranslators$xTraining of. 615 0$aLinguistics. 676 $a418/.02/0711 700 $aSawyer$b David$01801903 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910966416803321 996 $aFundamental aspects of interpreter education$94347363 997 $aUNINA LEADER 02418nam 2200553 a 450 001 9910958487203321 005 20251116210024.0 010 $a9781452280653 010 $a1452280657 010 $a9781452213750 010 $a1452213755 010 $a9781441653796 010 $a1441653791 035 $a(CKB)2560000000013178 035 $a(EBL)1120788 035 $a(MiAaPQ)EBC1120788 035 $a(MiAaPQ)EBC4932319 035 $a(MiAaPQ)EBC1993601 035 $a(Au-PeEL)EBL1993601 035 $a(OCoLC)922904448 035 $a(EXLCZ)992560000000013178 100 $a20080204d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 12$aA guide to literacy coaching $ehelping teachers increase student achievement /$fAnnemarie B. Jay, Mary W. Strong 205 $a1st ed. 210 $aThousand Oaks, CA $cCorwin Press$dc2008 215 $a1 online resource (297 p.) 300 $aDescription based upon print version of record. 311 08$a9781412951555 311 08$a1412951550 320 $aIncludes bibliographical references (p. 255-262) and index. 327 $aIntro -- Contents -- List of Figures -- List of Resources -- Foreword -- Preface -- Acknowledgments -- About The Authors -- The Nature of Literacy Coaching in America's Schools -- The Multiple Roles of the Literacy Coach -- Assistance and Resources for New and Experienced Literacy Coaches -- The Schools in Which We Work -- The Communities in Which We Work -- Literacy Leadership -- Collaboration With Classroom Teachers -- Collaboration With Other Professionals and School Personnel -- Assessment: Focus on Student Achievement -- Major Reports That Impact Literacy Coaching -- References -- Index. 330 $aThis practical guide presents effective coaching strategies and best practices for enhancing literacy instruction, working with administrators and communities, and boosting student performance across all grade levels. 606 $aReading teachers$xTraining of 615 0$aReading teachers$xTraining of. 676 $a428.4/071 700 $aJay$b Annemarie B$01859361 701 $aStrong$b Mary W$01859362 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910958487203321 996 $aA guide to literacy coaching$94463086 997 $aUNINA