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[null,"1.","Record Nr.",null,"UNINA9910558700503321"]
[null,null,"Autore",null,"Ambruster Barbara"]
[null,null,"Titolo",null,"Une résidence de la noblesse gauloise : Le camp de Saint-Symphorien à Paule (Côte-d’Armor) / / Yves Menez"]
[null,null,"Pubbl/distr/stampa",null,"Paris, : Éditions de la Maison des sciences de l’homme, 2021"]
[null,null,"ISBN",null,"2-7351-2559-9"]
[null,null,"Collana",null,"Documents d’archéologie française"]
[null,null,"Soggetti",null,"Archaeology"]
[null,null,"Lingua di pubblicazione",null,"Francese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Sommario/riassunto","Before 1988 and the road construction that led to the archaeological operation presented in this book, the site of Paule was considered as just one earthen enclosure among others in Brittany. Then, from the first excavations, its unique nature was revealed: sculptures, monumental enclosures, and numerous potsherds quickly enabled its identification as an aristocratic residence. Twenty years of research have since uncovered six centuries of continuous occupation across nearly 10 hectares. From the farm’s original founding, circa 550 BC, until the site was abandoned circa 15 BC (soon after the Conquest), the reader is invited to follow—in a simple and lively and manner at the scale of human lives—the adaptations of a landed aristocratic family to their environment. Agricultural, defensive and storage needs, along with budding artisanal activities, modeled the buildings and spatial distribution of the site through time. The central family unit gradually detached from its dependents, who were relegated to a peripheral enclosure, as it attracted a population from surrounding areas that it would encompass within a vast fortification. The research methods employed in this work are those of Classical Archaeology, whose quality here lies in their coherence. Yves Menez, whose research at Paul was corroborated by a Ph.D. from the Sorbonne University, chose to venture beyond an interrogation based on complete and objective documentation of the site. Drawing from his double education in archaeology and engineering, he chose to embark on a broader historical and anthropological endeavor, integrating the phenomena involved in the transformations of a broader region. At each stage, he "]
[{"$nulls":4},"asked “why,” thus delving into the social structure, significance of the family and lineage, and the development of institutions. Abundant color illustrations enhance the written presentation of the archaeological remains, including reconstructions based on a digital field model. Finally, the English translation of the figure legends and detailed summaries of each chapter enable international readers clear access to the descriptions, arguments, and interpretations."]
[null,"2.","Record Nr.",null,"UNINA9910788116703321"]
[null,null,"Autore",null,"Croft Andy"]
[null,null,"Titolo",null,"A creative approach to Teaching rhythm and rhyme : the when, why and how to use poetry in the classroom / / by Andy Croft"]
[null,null,"Pubbl/distr/stampa",null,"London, England : , : Bloomsbury, , 2015"]
[{"$nulls":4},"©2015"]
[null,null,"Descrizione fisica",null,"1 online resource (129 p.)"]
[null,null,"Disciplina",null,"426"]
[null,null,"Soggetti",null,"English language - Rhythm"]
[{"$nulls":4},"English language - Rhyme"]
[{"$nulls":4},"Poetry - Study and teaching"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,"Nota di contenuto",null,"Cover; HalfTitle; Title; Copyright; Dedication; Contents; Introduction; Rhythm and rhyme; Aims of the book; The author; 1 I can hear with my little ear: word games; Our school; Everywhere we go; Nursery rhyme knock-out; Red, blue and green; Hey Tim; Three lions; Tick-tock; Straight-faced; Yes and no; Yes and no in Bulgarian; I  spy rhymes; Name game; Fortune telling; 2 Round and around and around: repetition and rhythm; One Man Went to Mow; Chicken Licken; There's a Hole in Our Classroom; Peanuts; For Want of a Nail; The House that Jack Built; 3 Rhymery primary: using rhyme in the classroom"]
[{"$nulls":4},"Rhyme watchWhat rhyme is it Mr Wolf?; The noisy farmyard; The plum was too big; Dingle Dangle Scarecrow; I  Know an Old Woman; Rhyming food; Rhyming holidays; Rhyming jobs; Rhyming pets; Rhyming colours; Rhyming football fans; 4 Don't write anything down: whole-class improvisations; The Howl in the Hall; Voting with your imagination; Whole-school adventure; Zoo time; Sound story poems; Sound story-picture-poems; Sound and shape story poems; 5 Writing with your ears: sound and rhythm; Bananas; Snooky; Brillig; Sausages; Head, shoulders, pigs and ducks; Ben's bedroom; Alliteration à la carte"]
[{"$nulls":4},"SibilanceClever clogs; Kennings; Tongue twisters; Spoonerisms; Number PL8 poems; Book titles; Punland; Knock-knock; Holiday in Punland; 6 Reading the metre: syllables and patterns; Name syllables; Stressed syllables; Slugs don't like marmalade; Everywhere that Mary went; Iambs; Trochees; Skipping rhythms; Variations; Masculine "]
[{"$nulls":4},"rhymes; Feminine rhymes; Long words and short words; Half rhymes; Assonance; Different spelling, same sound; Same spelling, different sound; No rhymes; When and where to rhyme; Hidden rhymes; Stanzas; 7 Simile - you're on camera: non-rhyming poetry; Poetry pies"]
[{"$nulls":4},"Do-it-yourself (DIY) poemsDirection poems; How to wear a pair of trousers; The colour of emotion; Slow-mo poems; Animal songs; Zoom!; Look closer; A house made of books; Just; If; Poer-trees; Afterword; Recommended resources"]