Experimental Perspectives on Presuppositions, Schwarz Florian

Автор: Illies Florian
Название: 1913. Nineteen thirteen
ISBN: 1846689619 ISBN-13(EAN): 9781846689611
Издательство: Profile
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Описание: From James Joyce to Coco Chanel, 1913 is an irreverent but poignant portrait of Europe on the brink of war.

Автор: Meyer, Florian Kagan
Название: Language proficiency testing for chinese as a foreign language
ISBN: 363164891X ISBN-13(EAN): 9783631648919
Издательство: Peter Lang
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Описание: How did the (old) Hanyu Shuiping Kaoshi (HSK) assess the Chinese proficiency of non-native speakers of Chinese? What inferences can be derived from HSK test taker scores, especially from Western test takers? How difficult is it to learn Chinese according to the HSK? Thirty years of research have been synthesized into an argument-based approach for validating the most widespread test for Chinese as a foreign language. In addition, the author has analyzed the scores of a sample of over 250 German test takers in order to investigate how many hours German natives needed on average to study for reaching a specific HSK level. This work also extensively discusses validation theory for psychological testing, and it demonstrates how to put an argument-based approach to validation into practice.

Автор: Messner, Gerald Florian
Название: Do they sound like bells or like howling wolves?
ISBN: 3631629109 ISBN-13(EAN): 9783631629109
Издательство: Peter Lang
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Цена: 14058.00 р.
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Описание: This study represents a thorough investigation of a polyphonic vocal village tradition in Bistritsa, Bulgaria. It is carried out within a very broad and comparative context, whereby historical sources, the origin of different constituents and etymologies as well as electronic sound analysis are carefully taken into account.

Автор: Florian Lani
Название: Achievement and Inclusion in Schools
ISBN: 1138809012 ISBN-13(EAN): 9781138809017
Издательство: Taylor&Francis
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Цена: 6430.00 р.
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Описание: Through case studies of primary and secondary schools this fully updated edition shows how high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but also essential if all children are to have the opportunity to participate fully in education.