100 ginānjī:ćopaḍī:ćogaḍīe:vārī

Pīr Ṣadr ad-Dīn, Pīr Shams, Pīr Ḥasan Shāh ... [et al.].

Behcet ül-fetava maan-nükul

[Abdullah Yenişehirli].

America settentrionale divisa ne' suoi principali stati.

Scale ca. 1:21,500,000.

L'America Settentrionale, divisa né suoi principali stati.

Scale ca. 1:40,000,000.

A Map of the United States of N. America.

Photostat from: Bailey's pocket Almanac for 1785.

New Yorke 1695.

Facsimile.

Le Missisipi ou la Louisiane dans l'Amérique septentrionale.

Hand colored.

A course of language study in outline; to accompany Southworth & Goddard's "First lessons in language" and "Elements of composition and grammar", with comments on special forms of language teaching.

Mode of access: Internet.

An Explanatory and phonographic pronouncing dictionary of the English language : to which is added a vocabulary of Greek, Latin, Scripture, Christian, and geographical names, with their pronunciation : together with a collection of words and phrases from foreign languages, often met with in the works of English writers, with their signification /

Mode of access: Internet.

The rudiments of Latin and English grammar : designed to facilitate the study of both languages by connecting them together /

"Recommended by the University at Cambridge (Mass.), to be used by those who are intended for that Seminary."

The rudiments of Latin and English grammar; designed to facilitate the study of both languages, by connecting them together.

"Recommended by the University at Cambridge, (Mass.) to be used by those who are intended for that seminary.

The Ciceronian; or, The Prussian method of teaching the elements of the Latin language. Adapted to the use of American schools.

Mode of access: Internet.

Who is in charge? An L2 Discourse Intonation Study on Four Prosodic Parameters to Exert the Pragmatic Function of Dominance and Control in the Context of L2 Non-specialist Public Speaking

This paper reports the findings from a study of the learning of English intonation by Spanish speakers within the discourse mode of L2 oral presentation. The purpose of this experiment is, firstly, to compare four prosodic parameters before and after an L2 discourse intonation training programme and, secondly, to confirm whether subjects, after the aforementioned L2 discourse intonation training, are able to match the form of these four prosodic parameters to the discourse-pragmatic function of dominance and control. The study designed the instructions and tasks to create the oral and written corpora and Brazil’s Pronunciation for Advanced Learners of English was adapted for the pedagogical aims of the present study. The learners’ pre- and post-tasks were acoustically analysed and a pre / post- questionnaire design was applied to interpret the acoustic analysis. Results indicate most of the subjects acquired a wider choice of the four prosodic parameters partly due to the prosodically-annotated transcripts that were developed throughout the L2 discourse intonation course. Conversely, qualitative and quantitative data reveal most subjects failed to match the forms to their appropriate pragmatic functions to express dominance and control in an L2 oral presentation.

The Relationship between Teachers and Students in the Classroom: Communicative Language Teaching Approach and Cooperative Learning Strategy to Improve Learning

The aim of this research is to to investigate how a supportive relationship between teachers and students in the classroom can improve the learning process. By having a good relationship with students, teachers can offer to students chances to be motivated and feel engaged in the learning process. Students will be engaged actively in the learning instead of being passive learners. I wish to investigate how using communicative approach and cooperative learning strategies while teaching do affect and improve students’ learning performance. To achieve these goals qualitative data collection was used as the primary method. The results show that teachers and students value a supportive and caring relationship between them and that interaction is essential to the teacher-student relationship. This sense of caring and supporting from teachers motivates students to become a more interested learner. Students benefit and are motivated when their teachers create a safe and trustful environment. And also the methods and strategies teachers uses, makes students feel engaged and stimulated to participate in the learning process. The students have in their mind that a positive relationship with their teachers positively impacts their interest and motivation in school which contributes to the enhancement of the learning process.

Genetic origin of the relationship between parental negativity and behavior problems from early childhood to adolescence: A longitudinal genetically sensitive study.

Little is known about how genetic and environmental factors contribute to the association between parental negativity and behavior problems from early childhood to adolescence. The current study fitted a cross-lagged model in a sample consisting of 4,075 twin pairs to explore (a) the role of genetic and environmental factors in the relationship between parental negativity and behavior problems from age 4 to age 12, (b) whether parent-driven and child-driven processes independently explain the association, and (c) whether there are sex differences in this relationship. Both phenotypes showed substantial genetic influence at both ages. The concurrent overlap between them was mainly accounted for by genetic factors. Causal pathways representing stability of the phenotypes and parent-driven and child-driven effects significantly and independently account for the association. Significant but slight differences were found between males and females for parent-driven effects. These results were highly similar when general cognitive ability was added as a covariate. In summary, the longitudinal association between parental negativity and behavior problems seems to be bidirectional and mainly accounted for by genetic factors. Furthermore, child-driven effects were mainly genetically mediated, and parent-driven effects were a function of both genetic and shared-environmental factors.