The works of P. Virgilius Maro, ... with the original text reduced to the natural order of construction; and an interlinear translation, as nearly literal as the idiomatic difference of the Latin and English languages will allow. Adapted to the system of classical instruction. combining the methods of Ascham, Milton, and Locke.

Mode of access: Internet.

Fabulæ Æsopi selectæ, or, Select fables of Æsop : with an English translation, more literal than any yet extant, designed for the readier instruction of beginners in the Latin tongue /

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"A Good Reder": the middle English Wise Book of Philosophy and Astronomy, instruction, publics, and manuscripts

The present work is a study of the Middle English prose text known as The Wise Book of Philosophy and Astronomy, a consideration of its transmission and reception history, and a survey of its manuscript witnesses; it also incorporates an edition of the text from two of its manuscripts. The text is a cosmological treatise of approximately five thousand words, written for the most part in English, with astronomical and astrological terms in Latin, though the English translation is frequently given. It is written anonymously, and survives in thirty-three manuscripts.

Le guide dans les forêts : ouvrage particulièrement destiné a l'instruction des campagnards, des propriétaires de bois et des préposés des communes rurales /

Translation of: Der Lehrer im Walde.

Instruction sur l'art de la teinture : et particulièrement sur la teinture des laines /

Errata: p. [48]

A brief introduction to qualitative analysis: for use in instruction in chemical laboratories.

Translation of Einleitung indie chemische analyse

Recueil de voyages intéressans pour l'instruction et l'amusement de la jeunesse /

Translation of: Sammlung interessanter und durchgängig zweckmässig abgefasster Reisebeschreibungen für die Jugend.

Dynamic binary translation using run-time feedbacks

Dynamic binary translation is the process of translating, modifying and rewriting executable (binary) code from one machine to another at run-time. This process of low-level re-engineering consists of a reverse engineering phase followed by a forward engineering phase. UQDBT, the University of Queensland Dynamic Binary Translator, is a machine-adaptable translator. Adaptability is provided through the specification of properties of machines and their instruction sets, allowing the support of different pairs of source and target machines. Most binary translators are closely bound to a pair of machines, making analyses and code hard to reuse. Like most virtual machines, UQDBT performs generic optimizations that apply to a variety of machines. Frequently executed code is translated to native code by the use of edge weight instrumentation, which makes UQDBT converge more quickly than systems based on instruction speculation. In this paper, we describe the architecture and run-time feedback optimizations performed by the UQDBT system, and provide results obtained in the x86 and SPARC® platforms.

Parallel texts in translation

Creating an appropriate translation often means adapting the target text (TT) to the text-typological conventions of the target culture. Such knowledge can be gained by a comparative analysis of parallel texts, i.e. L2 and L1 texts of equal informativity which have been produced in similar communicative situations. Some problems related to (cross-cultural) text-typological conventions and the role of parallel texts for describing translation strategies are described, as well as implications for teaching translation. The discussion is supported with examples of parallel texts that are representative of various genres, such as instruction manuals, international treaties and tourist brochures.

Orals ain't orals : how instruction and assessment practices affect delivery choices with prepared student oral presentations.

Despite an ostensibly technology-driven society, the ability to communicate orally is still seen as an essential ability for students at school and university, as it is for graduates in the workplace. The need to develop effective oral communication skills is often tied to future work-related tasks. One tangible way that educators have assessed proficiency in this area is through prepared oral presentations. While some use the terms oral communication and oral presentation interchangeably, other writers question the role more formal presentations play in the overall development of oral communication skills. Adding to the discussion, this paper is part of a larger study examining the knowledge and skills students bring into the academy from previous educational experiences. The study examines some of the teaching and assessment methods used in secondary schools to develop oral communication skills through the use of formal oral presentations. Specifically, it will look at assessment models and how these are used as a form of instruction as well as how they contribute to an accurate evaluation of student abilities. The purpose of this paper is to explore key terms and identify tensions between expectations and practice. Placing the emphasis on the ‘oral’ aspect of this form of communication this paper will particularly look at the ‘delivery’ element of the process.

Exploring the influence of a science content course incorporating explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science

There exists a general consensus in the science education literature around the goal of enhancing students. and teachers. views of nature of science (NOS). An emerging area of research in science education explores NOS and argumentation, and the aim of this study was to explore the effectiveness of a science content course incorporating explicit NOS and argumentation instruction on preservice primary teachers. views of NOS. A constructivist perspective guided the study, and the research strategy employed was case study research. Five preservice primary teachers were selected for intensive investigation in the study, which incorporated explicit NOS and argumentation instruction, and utilised scientific and socioscientific contexts for argumentation to provide opportunities for participants to apply their NOS understandings to their arguments. Four primary sources of data were used to provide evidence for the interpretations, recommendations, and implications that emerged from the study. These data sources included questionnaires and surveys, interviews, audio- and video-taped class sessions, and written artefacts. Data analysis involved the formation of various assertions that informed the major findings of the study, and a variety of validity and ethical protocols were considered during the analysis to ensure the findings and interpretations emerging from the data were valid. Results indicated that the science content course was effective in enabling four of the five participants. views of NOS to be changed. All of the participants expressed predominantly limited views of the majority of the examined NOS aspects at the commencement of the study. Many positive changes were evident at the end of the study with four of the five participants expressing partially informed and/or informed views of the majority of the examined NOS aspects. A critical analysis of the effectiveness of the various course components designed to facilitate the development of participants‟ views of NOS in the study, led to the identification of three factors that mediated the development of participants‟ NOS views: (a) contextual factors (including context of argumentation, and mode of argumentation), (b) task-specific factors (including argumentation scaffolds, epistemological probes, and consideration of alternative data and explanations), and (c) personal factors (including perceived previous knowledge about NOS, appreciation of the importance and utility value of NOS, and durability and persistence of pre-existing beliefs). A consideration of the above factors informs recommendations for future studies that seek to incorporate explicit NOS and argumentation instruction as a context for learning about NOS.