Livy\u27s History of Rome: Number 39

Verso is in good condition, the ink on the recto has smudged, but is still easily legible.; Humanistic Script (Similar to some Carolingian Scripts); The vellum was prepared meticulously, it is incredibly smooth to the touch and looks almost as white as a sheet of paper. However, the lettering is very simple, with many corrections made. There are no images. It is likely that this book was made for academics, Italians were very interested in Ancient historians like Livy.; Brown inkhttps://digital.kenyon.edu/mdvlmanuscripts/1002/thumbnail.jp

Deverbal semantics and the Montagovian generative lexicon

We propose a lexical account of action nominals, in particular of deverbal nominalisations, whose meaning is related to the event expressed by their base verb. The literature about nominalisations often assumes that the semantics of the base verb completely defines the structure of action nominals. We argue that the information in the base verb is not sufficient to completely determine the semantics of action nominals. We exhibit some data from different languages, especially from Romance language, which show that nominalisations focus on some aspects of the verb semantics. The selected aspects, however, seem to be idiosyncratic and do not automatically result from the internal structure of the verb nor from its interaction with the morphological suffix. We therefore propose a partially lexicalist approach view of deverbal nouns. It is made precise and computable by using the Montagovian Generative Lexicon, a type theoretical framework introduced by Bassac, Mery and Retor\'e in this journal in 2010. This extension of Montague semantics with a richer type system easily incorporates lexical phenomena like the semantics of action nominals in particular deverbals, including their polysemy and (in)felicitous copredications.Comment: A revised version will appear in the Journal of Logic, Language and Informatio

Engagement: Engaging Success

A Kansas State University software development team that created the nationally used PEARS software program is now putting down roots in Manhattan

Fragment. Priscian\u27s Institutes

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Opportunities to promote mathematical content knowledge for primary teaching

Understanding the development of pre-service teachers’ mathematical content knowledge (MCK) is important for improving primary mathematics’ teacher education. This paper reports on a case study, Rose , and her opportunities to develop MCK during the four years of her program. Program opportunities to promote MCK when planning and practicing primary teaching included: coursework experiences and responding to assessment requirements. Discussion includes the Knowledge Quartet: foundation knowledge, transformation, connection and contingency. By fourth-year, Rose demonstrated development of different categories of MCK when practicing her teaching because of her program experiences

First year pre-service teachers\u27 mathematical content knowledge : methods of solution to a ratio question

In this article, pre-service teachers\u27 mathematics content knowledge is explored through the analysis of two items about ratio from a Mathematical Competency, Skills and Knowledge Test. Pre-service teachers\u27 thinking strategies, common errors and misconceptions in their responses are presented and discussed. Of particular interest was the range and nature of common incorrect responses for one whole-whole ratio question. Results suggested pre-service teachers had difficulty interpreting a worded multi-step, ratio (scale) question, with errors relating to ratio and/or conversion of measurement knowledge. These difficulties reveal underdeveloped knowledge of mathematical structure and mathematical connections as well as an inability to deconstruct key components of a mathematical problem. Most pre-service teachers also lacked knowledge of standard procedures and methods of solutions.<br /

Second-year pre-service teachers’ responses to proportional reasoning test items

A recent international study of pre-service teachers identified that proportional reasoning was problematic for pre-service teachers. Proportional reasoning is an important topic in the middle years of schooling and therefore it is critical that teachers understand this topic and can rely on their Mathematical Content Knowledge (MCK) when teaching. The focus of this paper is second-year Australian primary pre-service teachers&rsquo; MCK of real number items related to ratio, rate, proportion and proportional reasoning. This paper reports on strengths and weakness of pre-service teachers&rsquo; MCK when responding to test items; including a method suitable for analysing responses to five items and ranked by three levels of difficulty. The results revealed insights into their correct methods of solutions and common incorrect responses, identifying difficulty, where multiplication and division were required. The method of coding test items by difficulty ranking may assist with developing an appropriate learning trajectory, which will assist pre-service teachers develop their MCK of this and other difficult topics

STUDY OF STUDENTS' INTERESTS IN LEARNING CHINESE LISTENING AND SPEAKING IN BUNDA MULIA UNIVERSITY

China’s economic development has made tremendous achievements. More and more countries have established cooperative relations with China. In this way, Chinese has become popular and valued for all countries. There are more and more people learning Chinese, including Indonesia. The first thing to learn a language is to "listen" and "speak". For Indonesian students, Chinese is difficult because of the huge differences between mother tongue and Chinese. It will be difficult in listening and speaking for students who have a weak basic. This will make students lose their interest in learning chinese. However, learning interest is one of the indispensable parts of the learning process. Therefore, the author regards this as a research topic. This research uses the questionnaire survey method to investigate the students of Grades 2-4 of the Chinese Department of Bunda Mulia University. The result indicates that students have normal level at listening and speaking lessons. Personal influence, college environments, study materials, and teacher's skill are major influence for students

Fragment

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