Zacharias Siaflekis Athen: Gutenberg, , p. Kazartsev, Prof. In: Current Trends in Metrical Analysis. In: Slavjanskij stikh: stikhovedenije i lingvistika. In: Russian Literature. Petersburg: Herzen University Press, , pp. In: Comparative Literature Studies. In: Style. Evgeny Kazartsev: Evgeny Kazartsev. In: Russkaja Literatura. Evgeny Kazartsev: Overaccentuering en de ontwikkeling van de alternerende versificatie. Stefan Kiedron. Evgeny Kazartsev: Introduction into comparative metrics and prosody.
Methods and Basic Principles of Analysis. Petersburg: St. Petersburg State University Press, , pp. Kazartsev E. In: Studia Metrica at Poetica. Keller, Prof. Zur Aushandlung von Stellvertretung. Gruber Berlin: Berliner Wissenschaftsverlag, , p. In: Engagements. Thomas Keller: "Auswandern, durchqueren und? Le monoculturalisme de l'autre. Thomas Keller: Discriminare. Rezension: Swati Acharya Hg. Chronist des ungeteilten Irrsinns der Teilung Indiens. Paderborn: Fink Verlag , , pp. Kertesz, Prof. Circular Argumentation in the Conceptual Metaphor Theory. In: Perspectives on Pragmatics and Philosophy.
Capone, F. Lo Piparo, M. Kugler, K. In: Foundations of Science. Kiefer, F. In: Pragmemes and Theories of Language Use. Allan, A. Capone, I. Schwarz-Friesel, M. Amsterdam etc. Kiklewicz, Prof. Band 3. Grammatische Kategorien, Syntax Russisch. Olsztyn: Eastern Europe Research Centre, , pp. Aleksander Kiklewicz: Jezykowy obraz swiata: geneza i podstawy teorii Polnisch.
In: Polonistyka. Kiklewicz, S. Waznik Minsk: Prawo i ekanomika, , p. Aleksander Kiklewicz: Cechy nowomowy we wspolczesnych polskich tekstach prasowych. Aleksander Kiklewicz: Kwantyfikacja a determinacja. O jednym micie logiczno-semantycznym. In: Prawda — prawdy — mity — falsze w jezykoznawstwie. Manczak W.
Warszawa: o. Aleksander Kiklewicz: Dystrybucyjny model odmian spolecznych jezyka. In: Stylistyka. XVIII , , p. In: Die slavischen Sprache. Ein internationales Handbuch zu ihrer Struktur, ihrer Geschichte und ihrer Erforschung. Kempgen, S. Berlin — New York : Walter de Gruyter, , p.
Lask: Leksem, , pp. Olsztyn: CBEW, , pp. Aleksander Kiklewicz: Polish in Russian. Minsk: Tetra-Sistems, , pp. Aleksander Kiklewicz: The fourth kingdom. Language and context in the contemporary discourses in Polish. Warsaw: PWN, , pp. Aleksander Kiklewicz: The meaning in language vs. A critical analysis of contemporary theories of linguistic semantics in Polish. In: Studies in Polish Linguistics. Aleksander Kiklewicz: Akty mowy: klasyfikacja dychotomiczna in Polish. In: Media. In: Acta Neophilologica. In: Biuletyn PTJ. LXVI, , p. In: Zeszyty Prasoznawcze. Aleksander Kiklewicz: The stratificational classification of speech acts.
In: Stil. IX, , p. Aleksander Kiklewicz: Opyt klassifikacii funkcij jazyka in Russian. In: Zbornik matice srpske za filologiju i lingvistiku. Aleksander Kiklewicz: Semanticheskoe var'irovanie, semantichsekij invariant i ambisemija ibn Russian. In: Wiener Slawistischer Almanach. Dybiec, J. Cracow: Universitas, , p.
Aleksander Kiklewicz: Koncept! Koncept… Koncept? K kritike sovremennoj lingvisticheskoj konceptologii in Russian. Kiklewicz, A. Olsztyn: CBEW, , p. Aleksander Kiklewicz: Metafora jako intertekst. Elementy teorii przekodowania pragmatycznego. Kiklewicz A. Minsk: Medysont, , p. Elementy teorii przekodowania pragmatycznego in Polish.
Mazur, J. Lublin: UMCS, , p. Aleksander Kiklewicz: Modelowanie parametryczne przestrzeni komunikacyjnej aspekty stylistyczne.
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Graszewicz, M. Aleksander Kiklewicz: Pragmatyczne aspekty konceptualizacji. Ginter A. Habrajska, G. Kielce: Charaktery, , p. Biolik, M. Olsztyn: UWM, , p. Aleksander Kiklewicz: Edward Sapir kontra lingwistyka kulturowa. In: Tekst jako kultura — kultura jako tekst. Cyzman, M. Stalmaszczyk, P. Aleksander Kiklewicz: Semantyka bez pragmatyki. Aleksander Kiklewicz: The functional aspect of the study of particles in Russian. In: Jazyk i zekst v sistemnom i sociokulturnom aspekte. Pociechina, H. Aleksander Kiklewicz: The role of stereotypes in the intercultural communication.
Seria Korytkowska, M. Aleksander Kiklewicz: Theory of meaning in the works of Polish semantic school. Aleksander Kiklewicz: Linguistics paradigm as the types of profiling of signs. In: Jazyk i metod I. Szumska, D. Aleksander Kiklewicz: Language in the intercultural communication in Polish. In: LingVaria.
Aleksander Kiklewicz: Rules od conversatuion by H. Grice: semantics or pragmatics?. In: Linguistica Copernicana. Aleksander Kiklewicz: Semantic infantilism in the modern public discourses. Aleksander Kiklewicz: Language in the intercultural communication. Aleksander Kiklewicz: H. Grice's conversation rules: pragmatics or semantics?. Aleksander Kiklewicz: Servant of Two Masters. XIV, , p. Aleksander Kiklewicz: The case of interactive metaphor.
In: Lingua Posnaniensis. VIII, , p. LXVII, , p. Aleksander Kiklewicz: On social-cultural factor of the functional semantics: the problems of speech nomination in Russian. In: Slavia Orientalis. Aleksander Kiklewicz: On the one lexical-grammatical precedent: substantivation of the adjective "round". Aleksander Kiklewicz: Adventure of "kruglyj" in Russian. In: Russkaja rech. Aleksander Kiklewicz: One lexical-grammatical incident: substantivization of Russian adjective "kruglyj". In: Movoznavstvo. IV, , p. Aleksander Kiklewicz: Social values in the modern culture.
Aleksander Kiklewicz: Modeling syntactic plane and segmentation of the dictionary entry for example of Slavic languages in Polish. Aleksander Kiklewicz: Semantics and pragmatics in discourse: dialectics of the interdependence. In: Badanie i projektowanie komunikacji. Grech, M. Wroclaw: UWr, , p. Aleksander Kiklewicz: On problem of cultural dependence of the science paradigms: structuralism in the Slavic Polish, Russian and Czech linguistic traditions of the 20th Century. Aleksander Kiklewicz: Modeling syntactical structure as a ground of the segmentation of dictionary entry.
In: Konfrontacje skladniowe. Nowe fakty, nowe idee. Lubocha-Kruglik J. Katowice: US Press, , p. Aleksander Kiklewicz: Vetka vishni. Stat'i po lingvistike. Aleksander Kiklewicz: Dinamicheskaya lingvistika. Mezhdu tekstom i diskursom. Harkiv: Gumanitarnyi Centr, , pp. Minsk: Tetra-Lit, , pp. Aleksander Kiklewicz: Prityazhenie yazyka. Yazykovaya deyatelnost': semanticheskie i pragmatycheskie aspekty. Aleksander Kiklewicz: Znaczenie a prawda. Fantomy semantyczne. Olsztyn: Wydawnictwo UWM, , pp. Aleksander Kiklewicz: Znaczenie leksykalne rzeczownika a jego funkcja w strukturze semantycznej zdania.
In: Die polnische Sprache — 25 Jahre nach der Wende. In: Gramatyka a tekst, IV. Aleksander Kiklewicz: Koncert wiolonczelowy Beethovena Prawda a nominacja leksykalna. Aleksander Kiklewicz: Semantyka a pragmatyka: dialektyka wzajemnych relacji w perspektywie lingwistyki interkulturowej. In: Slavische Wortbildung im Vergleich.
LXX, , p. Aleksander Kiklewicz: Kategoryzacja dyskursu. In: Dyskurs: aspekty lingwistyczne, semiotyczne i komunikacyjne. Komunikacyjna funkcja wypowiedzi niejasnych. In: Studia Rossica Posnaniensia. XXIV, , p. LXXI, , p. Aleksander Kiklewicz: Infantylizm semantyczny w dyskursach publicznych.
XXV, , p. In: Tekst jako kultura. Kultura jako tekst, t. Aleksander Kiklewicz: Sovremennoe polskoe i russkoe yazykoznanie v svete socjologii nauki. Aleksander Kiklewicz: Granice i pogranicza bezgranicza? In: Tabu w procesie globalizacji kultury. Aleksander Kiklewicz: Tabu — aspekty pragmatyczne. In: Filologiceskie nauki. Aleksander Kiklewicz: Rosyjskie czasowniki mentalne jako klasa semantyczna. Aleksander Kiklewicz: Realizacja argumentu propozycjonalnego w zdaniach z verbum cogitandi w pozycji orzeczenia. In: Prace Filologiczne.
In: Kwartalnik Neofilologiczny. Studia lingwistyczno-kulturowe. XVIV, , p. Kindellan, Dr. In: Contemporary Olson. In: Paideuma. London and New York: Bloomsbury, , pp. In: Modernist Cultures. Kindt, Prof. Berlin: Akademie Verlag, , pp. Zum Werk Georg Kleins. Berlin: Erich Schmidt-Verlag, , pp. Kirkness, Prof. Stuttgart: Hirzel Verlag, , pp. Berthold Friemel u. Stuttgart: S. Hirzel Verlag, , p. Kirn, Dr. Ewa Mazierska, Lars Kristensen Oxford: Berghahn, , [film history, media and technology conjunction, revolutionary aesthetics in Soviet film, Alexander Medvedkin].
Gal Kirn: Partizanski prelomi in protislovja trznega socializma v Jugoslaviji in English: Partisan ruptures and contradictions of market socialism in Yugoslavia. Ljubljana: Zalozba Sophija, , pp. In: En-Garde, Avant-Garde. In: Studies in Eastern European Cinema. Gal Kirn: Kittler and the partisan archive. In: Medialisation of Memory. Marusa Pusnik, Oto Luthar , [Kittler, role of media in memory, romanticism, romantic narrative of partisan struggle in Yugoslavia].
Komenda-Earle, Dr. An Beispielen von realhistorisch motivierten verbalen Idiomen des Deutschen. Baltmannsweiler: Schneider Verlag Hohengehren, , pp. Korhonen, Prof. Kotorova, Prof. In: Geschichte und Typologie der Sprachsysteme. History and Typology of Language Systems. In: Miscellanea Linguistica.
Arbeiten zur Sprachwissenschaft. Editors-in-chief: Elizaveta G. Kotorova, Andrey V. Nouns, adjectives, adverbs, pronouns, numerals, postpositions, conjunctions, particles, interjections and action nominals. Elizaveta Kotorova: Dankesbezeigung im deutschen und russischen Diskurs: soziokulturelle, pragmatische und sprachlich-strukturelle Aspekte.
Elizaveta Kotorova: Describing cross-cultural speech behavior: a communicative-pragmatic field approach. In: Procedia. Social and Behavioural Sciences. Elizaveta Kotorova: Sachgruppe als Strukturelement des Wortschatzes. In: Deutscher Wortschatz — beschreiben, lernen, lehren. Elizaveta Kotorova: Deutsch im typologischen Vergleich: lexikalisch-semantische Aspekte. In: Zeitschrift des Verbandes Polnischer Germanisten.
Berlin: Peter Lang GmbH, , pp. Kouteva, Prof. Peter K. In: Language evolution: the view from restricted linguistic systems.. In: Reflections on Functionalism in Linguistics.. Shannon Bischoff and Carmen Jeny Berlin: Mouton de Gruyter, , [discourse, grammaticalization, sentence grammar, thetical grammar, parentheticals].
In: The role of affect in discourse markers.. Sylvie Hancil Rouen: PURH, , [discourse, grammaticalization, final particles, thetical grammar, sentence grammar]. Tania Kuteva with Bernard Comrie : The evolution of language and elaborateness of grammar: the case of relative clauses in Creole languages. In: A typological overview of relative clauses in languages of the Americas.. Tania Kuteva with Bernd Heine : An integrative model of grammaticalization. In: Grammatical replication and grammatical borrowing in language contact. Berlin: Mouton de Gruyter, , p.
Tania Kuteva with Bernd Heine : Grammaticalization theory as a tool for reconstructing language evolution. In: Studies in Language. Tania Kuteva with Bernd Heine : The areal dimension of grammaticalization. In: The Oxford Handbook of Grammaticalization. In: Das Handbuch der Eurolinguistik. Uwe Hinrichs Wiesbaden : Harrassowitz, , p.
Tania Kuteva with Bernd Heine : Contact and grammaticalization. In: Handbook of language contact. Raymond Hickey London: Wiley-Blackwell, , [language contact, grammatical change, grammaticalization]. Krasovitsky, Dr. Corbett: Changing semantic factors in case selection: Russian evidence from the last two centuries. Alexander Krasovitsky: Articulatory shift and the rise of neutralization of vowels.
In: Issues in Phonetics VI. Moscow: Ast-Press, , p. Lackey, Dr. In: Comparative Critical Studies. Prado London: Continuum, , p. In: African American Review. In: Callaloo. New York and London: Continuum, , pp. Le Rider, Prof. Paris: Bartillat, , pp. Jacques Le Rider: Fritz Mauthner. Une biographie intellectuelle. Paris: Beauchesne, , pp.
Rennes: Presses Universitaires de Rennes, , pp. Paris: Albin Michel, , pp. Freud, Kraus, Schnitzler. Paris: Hermann, , pp. Lombez, Prof. Lopez-Carretero, Prof. In: Linguistic Inquiry. Cambridge, Mass: MIT, , pp. In: Natural Language and Linguistic Theory. Maitz, Prof. The German Language in a Multilingual Space. In: Informationen Deutsch als Fremdsprache. Peter Maitz: Sprachvariation zwischen Alltagswahrnehmung und linguistischer Bewertung. In: Variatio delectat. Empirische Evidenzen und theoretische Passungen sprachlicher Variation. Peter Maitz: Sprachpflege als Mythenwerkstatt und Diskriminierungspraktik.
In: Aptum. In: Multilingua. In: Dynamik des Dialekts — Wandel und Variation. Akten des 3. Peter Maitz: Wohin steuert die Historische Sprachwissenschaft? Erkenntniswege und Profile einer scientific community im Wandel. In: Historische Sprachwissenschaft. Peter Maitz: Historische Sprachwissenschaft. Erkenntnisinteressen, Grundlagenprobleme, Desiderate. Seelze: Friedrich Verlag, , 97 pp.
In: Der Deutschunterricht. Zum Umgang mit Norm und arealer Sprachvariation in Deutschland und anderswo. Sprachwissenschaftliche Potentiale zwischen Empirie und Norm. Alexandra N. Akten des 5. Volker: Documenting Unserdeutsch: Reversing colonial amnesia. In: Journal of Pidgin and Creole Languages. In: Linguistik und Schulbuchforschung. In: Sprachwissenschaft und Sprachkritik. Perspektiven ihrer Vermittlung. Thomas Niehr Bremen: Hempen, , p. In: Journal of Germanic Linguistics. In: Magyar Nyelv. In: Pragmatischer Standard.
Volker: Language contact in the German colonies: Introduction. Makasso, Dr. Michael R. Marlo, Nikki B. Adams, Christopher R. Purvis Sommerville, Ma: Cascadilla, , p. Mangena, Dr. In: Nomina Africana. Tendai Mangena: Cultural appropriation and mis translation in Gappah's 'Washington's wife decides enough is enough'. In: Geopolitics. In: Zambezia: Journal of Humanities. In: Onomastics Between Sacred and Profane,. Oliviu Felecan London: Vernon Press, , p. In: Onomastics Between Sacred and Profane. London: Routledge, , pp. In this paper, we discuss the possibility of adapting an existing mobile system, developed for intellectually impaired young adults, to these specific target users.
We identify in the errorless learning approach a possible method to support the learning of a new, technologically based system accessible to people with mild dementia, highlighting some potential issues that still need further investigation, in particular learning transfer and spontaneous use. Proceedings of the 5th International Conference on Digital Health , The platform is meant to address the needs of people with intellectual disabilities; it is oriented to support and enhance their autonomy and in particular their mobility in urban environments, and can be regarded as an innovative assistive technology.
The platform is a concrete instance of how cuttingedge ICT technologies can act as assistive technologies to empower e-inclusion. Maina M. Sense Publishers. ABSTRACT: One of the core activities teachers perform as part of their professional practice is conceptual preparation of educational interventions of whatever type and at whatever level of granularity: single learning opportunities and activities, sequences, lessons, units, modules, courses or even whole programmes.
A longstanding pillar in the constant quest for didactical efficacy, this preparation and planning is a field of study in its own right that is attracting renewed attention. This is thanks in large part to innovation brought about by the use of digital technologies throughout the educational sphere. The field is known by various names but perhaps the most commonly adopted, at least in Europe, is learning design LD.
This fast evolving field has become quite broad in scope and is now characterised by considerable diversity and complexity. For many, this rapid development is disorienting, making the field somewhat difficult to get to grips with. In an effort to address these challenges, and to contribute to a more systematic view of the field and its multitude of facets, this contribution illustrates and explains learning design in terms of one of its central tenants, namely design representations and tools.
The chapter illustrates a set of different representation types and tools and proposes a multidimensional framework for positioning different approaches to learning design. Educational Technology, 55 3 , It will thus describe the model worked out for evaluation of the training program conceived for the vocational educators, a sort of transversal model comprising formal, non-formal and informal learning dimensions. Cucchiara, S. British Journal of Educational Technologies, 46 3 , In order to identify trends, gaps and criticalities related to the methodological approaches of this emerging field of research, we analyzed 60 papers selected across four relevant scientific databases plus one journal in the sector of eLearning that published a special issue on this topic.
The emerging picture is that of a research field in its infancy, heavily relying on theoretical research and case studies, which is just beginning to identify suitable methods to deal with large cohorts of learners, very large amounts of data and new ways of learning. The state-of-the-art is also quite fragmentary, due to the different epistemological and ontological conceptions of the authors of the papers about the nature of the issues faced and the way they should be studied.
In this paper, we compare the problems related to the definition of the methodological approaches in this research field with the Greek myth of Proteus, the elusive, multiform divinity whose wisdom would only be revealed to those capable of catching him. We therefore advocate the need for catching Proteus, that is, better identifying and choosing the methodological approaches for MOOC research as a condition for its development. British journal of educational technology Print , 46 2 , ABSTRACT: This paper proposes an analysis of current research in learning design LD , a field aiming to improve the quality of educational interventions by supporting their design and fostering the sharing and reuse of innovative practices among educators.
This research area, at the moment, focuses on three main strands: the representations that can be used as a common language to communicate about pedagogical plans and other half-fabricates of the design process, the methodological approaches to LD and the tools that support the LD process. For each of the three strands, the current landscape is discussed, pointing at open issues and indicating future research perspectives, with particular attention to the contribution that learning analytics can make to transform LD from a craft, based on experience, intuition and tacit knowledge, into a mature research area, grounded on data concerning the learning process and hence supporting enquiry while teachers design, run and evaluate the learning process.
Networked interaction to stimulate reflection, argumentation and synthesis. Poce, Indivisualisation of the learning message in adaptive environments, Bearing all this in mind, the key issues now become: how to achieve the most fruitful combination of the potential tools of Networked Collaborative Learning NCL and written online communication? How to channel them towards the achievement of the declared goals of a specific training course? How to organise collaborative interaction so that it is stimulating and at the same time productive of reflection, argumentation and synthesis in the students?
Serious Games design: reflections from an experience in the field of Intangible Cultural Heritage education. In i-Treasures a collection of Serious Games has been developed addressing four relevant ICH areas: singing, dancing, craftsmanship and music composition. So far one game for each of the four areas has been developed; the ultimate aim of the games is making learning and transmission of specific ICH expressions namely Tsamiko dance, human beat box, pottery, contemporary music composition more motivating, engaging and, ultimately, effective.
Starting from the concept of pedagogy-driven game design, the main pedagogical choices adopted are outlined. Further considerations on the overall design process are also proposed by focusing, in particular, on the need for engaging in a collaborative work a variety of professionals in the case partners of the project with different expertise, skills and background. Nata, Progress in Education, Volume 35, The aim of this contribution is to illustrate how these spaces have gained increasing importance in pedagogy, and to examine the risks of an over-simplistic, reductive interpretation of the Bring Your Own Device BYOD approach.
Thus there will be a discussion of the pedagogical, teaching and instructional design aspects of an educational process which is destined to develop more and more in hybrid learning spaces, and where the real and virtual blend together, losing their separate connotations. Examples from university experiences will be presented to illustrate the close interdependence of these aspects. L'interazione collaborativa in rete per stimolare la riflessione, l'argomentazione e la sintesi. Poce, Individualizzazione del messaggio di apprendimento in ambiente adattivo, Come canalizzarle verso il raggiungimento degli obiettivi dichiarati di uno specifico intervento formativo?
Freina, L. Two different kinds of VR can be identified: non-immersive and immersive. The former is a computer-based environment that can simulate places in the real or imagined worlds; the latter takes the idea even further by giving the perception of being physically present in the non-physical world. While non-immersive VR can be based on a standard computer, immersive VR is still evolving as the needed devices are becoming more user friendly and economically accessible.
In the past, there was a major difficulty about using equipment such as a helmet with goggles, while now new devices are being developed to make usability better for the user. VR, which is based on three basic principles: Immersion, Interaction, and User involvement with the environment and narrative, offers a very high potential in education by making learning more motivating and engaging. Up to now, the use of immersive-VR in educational games has been limited due to high prices of the devices and their limited usability.
Now new tools like the commercial "Oculus Rift", make it possible to access immersive-VR in lots of educational situations. This paper reports a survey on the scientific literature on the advantages and potentials in the use of Immersive Virtual Reality in Education in the last two years It shows how VR in general, and immersive VR in particular, has been used mostly for adult training in special situations or for university students. It then focuses on the possible advantages and drawbacks of its use in education with reference to different classes of users like children and some kinds of cognitive disabilities with particular reference.
Facoltà di scienze della comunicazione
Hybrid Learning Spaces for the socio-educational inclusion of homebound students. Shoniregun and G. Infonomics Society. Spazi ibridi di apprendimento e inclusione socio-educativa. Adorni, M. Coccoli e F. Verranno riportati i primi risultati di un progetto sperimentale orientato allo specifico problema.
Catalano, C. The primary aim of the initiative was to investigate the integration of Serious Games-based learning environments in the school study of humanities subjects. In this regard, the paper outlines the sequence of deployed pilot activities, which was shaped with the intention of responding to the needs of all the participants involved - researchers, educators and learners. This approach is inspired by the principles of design-based research, as illustrated in the strategies adopted both for piloting activities and data gathering. The paper reports the outcome of these and considers some implications of the adopted approach both for SG deployment in formal education and for implementation of experimental SG pilots of this kind.
Una variante del modello di Kirkpatrick applicata alla valutazione dei programmi formativi per formatori professionali. Il progetto TRIS e l'inclusione socio-educativa degli studenti impossibilitati alla normale frequenza scolastica. Dovigo, C. Favella, F. Gasparini, A. Pietrocarlo, V. Rocco e E. Universita' degli Studi di Bergamo. Per loro si rende necessario lo studio e la messa a punto di nuovi modelli di scolarizzazione basati su un uso regolare e metodico delle nuove tecnologie dell'informazione e della comunicazione, e questo non solo per favorire la gestione del processo di insegnamento-apprendimento, ma anche la comunicazione fra i soggetti a contatto del giovane insegnanti, compagni di classe, genitori, personale sanitario e fra gli stessi insegnanti che nelle diverse discipline e nei diversi anni scolari avranno cura di seguire il suo percorso di studi.
Di qui l'esigenza di approfondire in modo scientifico-sperimentale le variabili del problema e di definire un modello sostenibile di didattica inclusiva che tenga conto sia dello status dello studente, sia del ruolo che hanno le reti sociali che lo vedono al centro. Caponetto, I This paper presents a case study conducted in the context of MAGICAL Making Games in Collaboration for Learning a research project aimed at introducing game-making in formal education as an innovative educational approach.
In the framework of this project, a specific game-making environment called MAGOS was designed, developed and deployed in different educational contexts with a variety of learners. His pathology affects, in particular, the visual apparatus, with reduced visual acuity, sensitivity to light and nystagmus. As well as all sight-impaired students, he has particular and unique visual needs and in order to adopt educational tools and fully benefit from them he requires specific adaptations as an instance, G. The experimental setting was situated at a regular session room of Chiossone Rehabilitation Centre, with a desk and PC equipped with specific hardware devices.
The individual sessions were mainly guided by the rehab professional, assisted by a researcher observing and providing support, if and when needed. In this paper, the usability of the MAGOS educational game-making interface is discussed in respect to the needs of this specific child. Some general considerations are also drawn about the features that make an ICT environment more or less appropriate to students with sight impairments and about the general suitability of game-making activities for students with this kind of disability. Technology Enhanced Visit to Museums.
A Case Study: "Keys to Rome". In fact, the general idea about museums is that they are locations merely devoted to the exposition of artifacts and showcases, places considered as boring and uncommunicative, far away from our everyday life. Second, we evaluated the pedagogical potentiality of these technological applications for further researches with schools. In this context technology plays a very important role: with augmented reality applications, natural interactions, serious games, virtual reconstructions, holographic displays, it contributes to create an innovative environment that helps the users in understanding, enhancing and developing their level of immersion and finally the experience as a whole.
Therefore, thanks to technology visitors do not step into a regular museum but they can travel through time and space in a virtual - and virtuous - visit of the Past. Costa, F. Cognitive development is usually delayed and learning difficulties persist throughout life. Typically, individuals with Down syndrome tend to have difficulty in abstraction, generalization and, in particular, with short-term memory. They often seem to forget learned skills from one day to the next, as previous learning is often not transferred to future experiences.
This is a problem in every learning context, including mobility. Nevertheless, a large number of people with the Down syndrome can reach a good level of independence; many have a job and can move by themselves along known paths in town. These skills are traditionally learnt through a long training performed by expert educators in a face-to-face situation. Within the Smart Angel project, a system based on cloud computing technologies and geolocation systems both satellite and terrestrial has been developed.
The target users find in their Smart Phones a guardian angel that quietly supports them in their everyday life and is always ready to help in case of need. They can move freely around town knowing that, if needed, help can be asked at any time. Furthermore, the system supports specific activities where the users typically have difficulty as, for example, time management. The Smart Angel system offers the users the possibility to learn the new paths in town by actually moving along them, avoiding the use of maps, which require a certain amount of abstraction.
Researches have demonstrated that scaffolding helps learners with Down syndrome in their learning process by easing the burden of the short-term memory. Educators and families are often overprotective and underestimate the possessed abilities. They can therefore experiment the newly learnt skills and further develop them by moving autonomously and discovering new areas in town.
Should unforeseen situations arise, they will be managed by the users with the immediate assistance of his educator. This gives the educators a better and more complete understanding of the real level of ability reached by the users allowing them to decide how much support is needed by the single learner. The transmission of some cultural expressions, like rare traditional singing or dancing, is more related to the acquisition of procedural knowledge i.
Grounded on the research results in Game Based Learning and on the opportunity offered by cutting-edge sensor technologies, the i-Treasures project exploits the interesting potential of Serious Games in the ICH field. As a matter of fact, the capacity of games to train motor skills and to support sensorimotor learning, together with their ability to enhance engagement and motivation, are the main elements at the heart of our choice. In the paper, we discuss in depth the theoretical rationale behind the adoption of Serious Games i-Treasures, also in the light of their current use in Cultural Heritage Education.
Furthermore, the paper describes the main game design principles adopted by the i-Treasures project to address the specificities of various artistic expressions and and to make the games sound and effective tools to support practice and learning. Manca, S. Students' Perspectives and Empowerment. ABSTRACT: In recent years, interest in the potential of social media and social networking sites for young people's participation in public spaces has gained momentum. These media have been seen as adequate to support the development of participatory culture.
However, some studies have questioned their participatory power and demonstrated that online participatory culture is still at an early stage. This chapter reports on a study involving Italian youths with the aim of presenting the development of an instrument to evaluate participatory attitudes of teens ePAAA, Assessing Adolescents' Attitudes towards e-Participation and advance in our knowledge of how young people are appropriating social media. In the first part, the theoretical background is illustrated focusing on the different forms of participation and content creation, the notion of civic engagement and the role of social media.
In the second part, the characteristics of the tool are described and the results of its administration are discussed, while considering its implications for education and citizenship. Indeed, since there are no deterministic links between social media usage and active engagement, the main conclusion of the chapter is that education, especially media education, should play a major role in supporting adolescents' civic engagement and empowerment.
Iodice, M. Metaphors and online learning.
Metaphor and Communication,. ABSTRACT: The aim of this chapter is to highlight the role that metaphors and figurative language may play in virtual learning environments that are based on written discourse. In these contexts they may satisfy cognitive, emotional and affective needs of learning. Research results achieved so far show that metaphors, establishing meaningful analogies among different domains, may deeply affect conceptual reorganization and thus knowledge enhancement. Moreover, metaphors successfully support the expression of affective domain and the building of a common identity; at the same time they give concreteness and familiarity to the immateriality of the virtual spaces.
By presenting results gathered in two research studies here reported, the chapter focuses in particular on the role that metaphors may play in supporting social presence and collaborative knowledge building in online learning experiences. Grion, V. Voci e silenzi in un'esperienza italiana di Student Voice. D'Aprile, G. Learning dynamics of the peer review: social, cognitive and teaching aspects.
The interactions that took place during a real-life PR activity were analysed according to an evaluation model, based on both quantitative and qualitative data. The results show that the PR is able to stimulate a rich and balanced collaborative process from the cognitive point of view, fostering people to express personal opinions and views, but also helping to share, exchange and negotiate them with others. Among the downsides, this technique confirms itself as demanding in terms of teaching effort required to manage it.
The two main phases of the PR are also analysed and compared, and the results show that there are significant differences concerning some indicators in the three dimensions. Lingue antiche e moderne: il gioco di squadra per vincere i DSA l'esperienza del progetto Vindis. Cardinaletti A. Aspetti linguistici, clinici e normativi, Flussi di conoscenza e spazi ibridi di apprendimento. Educational Reflective Practices, A queste domande ha cercato di dare una risposta l'esperimento descritto in questo articolo e che ha visto protagonisti un gruppo di 66 studenti universitari.
Formazione degli insegnanti: tra formale, informale e digitale. Pubblicazioni CNR. Si tratta di un compito di straordinaria rilevanza educativa ma che al tempo stesso implica un cambiamento sia del ruolo del docente sia del modo di organizzare la didattica. In questo contributo metteremo a fuoco alcuni di tali aspetti, contestualizzandone le pro-blematiche, cercando di capire come muta il ruolo del docente quando si introducono nuovi modi di gestire la comunicazione didattica e il flusso dei saperi appoggiandosi an-che e ovviamente non solo alle risorse 2.
Trentin, Nova Science Publishers Inc.. ABSTRACT: Medical Education needs to be understood as a continuous process, where professional knowhow is an ever-changing synthesis of different types of knowledge, integrating experience, practice and rigorous scientific studies.
This book will try to show: 1 how network and mobile technology foster and potentiate formal and informal learning processes in the CME context; b what the possible role of professional social networks in the CME context is; c how informal learning processes characterised by horizontal peer-to-peer knowledge flows can be integrated with more formal ones centred on vertical knowledge flows i. Casanova, M.
What's all the Data about? Data is shared as part of datasets, often containing inter-dataset links , mostly concentrated on established datasets, such as DBpedia. Datasets vary significantly with respect to represented resource types, currentness, coverage of topics and domains, size, used languages, coherence, accessibility  or general quality aspects. The challenges from such diversity are underlined by the limited reuse of datasets from the LOD Cloud, where reuse and linking often focus on well-known datasets like DBpedia. Therefore, descriptive and reliable metadata are paramount to enable targeted search, assessment and reuse of datasets.
To address these issues and building up on earlier work , we propose an automated approach for creating structured profiles describing the topic coverage of individual datasets. The proposed approach considers a combination of sampling, topic extraction and topic ranking techniques. The sampling process is used to determine the best trade-off between scalability and profiling accuracy.
Topic ranking is based on an adoption of graphical models PageRank, K-Step Markov, and HITS, which introduces prior knowledge into the computation of vertex importance . Finally, the generated profiles are exposed as part of a public dataset based on the Vocabulary of Interlinked Datasets VoID and the newly introduced vocabulary of links VoL which describes the degree of relatedness between datasets and topics. Adamou, A. This extensive information source, however, is largely unstructured and the available metadata is typically limited to title, tags and description for a resource.
On the other hand, Linked Web Data is both structured and well described through a variety of metadata. Combining those sources opens promising direction for knowledge discovery and, at the same time, new challenges for collaborative searching in various Technology-Enchanced Learning Scenarios. In this paper, we explore how to support collaborative search in such scenarios through an initial analysis of the Web data landscape and introduce early results from e orts on exploiting Linked Data techniques to solve critical issues in this context. D'Aquin, M. Teachers' professional development in online social networking sites.
ABSTRACT: Social media and social networking sites are progressively gaining attention also in relation to professional development and life-long learning for school and academic teachers and staff. In particular, social media and social networking sites are emerging as places in which to cultivate different forms of social capital, bridging and bonding, that facilitate coordination and cooperation for mutual benefit, as well as exchange of resources, personal and professional relationships and implications for psychological well-being. The paper presents some conceptual reflections about the value of these tools for school and academic teachers' professional development.
Moreover, two examples related to some Facebook groups for teachers and to the adoption of social networking sites for personal and professional use by Italian university scholars will be presented. The paper concludes with some considerations about the current limited adoption among extensive audiences and envisages future research directions. Social media in higher education. How Italian academic scholars are using or not using Web 2. Proceedings of Sirem-Siel ,. ABSTRACT: The paper reports the main results of a survey addressed to Italian academic scholars with the aim of researching how the latter use Social Media tools for personal, teaching and professional purposes.
The survey, which was adapted and translated from a previous questionnaire, was administered to the entire Italian university scholar population and obtained a rate of response of The study has specifically investigated how university teachers use these tools in their teaching practices and eventual obstacles that may hinder their adoption. Results show that Social Media use is still rather limited and restricted and that teachers mostly prefer traditional forms of teaching, mainly face-to-face based, to collaborative and distributed practices.
Overall the results emphasize ambivalent attitudes towards benefits and challenges of these tools in the context of higher education as already pointed out by the literature. Lecture notes in computer science, , Springer, Berlin. The creation of links serves as a mean to semantically enrich Web resources, connecting disparate information sources and facilitating data reuse and sharing. As the amount of data on the Web is ever increasing, automated methods to unveil links between Web resources are required.
In this paper, we introduce a tool, called SCS Connector, that assists users to uncover links between entity pairs within and across datasets. SCS Connector provides a Web-based user interface and a RESTful API that enable users to interactively visualise and analyse paths between an entity pair ei, ej through known links that can reveal meaningful relationships between ei, ej according to a semantic connectivity score SCS.
Research on MOOCs seems to have overcome the exploratory phase, and is approaching a consolidation of themes and objectives. However, little attention has been paid to methodological issues in MOOCs research. Furthermore, the methodological approaches most widely adopted in this area could cast out conclusions, which should be reconsidered either from a critical theoretical point of view, or from studies of empirical replication.
In this paper the authors have reviewed fifty-seven journal articles on MOOCs in order to analyze the methodological approaches most commonly adopted in this field of research. The results have been initially grouped, taking into consideration the traditional methodological classification: quantitative, qualitative, mixed-methods, design-based research, literature review, theoretical contribution.
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Furthermore, the methods adopted within the above mentioned approaches have been considered. In order to deepen on the understanding about the methodological approaches, the conceptual model "full cycle of educational research", with its seven phases has been adopted to classify the several articles reviewed. On these basis, the authors analyze the "methodological trends" within the field of MOOCs.
The purpose is to show gaps and criticalities as well as to suggest future directions for selecting methodological approaches in the field of MOOCs research. Dettori, G. Interacting to learn in the age of social technology. ABSTRACT: Interaction and collaboration with peers are widely recognized to stimulate cognitive development and to favour the acquisition and organization of new knowledge. Its actual exploitation to support formal and informal learning has now more than ever a chance to be successfully realized thanks to the wide development of technology which allows people to communicate as well as to share information, materials, ideas and reflections, in a variety of ways and formats.
In this paper, I will take into consideration four different cases of technology potentially supporting learning through interaction. Giglio, A. In this contribution, an experimental session of language lessons will be presented. Since the "flipped classroom" method seems to fit the way of teaching and learning a second language, we will present the structure, methodology, technical tools and initial results of two different educational contexts: a university, online context of Italian for foreigner courses at beginner and false beginner levels, and a K12, absolute beginner, Italian for foreigner course.
Such results will endorse a deeper reflection on how the method can be applied in K12 and Higher Education and will suggest some future developments. Dietze, S. Exploring type-specific topic profiles of datasets: a demo for educational linked data. ABSTRACT: This demo presents the dataset profile explorer which provides a resource type-specific view on categories associated with available datasets in the Linked Data cloud, in particular the ones of educational relevance. Our work utilises type mappings with dataset topic profiles to provide a type-specific view on datasets and their categorisation with respect to topics, i.
DBpedia categories. Categories associated with each dataset are shown in an interactive graph, generated for the specific profiles only, allowing for more representative and meaning-ful classification and exploration of datasets. ABSTRACT: The developments of the Web and the movements towards openness in education and science are leading to new professional practices and ways of experience the academic profession, a phenomenon that has been denominated "Digital Scholarship". However, the research in the field is still to be considered fragmentary and at its infancy.
This entails limitations to the assumptions that require further research and narrowing down the focus on disciplines as well as phases of professional life. In this sense the exploratory studies could bring some light on the areas that should be covered with future research on this emerging phenomenon. Taking into account this situation we implemented a set of non-structured interviews with a group of 7 researchers and 3 librarians coming from the field of the Life Sciences and Medicine in the Italian context, in order to explore how the main dimensions of the Digital Scholarship, defined as the production, dissemination and evaluation of scientific information with the adoption of web tools, are experienced in this group.
The initial results show that the group of researchers and librarians considered are using partially many of the potential useful tools offered on the Web; therefore, their professional discourses are mostly linked to traditional practices and concepts rather than to the idea of Digital Scholarship. We conclude with some remarks regarding the reasons preventing the engagement of researchers in the biomedical sector to participate in professional practices aligning with the concept of Digital Scholarship, aiming at open to further debate and research.
Arrigo, M. Exploiting Linked Data for supporting mobile learning experiences. ABSTRACT: The evolution of mobile technologies in the last few years has radically changed the way and places in which people can get access to information. This transformation has influenced several contexts from business to everyday life activities. It is more and more common to see "digital natives" using their smartphone when they are walking around the city or waiting at the bus stop. Guessing what they are doing with their smartphone is not easy: are they gaming?
Are they browsing Internet pages or checking their profile in their favorite social network? Recent statistics highlight the number of young people using their mobile devices for learning is growing. This is an important indicator which shows that mobile learning is ready to move from the research labs and experimental phase which in almost 10 years have highlighted the educational potentials of mobile devices towards a mature phase where students and, above all, teachers, will consider it as a learning methodology which complements, supports, enriches and sometimes substitutes more traditional learning strategies.
A further step towards this transition is related to the advances in the technological development of mobile devices in the last decade, which have made it possible the commercial availability of smartphones with good computation capabilities , which are getting more and more popular amongst young people. Through the support of a smartphone, a walk around a city can turn into an opportunity for learning and it is not necessary to organize it in advance, as teachers use to do in traditional school trips.
Indeed, the most popular mobile stores already include, in their catalogs, several applications providing specific information about hundreds of cities in the world. This information can be used to support the visit of a city successfully, but the scope of these applications rarely extend beyond their use as tourist guide.
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Specifically to their educational use, the information provided by these applications is usually extracted from proprietary data source, and cannot be easily customized to be really suitable for learning settings. Consequently, teachers wishing to organize learning experiences around the city have to prepare learning content in advance, and maintain it during the whole lifespan of the application. In this abstract, we present MeLOD, a mobile learning environment, which exploits the huge amount of dataset in the Linked Open Data LOD cloud to overcome the previous issues, by providing contextualized updated information based on students' location.
The position of the student sent by the mobile device is used to interlink Geonames, DBpedia and Europeana datasets to provide information about all the interesting cultural heritage sites close to the student. Moreover, students social activities like voting and commenting are used to enhance the knowledge base of the environment and to provide recommendations for next students' visits.
Moreover, in the last few years, many municipalities, in the world in general and in Italy in particular, are releasing their data as Open Data. For instance the municipality of Palermo has already released the data about historical buildings in open format. These data contain information related to opening hours, entrance costs, closing day, and other information under the responsibility of the municipality, thus this data can be really useful to enhance the description already available on the datasets of the LOD cloud such as DBpedia and Europeana.
The MeLOD environment have been designed with the aim of: - providing support for personalized learning experiences. In particular, users of the MeLOD environment can select their preferences related to language, categories of interest and preferred media type. It is important to highlight that the content is not prepared in advance in several languages but the increasingly number of translation of the DBpedia ontology are exploited to provide localized content according to the language selected by the user. Users can select their preferred topic categories from a list retrieved from the main topic classifications of the DBpedia category graph, some examples of categories are: Education, Geography, History, Arts and Life.
Finally, users can select their settings related to the preferred media type. In this way they can decide to receive contents in different formats only text, text and images, all multimedia formats depending on the technical capabilities of their device or the reliability of the network GPRS, 3G, Wi-fi. The list of these Wikipedia entries is used to access the corresponding resource on the DBpedia ontology, so that the structured format of the DBpedia ontology can be exploited to improve the information delivered to the users.
In particular the social activities of voting and commenting performed by users during a visit of the city have been taken into consideration. These activities are used to feed new knowledge into the student profile. This type of alienation may lead to the worsening of the disabled subjects' health conditions and an impoverishment of their human relations, which in turn might cause identity crises and a tendency to greater dependence on others, culminating in loss of inclination and ability to learn new skills. Studi letterari femministi in Italia. In: Corriere del Ticino, 18 October , p.
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