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Originally published in 1980, this title began as a set of questions posed by faculty on the campus of Carnegie-Mellon University: What do we know about how people write? What do we need to know to help people write better? This resulted in an interdisciplinary symposium on "Cognitive Processes in Writing" and subsequently this book, which includes the papers from the symposium as well as further contributions from several of the attendees. It presents a good picture of what research had shown about how people write, of what people were trying to find out at the time and what needed to be done.
This book presents an overview of contemporary information-processing approaches to second language acquisition. This theoretical approach proposes that people learn languages by applying the brain's general information-processing abilities to language input. This contrasts with generative (Chomskian) theory, which sees the brain as having a dedicated language-processing faculty, not a multipurpose one. This volume brings together in one place an integrated picture of ideas about processing approaches today and applications for language instruction. Designed to be a textbook for graduate-level courses in language learning, second language acquisition, (it grew out of one Sanz herself offered), cognitive/psycholinguistic, and possibly language teacher preparation, it will also be of use to scholars and researchers in second language acquistion and cognitive psychology.
In this large-format implementation manual, TPM experts explain P-M Analysis. (A methodology that makes zero losses a reality in your TPM program.) P-M Analysis is designed to help your TPM teams analyze and eliminate chronic problems that have been neglected or unresolved in the past.Chronic quality defects and other chronic losses are hard to era
This book assesses the importance of poetry for the Old Icelandic literary flowering of c. 1150–1350. It addresses the apparent paradox that an extremely conservative form of literature, namely skaldic poetry, was at the core of the most innovative literary and intellectual experiments in the period. The book argues that this cannot simply be explained as a result of strong local traditions, as in most previous scholarship. Thus, for instance, the author demonstrates that the mix of prose and poetry found in kings’ sagas and sagas of Icelanders is roughly contemporary to the written sagas. Similarly, he argues that treatises on poetics and mythology, including Snorri’s Edda, are new to the period, not only in their textual form, but also in their systematic mode of analysis. The book contends that what is truly new in these texts is the method of the authors, derived from Latin learning, but applied to traditional forms and motifs as encapsulated in the skaldic tradition. In this way, Christian Latin learning allowed for its perceived opposite, vernacular oral literature of pagan extraction, to reach full fruition and to largely replace the very literature which had made this process possible in the first place.