Suchergebnisse

Extrait du corpus d'Orléans, réalisé dans le cadre de l'Enquête SocioLinguistique à Orléans à la fin des années 1960. ; 01 né03 oui04 ouiT2 (général) marché, magasin, comptabilitéT3 achatsT4 ne sait pasT5 suivant métierT2 (précis) heures de travail L1 travailL2 travail ; déjeuner au restaurantL3 RR travaux au magasinL4 lectureE1 RR rôle éducatif ; combattre gouffre entre générations E2 (réponse indirecte) peu utileE3 languesE4 aptitudes ; cadre familialE5 selon aptitudes ; 16 ansE6 même choseP1 RR trop près de Paris ; manque d'équipement sportifP4 RR mécontentement général ; déclenché par étudiants ; forces extérieures ; abus ; historiqueP9 RR oui ville bourgeoise ; écart trop grand entre bourgeois et autres ; gens distantsP10 RR communications plus faciles avec ouvriers ; description ; Identifiant du témoin : MD 461 Homme, 28 ans (né en 1941, à La Chapelle St Mesmin, Loiret) ; commerçant dans l'alimentation Enregistré par Bernard Vernier, le 8 avril 1969, au domicile du témoin. Questionnaires enregistrés : questionnaire sociolinguistique; questionnaire ouvert(questions 01 ; 03-04 ; T2-T5 ; T2 ; L1-L4 ; E1-E6 ; P1 ; P4 ; P9-P10). Classe politique du témoin : Centre Remarques sur le témoignage : débit rapide, français populaire; intérêt pédagogique : classes sociales. Acoustique : bonne qualité d'enregistrement assez bonne mais un peu sourde ; voix d'enfants. ; Discourse type: dialogue

Extrait du corpus d'Orléans, réalisé dans le cadre de l'Enquête SocioLinguistique à Orléans à la fin des années 1960. ; 01 né03 oui04 ouiT2 (général) marché, magasin, comptabilitéT3 achatsT4 ne sait pasT5 suivant métierT2 (précis) heures de travail L1 travailL2 travail ; déjeuner au restaurantL3 RR travaux au magasinL4 lectureE1 RR rôle éducatif ; combattre gouffre entre générations E2 (réponse indirecte) peu utileE3 languesE4 aptitudes ; cadre familialE5 selon aptitudes ; 16 ansE6 même choseP1 RR trop près de Paris ; manque d'équipement sportifP4 RR mécontentement général ; déclenché par étudiants ; forces extérieures ; abus ; historiqueP9 RR oui ville bourgeoise ; écart trop grand entre bourgeois et autres ; gens distantsP10 RR communications plus faciles avec ouvriers ; description ; Identifiant du témoin : MD 461 Homme, 28 ans (né en 1941, à La Chapelle St Mesmin, Loiret) ; commerçant dans l'alimentation Enregistré par Bernard Vernier, le 8 avril 1969, au domicile du témoin. Questionnaires enregistrés : questionnaire sociolinguistique; questionnaire ouvert(questions 01 ; 03-04 ; T2-T5 ; T2 ; L1-L4 ; E1-E6 ; P1 ; P4 ; P9-P10). Classe politique du témoin : Centre Remarques sur le témoignage : débit rapide, français populaire; intérêt pédagogique : classes sociales. Acoustique : bonne qualité d'enregistrement assez bonne mais un peu sourde ; voix d'enfants.

From his district office in Worcester, Congressman James P. McGovern, current member of the House Rules Committee from the Third District in Massachusetts, discusses working with Congressman Joe Moakley. Congressman McGovern talks about his role as legislative assistant, press secretary and legislative director between the years of 1982 and 1996; how the Moakley congressional office operated; and the important role Joe Moakley had in the Massachusetts delegation. Congressman McGovern also describes his campaigns for congressional office; recounts lessons, advice and support he received from Joe Moakley; and concludes with Joe Moakley's legacy of public service and commitment to the people of Massachusetts. ; https://dc.suffolk.edu/moh/1013/thumbnail.jpg

Born June 8, 1921, in Paris, Texas, Gordon McLendon served as an interpreter in the U.S. Navy during World War II. In 1947, he established KLIF radio in Dallas, Texas. At the same time, he began the Liberty Broadcasting System, an independent affiliation that encompassed over 400 radio stations during its five years of operation. McLendon was a pioneer in recreating sporting events, using the voice of the "Old Scotsman." During the 1950s he developed the top 40 format (rapid fire music, news and contests). McLendon also owned a string of drive-in theaters, produced several motion pictures, and developed advertising campaigns for over 150 movies. In 1964, he campaigned for the Democratic nomination to the U.S. Senate against Ralph Yarborough. Over the course of his career, McLendon owned twenty-four radio stations. He died in 1986. ; The collection includes editorials, political files, political campaign materials, movie promotions, business correspondence, and radio station policy books. Additionally, there are recordings in various formats of interviews, editorials, soundtracks, movie promotions, easy listening music, documentaries, and advertisements. Of special interest are some of McLendon's editorials, including a series critical of Charles DeGaulle. ; The second and largest part of the collection is comprised of various forms of sound recordings. The sound recordings include sixteen and twelve-inch discs of radio programs, jingles, soundtracks, music, and historical recordings.

The purpose of the article is to highlight the experience and test the effectiveness of the democracy culture and intercultural dialogue competences formation in the process of studying the «Democratic Approach in Mathematics» content module by the 013 «Primary Education» speciality students at T.H. Shevchenko National University «Chernihiv Colehium» (Ukraine). Methodology. The research criteria were worked out on the basis of the Model of the competences for the democracy culture proposed by the Department of Education of the Council of Europe. The questionnaires (initial and final), worked out by the authors, allowed to sustain the dynamics of the competences development in one group of the 1st year students (18 students). The results of the statistic processing of the experiment were analyzed using Student's t-criterion. The scientific novelty of the research. For the first time, the educational process of the course of «Mathematics» was modernized through introducing the democracy elements: rich tasks, discussions, culture of democratic communication while studying basic mathematical theories. A characteristic of the «Democratic Approach in Mathematics» course is the introduction of the «Inverted class» technology, which provides students with the opportunity of the individual learning of the theoretical material based on the Google Classroom platform (a virtual class «Mathematics», code: 05b2lz) and passing a small self-control test. The outlines of the lectures and practical classes with the detailed description of work on their separate stages are given in the article. The rich tasks were selected in the way to reveal the use of the appropriate mathematical model (a certain type of the function, scheme, formula, way) of solving life and economic problems, or the students, while doing sums, should have focused on the mental ways of analyzing and assessing the situation (the tasks on «summarizing the concept», determining the condition by the known result, the use of the heuristic way of solving). ...

The purpose of the article is to highlight the experience and test the effectiveness of the democracy culture and intercultural dialogue competences formation in the process of studying the «Democratic Approach in Mathematics» content module by the 013 «Primary Education» speciality students at T.H. Shevchenko National University «Chernihiv Colehium» (Ukraine). Methodology. The research criteria were worked out on the basis of the Model of the competences for the democracy culture proposed by the Department of Education of the Council of Europe. The questionnaires (initial and final), worked out by the authors, allowed to sustain the dynamics of the competences development in one group of the 1st year students (18 students). The results of the statistic processing of the experiment were analyzed using Student's t-criterion. The scientific novelty of the research. For the first time, the educational process of the course of «Mathematics» was modernized through introducing the democracy elements: rich tasks, discussions, culture of democratic communication while studying basic mathematical theories. A characteristic of the «Democratic Approach in Mathematics» course is the introduction of the «Inverted class» technology, which provides students with the opportunity of the individual learning of the theoretical material based on the Google Classroom platform (a virtual class «Mathematics», code: 05b2lz) and passing a small self-control test. The outlines of the lectures and practical classes with the detailed description of work on their separate stages are given in the article. The rich tasks were selected in the way to reveal the use of the appropriate mathematical model (a certain type of the function, scheme, formula, way) of solving life and economic problems, or the students, while doing sums, should have focused on the mental ways of analyzing and assessing the situation (the tasks on «summarizing the concept», determining the condition by the known result, the use of the heuristic way of solving). ...

The purpose of the article is to highlight the experience and test the effectiveness of the democracy culture and intercultural dialogue competences formation in the process of studying the «Democratic Approach in Mathematics» content module by the 013 «Primary Education» speciality students at T.H. Shevchenko National University «Chernihiv Colehium» (Ukraine). Methodology. The research criteria were worked out on the basis of the Model of the competences for the democracy culture proposed by the Department of Education of the Council of Europe. The questionnaires (initial and final), worked out by the authors, allowed to sustain the dynamics of the competences development in one group of the 1st year students (18 students). The results of the statistic processing of the experiment were analyzed using Student's t-criterion. The scientific novelty of the research. For the first time, the educational process of the course of «Mathematics» was modernized through introducing the democracy elements: rich tasks, discussions, culture of democratic communication while studying basic mathematical theories. A characteristic of the «Democratic Approach in Mathematics» course is the introduction of the «Inverted class» technology, which provides students with the opportunity of the individual learning of the theoretical material based on the Google Classroom platform (a virtual class «Mathematics», code: 05b2lz) and passing a small self-control test. The outlines of the lectures and practical classes with the detailed description of work on their separate stages are given in the article. The rich tasks were selected in the way to reveal the use of the appropriate mathematical model (a certain type of the function, scheme, formula, way) of solving life and economic problems, or the students, while doing sums, should have focused on the mental ways of analyzing and assessing the situation (the tasks on «summarizing the concept», determining the condition by the known result, the use of the heuristic way of solving). ...