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This study examines the morphological and semantic development of the modal construction formed with either the imperfect of 'to want' (Croatian/Serbian) plus the infinitive, or with a modal particle from 'to want' (Macedonian) plus the imperfect of the main verb. The Balkan conditional is analyzed using material from diverse sources, including epic folk poetry, dialectal texts, and the standard literary language in the South Slavic languages, as well as in the Balkan non-Slavic languages of Greek, Albanian, Daco-Rumanian, Istro-Rumanian, and Arumanian. Specific syntactic and semantic contexts are analyzed, and the Balkan conditional is compared to other modal constructions in these languages. One of the characteristic analytic verbal forms shared by the languages of the Balkan league is the Balkan conditional or the so-called 'future-in-the-past'. In the majority of these languages, the Balkan conditional has the status of a grammatical category, whose invariant components are 'modality', specifically 'potentiality', and 'reference to past tense'. With such components, these expressions most frequently and naturally refer to actions which did not take place, i.e., the past, contrary-to-fact conditional.
An up-to-date and practical reference guide to the most important aspects of Serbian as used by contemporary native speakers of the language, this jargon-free text presents an accessible description of the language, focusing on the real patterns of use today.
Surveys enjoy great ubiquity among data collection methods in social research: they are flexible in questioning techniques, in the amount of questions asked, in the topics covered, and in the various ways of interactions with respondents. Surveys are also the preferred method by many researchers in the social sciences due to their ability to provide quick profiles and results. Because they are so commonly used and fairly easy to administer, surveys are often thought to be easily thrown together. But designing an effective survey that yields reliable and valid results takes more than merely asking questions and waiting for the answers to arrive. Geared to the non-statistician, the Handbook of Survey Methodology in Social Sciences addresses issues throughout all phases of survey design and implementation. Chapters examine the major survey methods of data collection, providing expert guidelines for asking targeted questions, improving accuracy and quality of responses, while reducing sampling and non-sampling bias. Relying on the Total Survey Error theory, various issues of both sampling and non-sampling sources of error are explored and discussed. By covering all aspects of the topic, the Handbook is suited to readers taking their first steps in survey methodology, as well as to those already involved in survey design and execution, and to those currently in training. Featured in the Handbook: • The Total Survey Error: sampling and non-sampling errors. • Survey sampling techniques. • The art of question phrasing. • Techniques for increasing response rates • A question of ethics: what is allowed in survey research? • Survey design: face-to-face, phone, mail, e-mail, online, computer-assisted.? • Dealing with sensitive issues in surveys. • Demographics of respondents: implications for future survey research. • Dealing with nonresponse, and nonresponse bias The Handbook of Survey Methodology in Social Sciences offers how-to clarity for researchers in the social and behavioral sciences and related disciplines, including sociology, criminology, criminal justice, social psychology, education, public health, political science, management, and many other disciplines relying on survey methodology as one of their main data collection tools.
Partnership with Parents in Early Childhood Settings examines how practitioners can work effectively with parents and families, acknowledging the complex nature of these relationships. Drawing on policy, research and practice from kindergartens and early years settings in five European countries, it provides insight into how political, social and cultural contexts affect the relationships between educators and families and the impact this has on children’s early experiences. The book is based upon learning from an Erasmus mobility project between educators from five countries in OMEP (the World Organisation for Early Childhood Education). It presents examples from practice and research from the different countries and highlights some positive and practical ways in which professionals can work with parents, as well as potential barriers to parental partnership and how these might be overcome. Each section focuses on a different country and allows for a detailed exploration into how relationships are developed and sustained for the benefit of young children and their families in different places. Throughout, the reader is encouraged to reflect on their current understanding of parental partnership and how they can plan for positive parental partnership working in the future. This thought-provoking text will be an indispensable resource for students of early childhood and teachers and practitioners, as well as academics and those with an interest in early years social and educational policy.
For nearly four decades, Ian Keen has been an important, challenging, and engaging presence in Australian anthropology. Beginning with his PhD research in the mid-1970s and through to the present, he has been a leading scholar of Yolngu society and culture, and has made lasting contributions to a range of debates. His scholarly productivity, however, has never been limited to the Yolngu, and he has conducted research and published widely on many other facets of Australian Aboriginal society: on Aboriginal culture in ‘settled’ Australia; comparative historical work on Aboriginal societies at the threshold of colonisation; a continuing interest in kinship; ongoing writing on language and society; and a set of significant land claims across the continent. In this volume of essays in his honour, a group of Keen’s former students and current colleagues celebrate the diversity of his scholarly interests and his inspiring influence as a mentor and a friend, with contributions ranging across language structure, meaning, and use; the post-colonial engagement of Aboriginal Australians with the ideas and structures of ‘mainstream’ society; ambiguity and indeterminacy in Aboriginal symbolic systems and ritual practices; and many other interconnected themes, each of which represents a string that he has woven into the rich tapestry of his scholarly work.