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Empirical Studies of the Construction of Discourse
This volume assembles eleven articles addressing current concerns in discourse studies from an empirical perspective. Engaging with highly topical issues, they indicate the potential of an approach to the construction of discourse via corpus-based analysis, experimentation, or combined methodologies. The subject matters of the contributions, delivered by renowned scholars and dealing with either one or several languages, range from mechanisms through which information structure, connection and discourse organization are realized, to prosody as a determinant of hierarchy and specific functions of discourse markers, as well as innovative tools for visualizing discourse structure. The resulting volume addresses scholars working in a variety of topics, who either wish to incorporate empirical methods to their research or whose work is already empirically oriented and wish to gain insight into empirical evidence on state-of-the-art discursive phenomena.
Formal Properties of Measurement Constructions
This book investigates the semantics and syntax-semantics interface of measurement constructions, such as (non-)split quantifiers and comparatives. The cross-linguistic investigation reveals that seemingly diverse constructions can be categorized into two classes depending on whether they measure nominal or verbal predicates, and shows that the classification accounts for why certain constructions have certain characteristics concerning distributivity and single-event predicates. Throughout the book, particular emphasis is placed on issues of compositionality.
Brinkman's catalogus van boeken en tijdschriften
With 1901/1910-1956/1960 Repertoium is bound: Brinkman's Titel-catalohus van de gedurende 1901/1910-1956/1960 (Title varies slightly).
Provinciaal blad van Utrecht
Vols for 1928, 1930-41, 1943-44 include issues for 1926-41 of the province's Rekening der provinciale inkomsten en uitgaven. Vols. for 1927, 1929, 1931-40, 1942 include issues for 1928-42 of the province's Begrooting der provinciale inkomsten en uitgaven.
A History of Science in the Netherlands
In the 400 years of its modern history the Netherlands has produced a distinguished array of eminent mathematicians, scientists and medical researchers including many Nobel-prize winners and other internationally recognised figures, from Stevin, Snel, and Huygens in the 17th century to Lorentz, Kammerlingh Onnes, Buys Ballot, De Vries, de Sitter, and Oort in the 19th and 20th centuries. Yet it has often been noted that the history of science in the Netherlands is underepresented in the international literature. The handbook A History of Science in The Netherlands aims to correct this situation by providing a chronological and thematic survey of the field from the 16th century to the present, essays on selected aspects of science in the Netherlands, and reference biographies of about 65 important Dutch scientists. Written by more than 10 experts from Europe and North America, the handbook is the standard English-language reference work for the field.
Theory and Practice
This book describes and analyses the history of Dutch mathematics education from the point of view of the changing motivations behind the teaching of mathematics over a 200 year period. During the course of the 19th century, mathematics in the Netherlands developed from a topic for practitioners into a school topic that was taught to almost all pupils of secondary education. As mathematics teaching gradually lost its practical orientation and became more and more motivated on the basis of its supposed formative value, the HBS (Hogere Burgerschool), the Dutch variant of the German Realschule, became the dominant school of thought for mathematics pedagogy. This book examines the gradual development of the field, culminating in the country-wide adoption of Realistic Mathematics Education as the new method of mathematics teaching. This book is important for anyone who is interested in the history of mathematics education. It provides an interesting perspective on the development of mathematics education in a country that, in many aspects, went its own way.
