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1	Die Komponenten einer Sportlerbiografie : Sportlerbiografien über Roger Federer und Thomas Müller / The components of a sports biography Daver, Tomas January 2019 (has links) This paper attempts to examine the different parts of a sports biography and which importance they are of in the making of a sports biography. The biography and the sports biography are examined and the parts biographical noteworthiness, authenticity, structure and successes and failures in a sports biography are highlighted and their roles in the sports biography are discussed for the purpose of offering a greater understanding for the sports biography. Die vorliegende Examensarbeit untersucht die verschiedenen Komponenten einer Sportlerbiografie und welche Rolle die Komponenten beim Schreiben einer Sportlerbiografie spielen. Die Biografie und die Sportlerbiografie werden untersucht und die in einer Sportlerbiografie erscheinenden Komponenten Biografiewürdigkeit, Authentizität, Struktur und Erfolge und Misserfolge werden hervorgehoben und ihre Rollen in der Sportlerbiografie werden diskutiert, zum Zweck einem größeren Verständnis der Sportlerbiografie zu geben. Biografie Sportlerbiografie Biografiewürdigkeit Authentizität Struktur Erfolge und Misserfolge Languages and Literature Språk och litteratur
2	The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics Mahajne, Asad, Amit, Miriam 07 May 2012 (has links) (PDF) Language is the learning device and the device which forms the student's knowledge in math, his ability to define concepts, express mathematical ideas and solve mathematical problems. Difficulties in the Language are seen more in word problems, clarity and in the way the text is read by the student have a direct effect on the understanding of the problem and therefore, on its solution, could delay the problem solving process. The connection between language and mathematical achievements has a more distinctive significance regarding the Arab student. This is due to the fact that the language which is used in the schools and in textbooks is classical (traditional) Arabic. It is far different than the language used in everyday conversations with family and friends (the spoken Arabic). Our research examine whether rephrasing word problems can affect the achievements of the Arab students in it. The experimental group received mathematics instruction using learning materials of word problems that were rewritten in a “middle language” closer to the students’ everyday language (spoken Arabic), thus keeping the mathematical level of the problems. The research findings showed that students in the experimental group improved their achievements in word and geometric problems significantly more than students from control group. Mathematik Umformulierung Textaufgaben Erfolge Araber Kolloquien Dialekt modernes Standard-Arabisch Muttersprache Haltung Gesprochene Sprache Mathematics Rephrasing Word Problems Achievements Arabs colloquia dialect modern standard Arabic mother tongue attitude Spoken language ddc:510 rvk:SD 2009
3	The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics Mahajne, Asad, Amit, Miriam 07 May 2012 (has links) Language is the learning device and the device which forms the student''s knowledge in math, his ability to define concepts, express mathematical ideas and solve mathematical problems. Difficulties in the Language are seen more in word problems, clarity and in the way the text is read by the student have a direct effect on the understanding of the problem and therefore, on its solution, could delay the problem solving process. The connection between language and mathematical achievements has a more distinctive significance regarding the Arab student. This is due to the fact that the language which is used in the schools and in textbooks is classical (traditional) Arabic. It is far different than the language used in everyday conversations with family and friends (the spoken Arabic). Our research examine whether rephrasing word problems can affect the achievements of the Arab students in it. The experimental group received mathematics instruction using learning materials of word problems that were rewritten in a “middle language” closer to the students’ everyday language (spoken Arabic), thus keeping the mathematical level of the problems. The research findings showed that students in the experimental group improved their achievements in word and geometric problems significantly more than students from control group. info:eu-repo/classification/ddc/510 ddc:510

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