Notice bibliographique
Résumé
Books Received Mark I. West Crossing Boundaries with Children's Books. Edited by Doris Gebel. Lanham, MD: Scarecrow Press, 2006. Sponsored by the United States Board on Books for Young People, this annotated bibliography focuses on recent children's books from or set outside of the United States. The nearly 700 books included are organized first by region and then by country (73 countries are represented). The book also includes several essays on the challenges involved with translating children's books from non-English-speaking nations into English. David Almond: Memory and Magic. By Don Latham. Lanham, MD: Scarecrow Press, 2006. This book is part of a series titled Scarecrow Studies in Young Adult Literature. The book begins with an introduction to David Almond's life and then provides analyses of Almond's major works, including Counting Stars,Skellig,Kit's Wilderness, and Clay. Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Edited by Diane August and Timothy Shanahan. Mahwah, NJ: Lawrence Erlbaum, 2006. None of the twenty-one chapters in this book deals directly with children's literature, but several of them address issues related to the teaching of language arts to children for whom English is not their first language. Hans Christian Andersen: The Complete Stories. Translated by Jean Hersholt. Toronto: University of Toronto Press, 2005. Published in conjunction with the British Library, this massive collection of Andersen's stories is intended to serve as a commemoration of the 200th anniversary of Andersen's birth. This volume also includes nearly 100 illustrations by some of the most important illustrators from the nineteenth and twentieth centuries. Jacqueline Briggs Martin and You. By Jacqueline Briggs Martin (with Sharron L. McElmeel). Westport, CT: Libraries Unlimited, 2006. The fifth volume in a series titled The Author and You, this autobiographical work is intended for children. However, the book includes information that would be of interest to children's literature scholars, such as anecdotes related to the research and writing of Snowflake Bentley and several of Martin's other picture books. [End Page 383] Reading The Lord of the Rings: New Writings on Tolkien's Classic. Edited by Robert Eaglestone. New York and London: Continuum, 2005. The essays in this collection address both Tolkien's The Lord of the Rings as well as Peter Jackson's film adaptations of Tolkien's trilogy. Several of the essays deal with issues related to gender, sexuality, and class. The book also includes two essays about forms of "new media" that deal with Tolkien's work, such as electronic games. Well-Dressed Role Models: The Portrayal of Women in Biographies for Children. By Gale Eaton. Lanham, MD: Scarecrow Press, 2006. Biographies for children seldom attract the attention of literary critics and cultural historians, but Gale Eaton shows that an analysis of this neglected genre can yield intriguing results. Eaton provides close readings of numerous juvenile biographies of notable women published between the mid-1940s and the mid-1990s. She explains how changes in societal attitudes toward women during this fifty-year period are reflected in how these biographies portray the lives of famous women. What Was It Like? Teaching History and Culture through Young Adult Literature. By Linda J. Rice. New York: Teachers College Press, 2006. Intended as a practical resource for middle and high school teachers, this book provides detailed information on how to incorporate historical novels in the teaching of such subjects as the Great Depression, the Holocaust, the Japanese internment camps, the Civil Rights Movement, and the Vietnam War.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».