The Elephant Man – адаптированная книга (Oxford Bookworms by Tim Vicary, Tricia Hedge, Jennifer Bassett

By Tim Vicary, Tricia Hedge, Jennifer Bassett

The Elephant guy – история, из серии Oxford Bookworms Library, адаптированная до уровня 1 (400 слов). Кроме собственно истории книга содержит ряд упражнений, предназначенных для лучшего усвоения материала. К книге прилагается аудио.Серия Oxford Bookworms Library содержит книги, адаптированные к одному из 6 уровней:Уровень 1 – four hundred слов, 2 – seven-hundred, three – one thousand, four – 1400, five – 1800, 6 – 2500.Мне не удалось найти списки слов уровней (может быть потому что недостаточно настойчиво искал?), поэтому я составил частотный словарь слов, использованных в данном тексте, этот словарь вложен в архив с книгой.

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Extra info for The Elephant Man – адаптированная книга (Oxford Bookworms Library, stage 1)

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Oxford: Blackwell. Unger, B. (2010). Heterogenität und Performance von Forschernachwuchsgruppen. Eine Untersuchung am Beispiel von DFG-geförderten Graduiertenkollegs. München/Mering: Rainer Hampp. , & Backes-Gellner, U. (2010). The performance of German research training groups in different disciplinary fields: An empirical assessment. ), Governance and performance in the German public research sector.  93–106). Dordrecht: Springer. Whitley, R. (2000). ). Oxford: Oxford University Press. Chapter 3 Bringing Efficiency In?

Laboratory level evidence from a large European University. Research Policy, 33(8), 1081–1102. Deutsche Forschungsgemeinschaft (DFG). (2008). Jahresbericht 2008. Aufgaben und Ergebnisse. pdf. Accessed 15 Oct 2009. Deutsche Forschungsgemeinschaft (DFG). (2010). Homepage. id=GRK. Accessed 20 Oct 2010. , & van Hooydonk, G. (2000). Methods for accrediting publications to authors or countries: Consequences for evaluation studies. Journal of the American Society for Information Science, 51(2), 145–157.

A) Organisation and Structure of Supervision Comparing doctoral students inside and outside RTG we find that in both forms of doctoral training most students were still supervised by one professor only. In total, we do not find a broad institutionalisation of supervision teams inside the RTG. This aspect appears differently for the arts and humanities/social sciences and the doctoral students from engineering. In these disciplinary fields students inside the RTG were supervised by teams more often than students outside the RTG.

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