@prefix alignment: .
@prefix dc: .
@prefix dct: .
@prefix rdf: .
@prefix rdfs: .
@prefix skos: .
@prefix skosxl: .
@prefix vann: .
@prefix xml: .
@prefix xsd: .
alignment: a skos:ConceptScheme ;
dct:description "A concept scheme that defines the types of relationships between a learning resource and a node in an educational framework."@en-US, "Ein kontrolliertes Vokabular, das die Arten von Beziehungen zwischen einer Lernressource und einem Element in einem Bildungsrahmen definiert."@de ;
dc:title "LRMI Alignment Type Vocabulary"@en-US, "LRMI Vokabular zur Art des Alignment"@de ;
dc:creator "LRMI Task Group (DCMI)"@en-US, "LRMI Task Group (DCMI)"@de ;
dct:created "2017-03-01"^^xsd:date ;
dct:modified "2022-10-18"^^xsd:date ;
vann:changes "/specifications/lrmi/concept_schemes/release-history/" ;
dct:license .
alignment:assesses a skos:Concept ;
skos:prefLabel "assesses"@en-US, "testet"@de ;
skos:definition "The learning resource being described may be used to assess the competency being referenced."@en-US, "Die beschriebene Lernressource kann verwendet werden, um die referenzierte Kompetenz zu testen."@de ;
dct:source "Based on Common Education Data Standards (CEDS): https://ceds.ed.gov/element/000869#Assesses."@en-US, "Basierend auf den Common Education Data Standards (CEDS): https://ceds.ed.gov/element/000869#Assesses"@de ;
skos:inScheme alignment: .
alignment:complexityLevel a skos:Concept ;
skos:prefLabel "complexity level"@en-US, "Komplexitätsgrad"@de ;
skos:definition "The point in the framework being referenced defines a level or range that measures the difficulty or challenge presented by the learning resource being described."@en-US, "Das Element in dem Bezugssystem, auf das verwiesen wird, definiert ein Niveau oder einen Bereich, der die Schwierigkeit oder Herausforderung der beschriebenen Lernressource misst."@de ;
skos:scopeNote "Example frameworks include, but are not limited to, Bloom's Taxonomy, Norman Webb's Depth of Knowledge (DOK), Biggs' SOLO taxonomy, Lexile and Quantile frameworks by MetaMetrics."@en-US, "Beispiele für Bezugssysteme sind unter anderem Bloom's Taxonomy, Norman Webb's Depth of Knowledge (DOK), Biggs' SOLO taxonomy, Lexile and Quantile Frameworks von MetaMetrics."@de ;
skos:inScheme alignment: .
alignment:educationalLevel a skos:Concept ;
skos:prefLabel "educational level"@en-US, "Bildungsstufe"@de ;
skos:definition "The point in the framework being referenced defines a level or stage within an education system for which the resource being described is intended or useful."@en-US, "Das Element in dem Bezugssystem, auf das verwiesen wird, definiert eine Ebene oder Stufe innerhalb eines Bildungssystems, für die die beschriebene Ressource bestimmt oder nützlich ist."@de ;
dct:source "Based on Common Education Data Standards (CEDS): https://ceds.ed.gov/element/000869#EducationalLevel."@en-US, "Basierend auf den Common Education Data Standards (CEDS): https://ceds.ed.gov/element/000869#EducationalLevel"@de ;
skos:inScheme alignment: .
alignment:educationalSubject a skos:Concept ;
skos:prefLabel "educational subject"@en-US, "Fach"@de ;
skos:definition "The point in the framework being referenced defines the subject context of the learning resource being described."@en-US, "Das Element in dem Bezugssystem, auf das verwiesen wird, definiert den fachlichen Kontext der beschriebenen Lernressource."@de ;
skos:scopeNote "The educational subject identifies the educational context of the resource being described such as \"math\", \"science\", \"physics\", \"algebra\", and \"English language arts\". To identify the particular topic(s), or aboutness, of the resource being described--e.g., \"Pythagorean theorem\", \"Abraham Lincoln\", \"Ayers Rock\"--use the schema.org/about property."@en-US, "Das Unterrichtsfach gibt den Bildungskontext der beschriebenen Ressource an, z. B. \"Mathematik\", \"Naturwissenschaften\", \"Physik\", \"Algebra\" und \"Englische Sprachwissenschaften\". Um das/die spezielle(n) Thema/Themen der beschriebenen Ressource zu identifizieren - z. B. \"Satz des Pythagoras\", \"Abraham Lincoln\", \"Ayers Rock\" - verwenden Sie die Eigenschaft schema.org/about."@de ;
dct:source "Based on Common Education Data Standards (CEDS): https://ceds.ed.gov/element/000869#EducationalSubject."@en-US, "Basierend auf den Common Education Data Standards (CEDS): https://ceds.ed.gov/element/000869#EducationalSubject"@de ;
skos:inScheme alignment: .
alignment:prerequisite a skos:Concept ;
skos:prefLabel "prerequisite"@en-US, "vorausgesetzt"@de ;
skos:definition "The competency being referenced is a learning prerequisite to the effective outcome of the learning resource being described."@en-US, "Die Kompetenz, auf die verwiesen wird, ist eine Lernvoraussetzung für den Lernerfolg der beschriebenen Lernressource."@de ;
dct:source "Based on Common Education Data Standards (CEDS): https://ceds.ed.gov/element/000715."@en-US, "Basierend auf den Common Education Data Standards (CEDS): https://ceds.ed.gov/element/000715"@de ;
skos:inScheme alignment: .
alignment:readingLevel a skos:Concept ;
skos:prefLabel "reading level"@en-US, "Leseniveau"@de ;
skos:definition "The point in the framework being referenced defines a level or range of reading ability expected for a person using the learning resource being described."@en-US, "Das Element in dem Bezugssystem, auf das verwiesen wird, definiert ein Niveau oder einen Bereich der Lesefähigkeit, die von einer Person erwartet wird, welche die beschriebene Lernressource nutzt."@de ;
skos:scopeNote "Example frameworks include, but are not limited to, Lexile Framework by MetaMetrics, ATOS by Renaissance Learning, Degrees of Reading Power (DRP) by Questar Assessment, Flesch-Kincaid (public domain), Reading Maturity by Pearson Education, SourceRater by Educational Testing Service, Easability Indicator by Coh-Metrix, and the Oxford Reading Tree levels from Oxford University Press."@en-US, "Beispiele für Bezugssysteme sind u. a. das Lexile Framework von MetaMetrics, ATOS von Renaissance Learning, Degrees of Reading Power (DRP) von Questar Assessment, Flesch-Kincaid (Public Domain), Reading Maturity von Pearson Education, SourceRater von Educational Testing Service, Easability Indicator von Coh-Metrix und die Oxford Reading Tree Levels von Oxford University Press."@de ;
dct:source "Based on Common Education Data Standards (CEDS): https://ceds.ed.gov/element/000869#ReadingLevel."@en-US, "Basierend auf den Common Education Data Standards (CEDS): https://ceds.ed.gov/element/000869#ReadingLevel"@de ;
skos:inScheme alignment: .
alignment:teaches a skos:Concept ;
skos:prefLabel "teaches"@en-US, "fördert"@de ;
skos:definition "The learning resource being described may be used to teach the competency being referenced."@en-US, "Die beschriebene Lernressource kann für die Förderung der angesprochenen Kompetenz verwendet werden."@de ;
dct:source "Based on Common Education Data Standards (CEDS): https://ceds.ed.gov/element/000869#Teaches."@en-US, "Basierend auf den Common Education Data Standards (CEDS): https://ceds.ed.gov/element/000869#Teaches"@de ;
skos:inScheme alignment: .
On and on they went. The Doctor pointed out many places of interest, and told them how the road was built through the wilderness. LXIV BY TWOS. MARCH But there was no accounting for the activities of the Clockwork man. At a distance of about a yard from the barrier his whole body took off from the ground, and he literally floated in space over the obstacle. It was not jumping; it was more like flying. He landed lightly upon his feet, without the least difficulty; and, before the onlookers could recover from their amazement, this extraordinary personage had shot like a catapult, straight up the path along which he had travelled so precariously half an hour before. In a few seconds his diminutive figure passed into the horizon, leaving a faint trail of dust and the dying echo of that appalling noise. "I beg your pardon," said the Clockwork man, suddenly becoming conscious of the hirsute development. "Irregular growth¡ªmost inconvenient¡ªit's due to my condition¡ªI'm all to pieces, you know¡ªthings happen spontaneously." He appeared to be struggling hard to reverse some process within himself, but the beard continued to grow. and miss him. The whole world seems empty and aching. I hate the IN the histories of the four women whose lives are here related, I have tried, as far as is possible in the limited space, to give an idea of the various ways in which the Revolutionary tempest at the close of the eighteenth century and the eventful years which preceded and followed it, affected, and were regarded by, persons of the different parties and classes to which they belonged. ¡°And you chew gum!¡± snapped Sandy, unwilling to be left out of the suddenly developing ¡°third degree¡± he had begun. Jeff made a further inspection, touched a bit of the dried gum curiously, stepped down and stood with a thoughtful face for a moment. Taking hold, for the ¡°ground crew,¡± required some argument with parents. Mr. Whiteside seemed to have some magical way of overcoming objections to possible night activity, however; and the next morning found the two reinstated assistants riding with Mr. Whiteside on a ¡¯bus bound for the town nearest to the old Everdail estate. "I would," Dr. Haenlingen told him tartly. "I've had a very good reason, over the years, to keep information about my section in my own hands." "I hate that Ben of yours!" "Hear you, my Lord de Boteler, that I, William Marson, from this day forth unto you shall be true and faithful, and shall owe you fealty for the land which I may hold of you in villeinage, and shall be justified by you both in body and goods, so help me God and all the saints." After kissing the book he withdrew; and the bondmen successively renewed their servile compact. Simon Sudbury, the mitred abbot, was a man of a fair and florid complexion, with large, expressive eyes, that even at the age of fifty were of a deep and clear blue. He was tall, and just sufficiently corpulent to give an air of dignity to his figure; but even had his person been insignificant, there sat on his brow, and glanced in his eye, that pride and conscious superiority which, even from an equal, would have extorted respect. "To be sure I do!" HoMEÍû¾©Ïã·á¸ó´ÓÄÄÀïϳµ
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