| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNIBAS000040650 |
|
|
Autore |
Hidāyat, Ṣādiq |
|
|
Titolo |
La civetta cieca : romanzo / Sadègh Hedayàt |
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Milano : Feltrinelli, 1973 |
|
|
|
|
|
|
|
Descrizione fisica |
|
|
|
|
|
|
Collana |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Titolo della traduzione inglese: The blind owl |
Traduzione dall'inglese di Marco Guarnaschelli |
Con un saggio introduttivo: Uno scrittore disperato / di Pasteur Vallery-Radot |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2. |
Record Nr. |
UNINA9910583380903321 |
|
|
Autore |
Petrovic Emina Kristina |
|
|
Titolo |
Materials for a healthy, ecological and sustainable built environment : priciples for evaluation / / Emina Kristina Petrovic, Brenda Vale, Maibritt Pedersen Zari |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Cambridge, [England] : , : Woodhead Publishing, , 2017 |
|
©2017 |
|
|
|
|
|
|
|
|
|
ISBN |
|
0-08-100706-X |
0-08-100707-8 |
|
|
|
|
|
|
|
|
Edizione |
[1st edition] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (390 pages) |
|
|
|
|
|
|
Collana |
|
Woodhead Publishing Series in Civil and Structural Engineering |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Building materials - Environmental aspects |
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Front Cover; Materials for a Healthy, Ecological and Sustainable Built Environment; Copyright Page; Contents; List of contributors; Preface: A call for ontological consideration of building materials; References; Acknowledgments; Introduction; References; I. Selecting Building Materials for Reduced Impacts on Ecosystem Services: Ecosystem Services Analysis; 1 Utilizing relationships between ecosystem services, built environments, and building materials; 1.1 Introduction: reducing the environmental impact of built environments; 1.2 Ecosystem services: definitions and boundaries 1.2.1 Provisioning services1.2.2 Regulating services; 1.2.3 Supporting services; 1.2.4 Cultural services; 1.3 Relationships between ecosystem services; 1.4 Defining ecosystem services for a built environment context: key places for change; 1.4.1 Ranking criterion one: integrating ecosystem services into the built environment; 1.4.2 Ranking criterion two: a hierarchy of ecosystem services relative to overall impact; 1.4.3 Ranking criterion three: the built environment's impact on ecosystem services; 1.5 Descriptions of ecosystem services most applicable to a built environment context 1.5.1 Habitat provision1.5.2 Nutrient cycling; 1.5.3 Purification; 1.5.4 Climate regulation; 1.5.5 Provision of fuel/energy source; 1.5.6 Provision of fresh water; 1.5.7 Provision of food; 1.6 Conclusion: ecosystem services and the built environment. Moving towards a more |
|
|
|
|
|
|
|
|
|
|
|
positive relationship; References; 2 Ecosystem services analysis: incorporating an understanding of ecosystem services into built environment design and mater...; 2.1 Introduction: a wider perspective on sustainability and the built environment; 2.2 Ecosystem services analysis and whole building or urban design 2.3 Ecosystem services analysis and materials selection2.4 Benefits and difficulties of applying the ecosystem services concept to built environment design and materials selection; 2.5 Potential impacts on ecosystem services of common building materials; 2.5.1 Materials that are grown; 2.5.2 Materials that are extracted or mined; 2.5.3 Materials that are made or processed; 2.6 Conclusion: Materials selection and ecosystem services. A shift in thinking; References; II. Choosing Sustainable Materials; 3 Building materials; 3.1 Introduction; 3.2 Materials that are grown; 3.2.1 Grasses 3.2.2 Hemp3.2.3 Bamboo; 3.2.4 Vines; 3.2.5 Wood; 3.2.6 Rewards for using materials that are grown; 3.3 Materials that are extracted; 3.3.1 Earth; 3.3.2 Stone; 3.3.3 Brick; 3.3.4 Concrete; 3.4 Materials that are made; 3.4.1 Glass; 3.4.2 Metals; 3.4.2.1 Steel; 3.4.2.2 Copper; 3.4.2.3 Aluminum; 3.4.2.4 Zinc; 3.4.2.5 Lead; 3.4.2.6 Other metals and issues; 3.4.3 Plastics; 3.4.3.1 Necessary plastics; 3.4.3.2 Benefits of plastics; 3.4.3.3 Avoidable plastics; 3.4.3.4 Plastics: good or bad?; 3.4.4 Composites; 3.4.4.1 Reinforced concrete; 3.4.4.2 Fiber cement sheets; 3.4.4.3 Timber composites; Glulam |
|
|
|
|
|
|
Sommario/riassunto |
|
Principles for Evaluating Building Materials in Sustainable Construction: Healthy and Sustainable Materials for the Built Environment provides a comprehensive overview of the issues associated with the selection of materials for sustainable construction, proposing a holistic and integrated approach. The book evaluates the issues involved in choosing materials from an ecosystem services perspective, from the design stage to the impact of materials on the health of building users. The three main sections of the book discuss building materials in relation to ecosystem services, the implications of materials choice at the design stage, and the impact of materials on building users and their health. The final section focuses on specific case studies that illustrate the richness of solutions that existed before the rise of contemporary construction and that are consistent with a sustainable approach to creating built environments. These are followed by modern examples which apply some, if not all, of the principles discussed in the first three sections of the book. Provides a holistic and integrated approach to the issues associated with the selection of materials for sustainable construction Provides a thorough understanding of ecosystem services based on ecology research for built environment design Provides an original review of the impact of materials on human health Provides case studies to illustrate the points above |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
3. |
Record Nr. |
UNINA9910299505203321 |
|
|
Titolo |
Cognition, Metacognition, and Culture in STEM Education : Learning, Teaching and Assessment / / edited by Yehudit Judy Dori, Zemira R. Mevarech, Dale R. Baker |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
|
|
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
|
|
Edizione |
[1st ed. 2018.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (XII, 380 p. 36 illus.) |
|
|
|
|
|
|
Collana |
|
Innovations in Science Education and Technology, , 2213-2236 ; ; 24 |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Science - Study and teaching |
Mathematics - Study and teaching |
Learning, Psychology of |
Technical education |
Study skills |
Science Education |
Mathematics Education |
Instructional Psychology |
Engineering and Technology Education |
Study and Learning Skills |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references at the end of each chapters and indexes. |
|
|
|
|
|
|
|
|
Nota di contenuto |
|
Foreword,Anat Zohar -- Chapter 1: Introduction, Yehudit Judy Dori, Dale Baker, and Zemira R. Mevarech -- Chapter 2: Teacher Cognition of Engaging Children in Scientific Practices, Barbara A. Crawford and Daniel K. Capps -- Chapter 3: Students’ Metacognition and Metacognitive Strategies in Science Education, Shirly Avargil, Rea Lavi, and Yehudit Judy Dori -- Chapter 4: Reconsidering Different Visions of Scientific Literacy and Science Education based on the Concept of Bildung, Jesper Sjöström and Ingo Ilks -- Chapter 5: Designing for Collaborative Problem Solving in STEM Cyberlearning, Kent J. Crippen and Pavlo D. Antonenko -- Chapter 6: Technology, Culture and Young |
|
|
|
|
|
|
|
|
|
|
|
Science Teachers – a promise Unfulfilled and Proposals for Change, Randy Yerrick, Michael Radosta, and Kelsey Greene -- Chapter 7: Technology, Culture, and Values – Implications for Enactment of Technological Tools in Precollege Science Classrooms, Noemi Waight and Fouad Abd-El-Khalick -- Chapter 8: Engineering Cognition – a Process of Knowledge Acquisition and Application, Ṣenay Purzer, Tamara J. Moore, and Emily Dringenberg -- Chapter 9: Metacognition and Meta-assessment in Engineering Education, Niva Wengrowicz, Yehudit Judy Dori, and Dov Dori -- Chapter 10: The Impact of Culture on Engineering and Engineering Education, Adam R. Carberry and Dale R. Baker -- Chapter 11: Engineering Education in Higher Education in Europe, M. Sencer Corlu, Kjeld Svidt, Dorina Gnaur, Rea Lavi, Oğuz Borat, and M. Ali Çorlu -- Chapter 12: Cognition, Metacognition and Mathematics Literacy, Zemira R. Mevarech and Lianghuo Fan -- Chapter 13: Promoting Mathematics Teachers' Pedagogical Metacognition – a Theoretical-practical Model and Case Study, Zehavit Kohen and Bracha Kramarski -- Chapter 14: Mathematical Modeling and Culturally Relevant Pedagogy, Cynthia O. Anhalt, Susan Staats, Ricardo Cortez, and Marta Civil -- Chapter 15: Discussion, Yehudit Judy Dori, Dale Baker, and Zemira R. Mevarech. |
|
|
|
|
|
|
Sommario/riassunto |
|
This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. |
|
|
|
|
|
|
|
| |