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1. |
Record Nr. |
UNIBAS000045439 |
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Autore |
Bassi, Edoardo <agronomo> |
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Titolo |
La coltivazione del pomodoro / E. Bassi |
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Pubbl/distr/stampa |
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Torino [etc.] : <<G. B.>> Paravia, [1925?] |
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Descrizione fisica |
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58 p., XVI p. di tav. : ill. ; 16 cm |
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Collana |
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Biblioteca agricola Paravia , Serie zootecnica |
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Disciplina |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA9910453517103321 |
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Autore |
O'Brien John |
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Titolo |
Distant Voices Still Heard [[electronic resource] ] : Contemporary Readings of French Renaissance Literature |
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Pubbl/distr/stampa |
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Liverpool : , : Liverpool University Press, , 2000 |
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ISBN |
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1-78138-643-9 |
1-84631-297-3 |
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Descrizione fisica |
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1 online resource (240 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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French literature |
French literature - History and criticism - 16th century |
Romance Literatures |
Languages & Literatures |
French Literature |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Title Page; Contents; Editors' Foreword; Introduction: The Time of Theory; 1: The Highs and Lows of Structuralist Reading: Rabelais, Pantagruel, chapters 10-13; 2: Rabelais' Strength and the Pitfalls of Methodology; 3: 'Blond chef, grande conqueste': Feminist Theories of the Gaze, the blason anatomique, and Louise Labé's Sonnet 6; 4: Louise Labé's Feminist Poetics; 5: Reading and Writing in the Tenth Story of the Heptaméron; 6: Fetishism and Storytelling in Nouvelle 57 of Marguerite de Navarre's Heptaméron |
7: Creative Choreography: Intertextual Dancing in Ronsard's Sonnets pour Hélène: II, 308: An Overshadowed Valediction: Ronsard's Dedicatory Epistle to Villeroy; 9: 'De l'amitié' (Essais 1.28): 'Luy' and 'Moy'; 10: Montaigne's Death Sentences: Narrative and Subjectivity in 'De la diversion' (Essais 3.4); Select Bibliography; Index |
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Sommario/riassunto |
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The aim of this book is to introduce the modern student to readings of French Renaissance literature, drawing on the perspectives of contemporary literary theories. The volume is organized by paired readings of five major sixteenth-century French writers, with interpretations covering, among others, structuralism, semiotics, feminism and psychoanalysis. Linking these interpretations is a constant interest in problems such as the role of the reader, the nature of the text and the question of gender. The Introduction contextualizes the encounter between literary theory and Renaissance texts by u |
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3. |
Record Nr. |
UNINA9910456627003321 |
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Autore |
Cooch Mary |
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Titolo |
Moodle 1.9 for teaching 7-14 year olds [[electronic resource] ] : beginner's guide : effective e-learning for younger students, using Moodle as your classroom assistant / / Mary Cooch |
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Pubbl/distr/stampa |
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Birmingham, U.K., : Packt Pub., 2009 |
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ISBN |
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1-282-06331-6 |
9786612063312 |
1-84719-715-9 |
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Descrizione fisica |
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1 online resource (236 p.) |
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Disciplina |
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Soggetti |
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Computer-assisted instruction - Computer programs |
Open source software |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Nota di contenuto |
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Cover; Table of Contents; Preface; Chapter 1: Getting started; First impressions; Time for action-customising our course page; Making changes on the course page; Getting the best out of the side blocks; Time for action-moving, adding, and deleting blocks; Useful (and less useful) blocks; Making our own side blocks in Moodle; Time for action-configuring an HTML block; Customizing the middle section; Using the HTML editor; Where does Moodle store our stuff?; Time for action-setting up the course files area; Brightening up the course page with images |
Time for action-uploading images to our Moodle pageAdding links to other web sites in Moodle; Time for action-making a click here link to a web site; Summary; Chapter 2: Adding worksheets and resources; Putting a worksheet on Moodle; Time for action-uploading a factsheet on to Moodle; Time for action-displaying our factsheet on our course page; Putting a week's worth of slideshows into Moodle; Time for action-getting a whole folder of work into Moodle in one go; Time for action-displaying a whole folder on Moodle; Making a 'click here' type |
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link to the River Thames web site |
Recap-where do we stand now?Creating a worksheet about flooding, directly in Moodle; Time for action-typing our flooding worksheet straight into Moodle; Online worksheets-some ideas to consider; Making our page prettier; Time for action-improving the look of our course page; Summary; Chapter 3: Getting Interactive; How do we do all this?; Getting our class to reflect and discuss; Time for action-setting up a discussion forum on Moodle; How do we moderate the forum?; Why use a forum?; Carrying on the conversation in real time-outside of school; Time for action-setting up a chat room in Moodle |
Why use Chat? (and why not?)Making our own class Glossary; Time for action-getting students to create their own Glossary; Showcasing the plans in a database; Time for action-setting up a database; How far have we come?; Giving our class a chance to vote; Time for action-giving students a chance to choose a winner; Finding out the students' choice; Why use Choice?; Announcing the winner; Writing creatively in Moodle; Time for action-setting up an online creative writing exercise; Marking students' work on Moodle; Other ways to set and mark work in Moodle; Collaborative story-telling |
Time for action-getting our class to work together on an online storySummary; Chapter 4: Self-marking Quizzes; Forget the paper; Hot potatoes-cool learning; Time for action-getting a program to create our self-marking activities; Time for action-matching rivers to continents with the JMatch Hot Potato; Time for action-getting our matching activity into Moodle; Consolidating knowledge with Hot Potatoes activities; Time for action-creating a self-marking gap-fill exercise; Time for action-making a self-marking crossword exercise; Time for action-making a self-marking mixed up words exercise |
Time for action-making a self-marking multiple-choice quiz |
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Sommario/riassunto |
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Effective e-learning for younger students using Moodle as your Classroom Assistant |
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