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1. |
Record Nr. |
UNIPARTHENOPE000031675 |
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Autore |
Pezzinga, Giuseppe |
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Titolo |
Esercizi di meccanica dei fluidi / Giuseppe Pezzinga |
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Pubbl/distr/stampa |
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Titolo uniforme |
Esercizi di meccanica dei fluidi |
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ISBN |
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Descrizione fisica |
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Collana |
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Disciplina |
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Collocazione |
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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. |
UNINA9910502598703321 |
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Autore |
Duret Evelyne |
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Titolo |
Un asile en Provence : La maison Saint-Paul à Saint-Rémy du XVIIIe au début du XXe siècle / / Evelyne Duret |
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Pubbl/distr/stampa |
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Aix-en-Provence, : Presses universitaires de Provence, 2021 |
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ISBN |
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Descrizione fisica |
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1 online resource (188 p.) |
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Collana |
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Soggetti |
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Art |
History |
asile |
Saint-Rémy-de-Provence |
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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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Sommario/riassunto |
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L’ouvrage retrace l’histoire de l’asile où Vincent Van Gogh fut interné. En 1807, à Saint-Rémy-de-Provence, le docteur Louis Mercurin achète l’ancien couvent Saint-Paul-de-Mausole. La petite maison de force tenue avant la Révolution par des moines devient un asile privé laïque dirigé de main de maître par le médecin. Pendant les décennies qui suivent sa mort en 1845, ses trois petits-enfants, un temps associés dans la propriété de l’établissement, président à sa destinée. Venus pour la plupart du quart Sud-Est de la France, des malades mentaux des deux sexes sont séquestrés à Saint-Paul. Vincent van Gogh y a vécu un an, de mai 1889 à mai 1890, séjour au cours duquel il a réalisé une part importante de son œuvre. Une autre célébrité, Marie Lafarge, condamnée pour le meurtre de son mari, l’avait précédé. D’abord effroyables, les conditions de vie des pensionnaires s’humanisent ; grâce à la vigilance des inspecteurs de la préfecture des Bouches-du-Rhône, les maltraitances les plus criantes sont supprimées. Mais les préoccupations de rentabilité et les problèmes de pouvoir entre propriétaires, directeurs, médecins et religieuses relèguent au second plan la question de la guérison alors aléatoire de la folie. L’histoire de Saint-Paul est aussi celle de sa féminisation : au départ majoritairement masculin, l’asile s’organise peu à peu autour des sœurs de Saint-Joseph et des malades femmes. |
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3. |
Record Nr. |
UNINA9910544856203321 |
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Autore |
Jackson Colin <1967-> |
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Titolo |
All-Attainment Teaching in Secondary Mathematics : Philosophy, Practice and Social Justice / / by Colin Jackson |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
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ISBN |
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9783030923617 |
9783030923600 |
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Edizione |
[1st ed. 2022.] |
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Descrizione fisica |
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1 online resource (214 pages) |
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Disciplina |
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Soggetti |
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Mathematics - Study and teaching |
Teaching |
Education - Philosophy |
Mathematics Education |
Pedagogy |
Educational Philosophy |
Ensenyament de la matemàtica |
Llibres electrònics |
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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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Nota di contenuto |
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Chapter 1. Backstory: Growing up working-class in Northern Ireland: schooling not education -- Chapter 2. Introduction -- Chapter 3. Class, schooling and the legitimation of inequality -- Chapter 4. Class, "ability" groups and mathematics in English secondary schools -- Chapter 5. Methodological and method considerations -- Chapter 6. Data collection, processing and analysis -- Chapter 7. Introducing the teachers -- Chapter 8. The teachers: what sustains them -- Chapter 9. Introducing, developing and maintaining all-attainment while convincing others -- Chapter 10. How the teachers make all-attainment work in the classroom -- Chapter 11. Conclusion. |
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Sommario/riassunto |
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This book is about the promotion of all-attainment teaching in the mathematics classroom. The book contains the individual stories of six teachers working in three different schools: an inner London |
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comprehensive with a largely working class intake, a comprehensive on the south coast and a rural comprehensive in Cambridgeshire. Each story describes and explains in brief the background of the teacher and how each came to teach all-attainment groups in mathematics. The research reported in this book is the only close examination and analysis of the practices and methodologies of successful all-attainment educators in the modern age. Three major themes are identified and examined: what sustains the teachers; how they introduce, develop and maintain all-attainment teaching; and how they make all-attainment work in the classroom. From an analysis of these findings, the book presents two interrelated models of the knowledge and understandings the research has generated. The first one is an overarching model of situation and horizon. Used as a means of visualizing and understanding the current situation for teachers, it can aid in encouraging change for the better. The second model offers teachers a way to think of all-attainment teaching as an enabler for all students, most especially for disadvantaged students. Both models have original and explanatory power and offer new ways of conceptualizing how mathematics teaching for social justice might be understood and implemented, offering fresh perspectives and unique insights. As such it will be of help to students at undergraduate, Masters and doctoral level and to education researchers more widely. |
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