| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910699792703321 |
|
|
Autore |
Elmendorf Douglas W |
|
|
Titolo |
The economic outlook and fiscal policy choices [[electronic resource] ] : statement of Douglas W. Elmendorf, director before the Committee on the Budget, United States Senate |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Washington, D.C. : , : U.S. Congressional Budget Office, , [2010] |
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (39 pages) : illustrations |
|
|
|
|
|
|
Collana |
|
Congressional Budjet Office testimony |
|
|
|
|
|
|
Soggetti |
|
Budget - United States |
Fiscal policy - United States |
Revenue - United States |
Government spending policy - United States |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Title from title screen (viewed on Nov. 4, 2010). |
"September 28, 2010." |
|
|
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references. |
|
|
|
|
|
|
|
|
|
|
|
|
|
2. |
Record Nr. |
UNINA9910150300903321 |
|
|
Autore |
Harris Patricia |
|
|
Titolo |
Understanding coding using Boolean logic / / Patricia Harris |
|
|
|
|
|
Pubbl/distr/stampa |
|
|
New York : , : PowerKids Press, , 2017 |
|
�2017 |
|
|
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (24 pages) : color illustrations |
|
|
|
|
|
|
Collana |
|
Spotlight on kids can code |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Algebra, Boolean |
Electronic information resource searching |
Computer programming |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
|
|
|
|
|
Nota di contenuto |
|
Meet George Boole -- The need for Boolean logic -- Lions and Tigers and bears! -- Through the gate -- AND and OR gates -- NOT and NAND gates -- NOR, XOR, and XNOR gates -- Don't forget your umbrella! |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
This guide includes an overview of Boolean logic, including logic gates and a review of differences between computer logic and human logic. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
3. |
Record Nr. |
UNINA9910545197303321 |
|
|
Titolo |
Teacher education for sustainable development and global citizenship : critical perspectives on values, curriculum and assessment / / edited by Philip Bamber |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
London [England] : , : Routledge, Taylor & Francis Group, , 2019 |
|
[London, England] : , : Bloomsbury Publishing, , 2022 |
|
|
|
|
|
|
|
|
|
ISBN |
|
9780429762826 |
0429762828 |
9780429427053 |
0429427050 |
9780429762833 |
0429762836 |
|
|
|
|
|
|
|
|
Edizione |
[First edition.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (259 pages) |
|
|
|
|
|
|
Collana |
|
Critical global citizenship education |
|
|
|
|
|
|
Classificazione |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Sustainable development - Study and teaching |
Education - Aims and objectives |
Environmental ethics - Study and teaching |
Teachers - Training of |
Teachers - Professional relationships |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di contenuto |
|
Cover -- Half Title -- Series -- Title -- Copyright -- Dedication -- Contents -- List of Figures and Tables -- Notes on Contributors -- Series Editor Foreword -- Foreword -- Acknowledgements -- List of Abbreviations -- Introduction: Reconnecting Research, Policy and Practice in Education for Sustainable Development and Global Citizenship -- Part 1 Values -- 1 In Search of Core Values -- 2 How Do Teachers Engage With School Values and Ethos? -- 3 Learning to Unlearn: Moving Educators From a Charity Mentality Towards a Social Justice Mentality -- 4 Understanding Hospitality and Invitation as Dimensions of Decolonising Pedagogies When Working Interculturally -- 5 Restorative Practice: Modelling Key Skills of Peace and Global |
|
|
|
|
|
|
|
|
|
|
|
Citizenship -- 6 Into the Vortex: Exploring Curriculum Making Possibilities that Challenge Children's Responses to Extreme Climate Events -- Part 2 Curriculum -- 7 Moving Teachers' Experience From the Edge to the Centre -- 8 Bridging 4.7 with Secondary Teachers: Engaging Critical Scholarship in Education for Sustainable Development and Global Citizenship -- 9 Bat Conservation in the Foundation Stage: An Early Start to Education for Sustainability -- 10 Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early Childhood -- 11 Seeking to Unsettle Student Teachers' Notions of Curriculum: Making Sense of Imaginative Encounters in the Natural World -- 12 Reconceptualising Citizenship Education Towards the Global, the Political and the Critical: Challenges and Perspectives in a Province in Northern Italy -- Part 3 Assessment -- 13 'Zero Is Where the Real Fun Starts'-Evaluation for Value(s) Co-Production -- 14 Rating Education for Sustainable Development in the Early Years: A Necessity or a Challenge?. |
15 Results, Results, Results: Seeking Spaces for Learning in a European Global Learning and STEM Project -- 16 Evaluating an International Approach Within Teacher Education to the Refugee Crisis -- 17 Measuring Teachers' Impact on Young Peoples' Attitudes and Actions as Global Citizens -- Conclusion: Empathy, Adaptability, Moderation and Sharing -- Index. |
|
|
|
|
|
|
Sommario/riassunto |
|
This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO's Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability. |
|
|
|
|
|
|
|
| |