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1. |
Record Nr. |
UNISA996392487703316 |
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Autore |
Whittington Robert <d. ca. 1560.> |
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Titolo |
Roberti VVhitintoni alma in vniuersitate Oxoniensi laureati, de octo partibus orationis [a]editio. Authoris distichon. Grammatice fautrix reliquas dat adire sorores. Pegasidum pulses hac sine sero fores. Facundissimi Remacli Florenatis hexastichon. Gra[m]matices q[ui]squis magna[m] asp[er]naris auena[m] nec cupis e tanto gra[m]mine principium. Lege itide[m] parili reliq[ua]s postpone sorores, quas tibi Mnemosynes sancta propago dedit. Prima trahit part[us] primordia diua loque[n]di ad sociasq[ue] huius ianua prima patet [[electronic resource]] |
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Pubbl/distr/stampa |
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[Londini, : In edibus VVinandi de VVorde, vicesimo secundo supra sesquimillessimum nostre salutis anno. [1522]] |
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Descrizione fisica |
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Soggetti |
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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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An edition of: Whittington, Robert. De octo partibus orationis. |
Imprint from colophon. |
In this edition, title has: orationis/ [a]editio. |
Signatures: A4 B6 C4. |
Reproduction of the original in the University of Illinois (Urbana-Champaign Campus). Library. |
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Sommario/riassunto |
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2. |
Record Nr. |
UNINA9910708070603321 |
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Titolo |
DHS' pilots for social media screening need increased rigor to ensure scalability and long-term success (redacted) / / Office of Inspector General |
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Pubbl/distr/stampa |
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Washington, DC : , : U.S. Department of Homeland Security, Office of Inspector General, , 2017 |
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Descrizione fisica |
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1 online resource (12 pages) |
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Soggetti |
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Terrorists - United States - Identification |
Immigrants - United States - Identification |
Social media - Political aspects |
Visas - United States |
Internet and terrorism |
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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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Redacted. |
"February 27, 2017." |
"OIG-17-40." |
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Nota di bibliografia |
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Includes bibliographical references. |
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3. |
Record Nr. |
UNINA9911015958903321 |
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Autore |
Barsch Sebastian |
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Titolo |
Inclusive History Education / / Sebastian Barsch |
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Pubbl/distr/stampa |
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Frankfurt am Main, : Wochenschau Verlag, 2025 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (0 pages) |
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Collana |
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Kleine Reihe - Geschichte |
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Soggetti |
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diversity |
inclusive teaching |
history classes |
differentiation |
subject orientation |
lesson planning |
diagnostics |
language sensitivity |
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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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1. Introduction Inclusion and history education 2. Theoretical perspectives Learning on the common object Dialogic learning Core concepts as a ‘common object’ 3. Didactic diagnostic assessment Diagnostic methods Document the learning process 4. Elements for planning inclusive lessons Visualisation Promote teamwork Project-based learning Lesson planning Aesthetic approaches to historical learning Accessibility 5. Five steps to inclusive history lesson planning 6. Exemplary lesson idea Step one: diagnosing the initial learning situation Step two: Documenting the process and learning progress Step three: Tasks and objectives Step Four: Design lessons that are as open as possible and offer a variety of pathways Step five: Present and reflect on the results and the working process 7. Looking ahead |
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Sommario/riassunto |
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Inclusion brings with it new challenges for the planning of history lessons. The increasing heterogeneity of the student body also demands new ways of differentiation and subject orientation from history teachers. This volume brings together ideas and practical |
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examples to meet these challenges and provide teachers with guidance when designing history lessons in inclusive classes. The focus is on diagnostics and individual support planning. In addition, general principles of inclusive teaching such as the Universal Design of Learning, language sensitivity and aesthetic approaches to historical learning are presented. The volume is not solely focused on inclusive teaching for children and young people with special educational needs. Rather, it is based on a broad understanding of inclusion that takes school diversity as a whole into account. Translated with DeepL.com (free version) |
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