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1. |
Record Nr. |
UNINA9910676649003321 |
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Titolo |
Accessibility or reinventing education / / edited by Serge Ebersold |
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Pubbl/distr/stampa |
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Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021] |
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©2021 |
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ISBN |
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1-119-81793-5 |
1-119-81794-3 |
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Descrizione fisica |
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1 online resource (254 pages) : illustrations |
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Disciplina |
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Soggetti |
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Children with disabilities - Education |
Educational equalization |
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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 -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction -- PART 1 Accessibility as a Societal Imperative -- 1 The Accessibility Imperative: Outlines and Implications -- 1.1. Introduction -- 1.2. Accessibility, or school as a social protection vector -- 1.3. Accessibility, an imperative focused on the ergonomization of practices -- 1.3.1. Preventing vulnerabilities through a universal approach to accessibility -- 1.3.2. An integrated approach to accessibility targeting the fight against educational failure -- 1.3.3. A corrective approach to accessibility aimed at restoring school legitimacy -- 1.4. An ergonomization of practices related to the fight against institutional discrimination -- 1.5. Accessibility, or the advent of new forms of normativity -- 1.6. Conclusion -- 1.7. References -- 2 Inclusion and Accessibility: 50 Years of Change -- 2.1. Introduction -- 2.2. Developing a continuum of support for promoting accessible learning environments -- 2.3. Developing accessible learning environments -- results of international case studies -- 2.3.1. Recognizing and planning for diversity -- 2.3.2. Using evaluation for improvement -- 2.3.3. Professional development of staff -- 2.3.4. External support services -- 2.3.5. Within-school services -- 2.3.6. Co-operation between schools -- 2.3.7. Parental and community involvement -- 2.3.8. Whole-school development organization and |
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management strategies -- 2.3.9. Curriculum development -- 2.3.10. Classroom organization -- 2.4. Promoting accountable education systems supporting accessible learning environments -- 2.5. Conclusion -- 2.6. References -- 3 Accessibility Requirements and Evaluation Policies -- 3.1. Introduction -- 3.2. New governance of education systems based on performance and social justice -- 3.3. Evaluation: intellectual movements and political discourse. |
3.4. Assessment policies and the accessibility imperative -- 3.5. Conclusion -- 3.6. References -- PART 2 How Do Schools Meet the Accessibility Imperative? -- 4 Educational Accessibility: A Catalyst for Innovative Practices -- 4.1. Introduction -- 4.2. The heuristics of innovative teaching practices -- 4.2.1. The catalytic potential of innovative forces and practices -- 4.3. School environments and the pedagogical imperative of accessibility -- 4.3.1. The grouping of learners -- 4.3.2. The grouping of professionals -- 4.3.3. The planning of learning and its collocation over time -- 4.3.4. Pedagogies and assessment practices -- 4.4. Collaboration and accessibility: beyond "mainstream" and "special" -- 4.4.1. An emergency condition -- 4.5. References -- 5 School Form and Pedagogical and Didactic Accessibilization -- 5.1. Introduction -- 5.2. Characteristics of the school form -- 5.3. Practical ways of making school situations more accessible -- 5.3.1. Study aid gestures -- 5.3.2. The use of digital tools -- 5.3.3. Pedagogical and didactic adaptations -- 5.4. Elements for reflection on a model of analysis of teachers' gestures and postures with a view to accessibilization -- 5.5. Conclusion -- 5.6. References -- 6 The Contribution of ICT to Accessible Learning Environments -- 6.1. Introduction -- 6.2. Clarifications on the terminology -- 6.3. ICT to develop accessible learning environments - more than a purchasing decision -- 6.4. Embedding ICT in educational organizations to promote accessible learning environments -- 6.5. The transformation of teaching -- 6.6. Learners becoming accountable for their learning -- 6.7. Conclusion -- 6.8. References -- 7 The Reconfiguration of the Teaching Profession within the Dynamics of Accessibility -- 7.1. Introduction -- 7.2. From the "special" professional to the educational accessibility professional. |
7.3. A new professionalism that reconfigures teaching legitimacy -- 7.4. New dimensions of the profession -- 7.5. Teachers' requests and concerns -- 7.6. Conclusion: new issues, new questions -- 7.7. References -- PART 3 Accessibility, or Reconfiguration of Academic Difficulties -- 8 Modes of Accessibilization and the Redefinition of Schooling in Accessibility -- 8.1. Introduction -- 8.2. Accessibility as a source of democratization through compensatory policies? -- 8.3. Accessibility as a source of efficiency and equity, in the name of combating exclusion? -- 8.4. Accessibility as a source of inclusion, to maximize opportunities? -- 8.4.1. A profusion of categories and devices -- 8.4.2. An individualizing and essentializing reading of school productions -- 8.4.3. Transformation of the curriculum and school culture -- 8.5. Conclusion -- 8.6. References -- 9 Externalized Teaching Units: A Tool for Making School Institutions More Accessible? -- 9.1. Introduction -- 9.2. Making the school environment more accessible through subcontracting -- 9.3. Hierarchical access to the facility -- 9.4. Conclusion -- 9.5. References -- 10 Social Figures of Allophony, Approaches to Accessibility and Social Inequalities -- 10.1. Introduction -- 10.2. Two approaches to accessibility: a dual staging of school legitimacy -- 10.3. The principles of justice underlying the various approaches to school accessibility -- 10.4. Conclusion: accessibilization strategies as a source of educational inequalities -- 10.5. References -- 11 The Grammar of Accessibility -- 11.1. |
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Introduction -- 11.2. Access as social visibility -- 11.2.1. Access as "taking part" -- 11.2.2. Access as "being part" -- 11.2.3. Access as "acting on" -- 11.2.4. Access as a "sense of existing" -- 11.3. Accessibility as social legibility -- 11.3.1. A finalist approach to the concept of accessibility. |
11.3.2. A procedural approach to the concept of accessibility -- 11.3.3. An ergonomic approach to the concept of accessibility -- 11.4. The concept of accessibilization as social legitimacy -- 11.4.1. Accessibilization refers to the institutional legitimization of facilities -- 11.4.2. Accessibilization builds upon the legitimization of the schooling process -- 11.4.3. Accessibilization results from the driving force of conventions -- 11.4.4. Accessibilization is correlated with agents' art of creating -- 11.5. Conclusion -- 11.6. References -- List of Authors -- Index -- EULA. |
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2. |
Record Nr. |
UNINA9910715928603321 |
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Autore |
Hoelker R. F. <1912-> |
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Titolo |
A comparison of a class of Earth-Moon orbits with a class of rotating Kepler orbits / / by R.F. Hoelker and B.P. Winston |
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Pubbl/distr/stampa |
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Washington, D.C. : , : National Aeronautics and Space Administration, , November 1968 |
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Descrizione fisica |
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1 online resource (63 pages) : illustrations |
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Collana |
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Soggetti |
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Earth-Moon trajectories |
Kepler laws |
Planets - Orbits |
Artificial satellites - Orbits |
Kepler's laws |
Earth (Planet) |
Moon |
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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 bibliografia |
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Includes bibliographical reference. |
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3. |
Record Nr. |
UNINA9910357838703321 |
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Titolo |
Behavior Genetics of Psychopathology / / edited by Soo Hyun Rhee, Angelica Ronald |
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Pubbl/distr/stampa |
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New York, NY : , : Springer New York : , : Imprint : Springer, , 2014 |
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ISBN |
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Edizione |
[1st ed. 2014.] |
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Descrizione fisica |
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1 online resource (VIII, 344 p. 14 illus., 8 illus. in color.) |
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Collana |
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Advances in Behavior Genetics ; ; 2 |
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Disciplina |
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Soggetti |
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Experiential research |
Human genetics |
Psychiatry |
Behavioral sciences |
Personality |
Social psychology |
Neurosciences |
Psychology Research |
Human Genetics |
Behavioral Sciences |
Personality and Social Psychology |
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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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Attention Deficit Hyperactivity Disorder: insight from quantitative genetic research -- Progress in understanding the causes of autism spectrum disorders and autistic traits: Twin studies from 1977 to the present day -- Genetic influences on depression and anxiety in childhood and adolescence -- Evidence for Meaningful Etiological Distinctions within the Broader Construct of Antisocial Behavior -- Sleep and Psychopathology: Quantitative and Molecular Genetic Research on Comorbidity.-Schizophrenia and Bipolar Disorder -- Genetics of Substance Use Disorders.-Behavioral genetic approaches to understand the etiology of comorbidity -- Gene-Environment Interactions (GxE) in Behavioral Genetics.-Epigenetics of Psychopathology -- Future Directions In Genetics Of Psychiatric |
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Sommario/riassunto |
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As a dynamic, interdisciplinary field, behavior genetics and its evolution are being followed closely by scientists across the psychological and medical domains. The discoveries surrounding the human genome and the advancement in molecular genetic technologies have led to studies becoming increasingly sophisticated and yielding yet more conclusive and useful results. This is certainly the case in the area of child and adult psychopathology. Behavior Genetics of Psychopathology summarizes the state of the field, examining the role of genes and environment as they affect common neurodevelopmental and psychiatric conditions. Emphasizing key research areas (comorbidities, twin studies, the integration of methods), the book assesses the current literature, offers up-to-date findings, sorts through lingering controversies, and identifies a clear future agenda for the field. Expertly-written chapters focus on issues of general salience that shape behavior genetics of psychopathology, as well as specific disorders of major clinical importance, among them: ADHD: the view from quantitative genetic research. Autism spectrum disorders and their complex heterogeneity Genetic influences on anxiety and depression in childhood and adolescence. Evidence for etiologically-defined subgroups within the construct of antisocial behavior. Sleep and psychopathology: the reasons for their co-occurrence. Behavioral genetic approaches to the etiology of comorbidity. Epigenetics of psychopathology. This combination of timeliness and depth of coverage make Behavior Genetics of Psychopathology a frontline resource for behavior geneticists, psychologists, psychiatrists, and neuroscientists, and is perfectly suited to graduate students looking to join these fields. |
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