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1. |
Record Nr. |
UNINA9910457194303321 |
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Titolo |
Australia and the antarctic treaty system [[electronic resource] ] : 50 years of influence / / edited by Marcus Haward and Tom Griffiths |
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Pubbl/distr/stampa |
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New South Wales, : New South, 2011 |
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ISBN |
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Descrizione fisica |
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1 online resource (433 p.) |
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Altri autori (Persone) |
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HawardMarcus |
GriffithsTom |
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Disciplina |
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Soggetti |
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International law - Australia |
Electronic books. |
Antarctica International status History |
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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 contenuto |
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Contents; List of contributors; Foreword; Acknowledgments; Introduction; Map; 1 'Our great frozen neighbour':Australia and Antarctica beforethe Treaty, 1880-1945; 2 Sovereignty; 3 Australia and the negotiationof the Antarctic Treaty; 4 Law; 5 Already a special case?Australian Antarctic policyin the first decade of theAntarctic Treaty; 6 Science; 7 Managing marineliving resources,the 1970s-1990s; 8 Mapping; 9 Australia, the United Nationsand the Question of Antarctica; 10 Resources; 11 Mining and 'World ParkAntarctica', 1982-1991; 12 Diplomacy; 13 The Protocol in action,1991-2010 |
14 Environment15 Australia's Antarctic future; 16 Culture; Acronyms; References; Index |
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Sommario/riassunto |
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The Antarctic Treaty, which is at the heart of the regime that covers the vast region of sea and land surrounding the South Pole, has been in force for 50 years. Australia and the Antarctic Treaty System examines Australia's crucial contribution, past and present, within the system of cooperative governance established by the Antarctic Treaty. The Antarctic Treaty System has been a notably successful international collaboration that has fostered scientific discovery, environmental protection and - most of all - peace, while enabling national interest and endeavour. Australia claims 42% of the |
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2. |
Record Nr. |
UNINA9910781074103321 |
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Titolo |
Cultural-historical perspectives on teacher education and development : learning teaching / / edited by Viv Ellis, Anne Edwards and Peter Smagorinsky |
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Pubbl/distr/stampa |
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New York : , : Routledge, , 2010 |
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ISBN |
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1-135-28155-6 |
1-135-28156-4 |
1-282-57195-8 |
9786612571954 |
0-203-86010-1 |
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Descrizione fisica |
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1 online resource (269 p.) |
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Altri autori (Persone) |
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EdwardsAnne <1946-> |
EllisViv <1965-> |
SmagorinskyPeter |
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Disciplina |
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Soggetti |
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Teachers - In-service training |
Teaching - Social aspects |
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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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Book Cover; Title; Copyright; Contents; Figures; Tables; Contributors; Acknowledgements; Chapter 1 Introduction; Part I The social situation of teacher development; Chapter 2 A Vygotskian analysis of the construction of setting in learning to teach; Chapter 3 What and how do student teachers learn from working in different social situations of development in the same school?; Chapter 4 Taking a sociocultural perspective on science teachers' knowledge; Chapter 5 How can Vygotsky and his legacy help us to understand and develop teacher education? |
Chapter 6 Categorising children: Pupil health and the broadening of responsibilities for the teaching professionPart II A cultural- historical methodological perspective; Chapter 7 Studying the process: of change The double stimulation strategy in teacher education research; Chapter 8 Investigating teacher language: A comparison of the relative strengths of Conversation Analysis and Critical Discourse Analysis as |
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methods; Chapter 9 Learning to become a teacher: Participation across spheres for learning |
Chapter 10 Breaking out of a professional abstraction: The pupil as materialized object for trainee teachersPart III Cultural- historical designs for teacher education; Chapter 11 Deviations from the conventional: Contradictions as sources of change in teacher education; Chapter 12 'What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms; Chapter 13 When third space is more than the library: The complexities of theorising and learning to use family and community resources to teach elementary literacy and mathematics |
Chapter 14 Learning- for-teaching across educational boundaries: An activity- theoretical analysis of collaborative internship projects in initial teacher educationAfterword: CHAT and good teacher education; Index |
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Sommario/riassunto |
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Teachers, both in and beyond teacher education programmes, are continual learners. As society itself evolves, new settings and the challenges they provide require new learning. Teachers must continually adapt to new developments that affect their work, including alterations to qualification systems, new relationships with welfare professionals, and new technologies which are reconfiguring relationships with pupils. Cultural-Historical Perspectives on Teacher Education and Development is an international volume which clarifies the purpose of initial (pre-service) teacher educ |
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