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1. |
Record Nr. |
UNINA990001259070403321 |
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Autore |
Klambauer, Gabriel |
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Titolo |
Mathematical Analysis / by Klanbauer |
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Pubbl/distr/stampa |
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New York : Marcel Dekker, 1975 |
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Collana |
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Pure and applied mathematics ; 31 |
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Locazione |
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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. |
UNINA9910785278503321 |
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Titolo |
Alaska Native cultures and issues [[electronic resource] ] : responses to frequently asked questions / / [edited by] Libby Roderick |
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Pubbl/distr/stampa |
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Fairbanks, : University of Alaska Press, c2010 |
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ISBN |
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Descrizione fisica |
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1 online resource (114 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Indians of North America - Alaska - History |
Indians of North America - Land tenure - Alaska |
Indians of North America - Alaska - Politics and government |
Indians of North America - Alaska - Social conditions |
History |
Electronic books. |
Alaska |
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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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Table of Contents ; Identity, Language, and Culture; Who are Alaska's Native peoples?; What is important to know about Alaska Native cultures?; How many Native languages are there? It is important to save them?; Readings; Alaska Native Claims Settlement Act and Corporations; What is the Alaska Native Claims Settlement Act (ANCSA)?; How did Alaska Native corporations start up?; Do all Alaska Native people get dividends?; What do Alaska Native people think of ANCSA?; Readings; Subsistence and Relationship to Land, Waters, and Wildlife. |
Do Alaska's Native peoples want subsistence hunting and fishing rights that are different from non-Natives?Why are the land and waters so important to Native cultures?; What do the phrases ""traditional ways of knowing"" or ""traditional knowledge and wisdom"" mean?; How is climate change affecting Alaska Native communities? ; Do some Native corporations and organizations support drilling, mining, and logging on their lands?; Readings; Tribal Government; Are there tribal governments in Alaska?; Are there reservations in Alaska?; Why are there no casinos in the state?; Readings. |
Effects of ColonialismWhy do we hear so much about high rates of alcholism, suicide, and violence in many Alaska Native communities?; What is the Indian Child Welfare Act?; Readings; Education and Healthcare; How are traditional Alaska Native ways of educating young people different from non-Native educational practices?; Is the dropout rate for Alaska Native high school and college students higher than rates for other students?; Why are some scholarships for Alaska Native students only?; Do Alaska Native people get ""free"" medical care?; Readings; The Future. |
What does the future look like for Alaska Native communities and cultures?Where do we go from here?; Additional Resources; Alaska Native History Timelines; Cultural Sensitivity; Sources for Quotations Used in This Book; Index. |
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Sommario/riassunto |
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Making up more than ten percent of Alaska's population, Native Alaskans are the state's largest minority group. Yet most non-Native Alaskans know surprisingly little about the histories and cultures of their indigenous neighbors, or about the important issues they face. This concise book compiles frequently asked questions and provides informative and accessible responses that shed light on some common misconceptions. With responses composed by scholars within the represented communities and reviewed by a panel of experts, this easy-to-read compendium aims to facilitate a deeper exploration an. |
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3. |
Record Nr. |
UNINA9910805790703321 |
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Titolo |
Differenz und Krise : Krisenthematisierungen in der qualitativen Bildungs- und Biographieforschung / / Anke Wischmann, Juliane Engel, Christine Demmer, Paul Vehse, Svenja Mareike Kühn, Karen Geipel, Susann Fegter, Julia Becher, Mirja Silkenbeumer, Maike Lambrecht, Edina Schneider, Ulrike Deppe, Merle Hinrichsen, Saskia Terstegen, Marie Hoppe, Serafina Morrin, John Preston, Merle Hummrich, Julia Lipkina, Vera Moser, Christine Thon, Thorsten Fuchs |
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Pubbl/distr/stampa |
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Leverkusen, : Verlag Barbara Budrich, 2024 |
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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 (274 pages) |
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Collana |
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Schriftenreihe der DGfE-Kommission Qualitative Bildungs- und Biographieforschung |
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Soggetti |
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crisis |
Qualitative Forschungsmethoden |
difference |
Methoden |
qualitative research |
Vulnerabilität |
education |
soziale Selektion |
Erziehungswissenschaft |
Krise |
Differenz |
Differenzkategorien |
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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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Anke Wischmann, Juliane Engel, Christine Demmer, Paul Vehse: Editorial: Krisenthematisierungen in der qualitativen Bildungsforschung – Krise der Differenz(en) oder Differenz(en) der Krise? I. Krise(n) und Bildungsdiskurse Merle Hummrich, Julia Lipkina, Vera Moser: Krisenkonstruktionen im Kontext von Anerkennung und Teilhabe – |
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methodologische Reflexionen von Mehrdimensionalität und Widersprüche in qualitativer Forschung Eik Gädeke: Resilienz im Zeichen von Krise und Differenz – Anmerkungen zum Umgang mit einem Konzept in der Bildungs- und Biographieforschung Christine Thon: Die Krise der Familie in bildungspolitischen und pädagogischen Programmatiken der neuen Rechten II. Biografien in der Krise Thorsten Fuchs, Svenja Mareike Schmidt-Kühn: Krise in der Krise? Biographische Verläufe von Studierenden des Lehramts während der Corona-Pandemie zwischen erleidendem Widerfahrnis und bewusster Bildungsentscheidung Karen Geipel, Nadja Damm, Susann Fegter: Differenz(ierung)en im Sprechen über Berufs- und Studiengangswahlen – im Horizont von Krisenthematisierungen des Lehrkräftemangels III. Jugend und Krisenerfahrungen Julia Lipkina: Bildung, Krise, Differenz – subjektive Deutungsmuster, Bewältigungspotenziale und Fragen sozialer Ungleichheit Jannis Graber: Vorreiter im Kampf gegen den Klimawandel. Pädagogisches Engagement von Fridays for Future im diskursanalytischen Blick Julia Becher, Mirja Silkenbeumer: Wenn sich der Leib der Schule widersetzt. Zum Fernbleiben von der Schule als intergenerationale Deutungskrise IV. Milieus und soziale Differenz in der Krise Maike Lambrecht: Schule und (religiöse) Differenz. Theoretische und empirische Explorationen zum Bezugsproblem des schulpädagogischen Heterogenitätsdiskurses Edina Schneider, Ulrike Deppe: Krisen- und Differenzbearbeitung sozialer Aufsteigerinnen im Kontext nicht-/privilegierter Bildungsorte – schülerinnenbiografische Perspektiven V. Flucht – Migration – Rassismus und ihr Verhältnis zur Krise Merle Hinrichsen, Saskia Terstegen: Persistenz der Krise? Rassismus zwischen Krisenerfahrung und Krisenthematisierung Marie Hoppe: Wessen Bildung? Rassismuskritische Rückfragen an den Topos der Krise als Bildungsanlass Serafina Morrin: „... wenn Ferda die Statue ist“ – Krisenhafte Ereignisse im Kontext von Flucht und Migration VI. Diskussionsbeitrag John Preston: Adult education in states of exception: a provocation Autor*innenangaben |
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Sommario/riassunto |
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Was bedeutet es, Phänomene der Krise zum Gegenstand wissenschaftlicher Analysen zu machen? In der qualitativen Bildungs- und Biographieforschung werden Krisenphänomene und ihr Niederschlag in der alltäglichen Lebensführung häufig auf soziale Differenzkategorien und strukturelle Ungleichheiten bezogen – Bezugspunkte, die sich wiederum im Kontext der Krise verändern. Der Band widmet sich erkenntnistheoretischen, methodischen und methodologischen Herausforderungen. What does it mean to make phenomena of crisis the object of scientific analysis? In qualitative educational and biographical research, phenomena of crisis and their reflection in everyday life are often related to social categories of difference and structural inequalities – points of reference that in turn change in the context of crisis. The volume is dedicated to epistemological, methodical and methodological challenges. |
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