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Record Nr. |
UNINA9910137199803321 |
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Autore |
Layne Kalbfleisch |
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Titolo |
Educational neuroscience, constructivist learning, and the mediation of learning and creativity in the 21st century / / edited by Layne Kalbfleisch |
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Pubbl/distr/stampa |
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Frontiers Media SA, 2015 |
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Switzerland : , : Frontiers Media SA, , 2015 |
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ISBN |
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Descrizione fisica |
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1 online resource (126 pages) : illustrations |
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Collana |
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Frontiers Research Topics |
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Soggetti |
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Theory & Practice of Education |
Education |
Social Sciences |
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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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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references. |
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Sommario/riassunto |
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The advent of educational neuroscience, a transdisciplinary exercise emerging from cognitive neuroscience and educational psychology, is the examination of physiological processes that undermine, support, and enhance the capacities to learn and create. The physiological underpinnings of learning and creativity each impact human ability and performance and mediate the processes of becoming educated, expert, and valued. Evidence of learning provides support to an ongoing canon, process, system, field or domain, while evidence of creativity results in an elaboration or departure from an ongoing canon, process, system, field, or domain. Educational neuroscience extends a challenge to scholars from multiple contexts to engage in the characterization and exploration of human ability and performance in these realms. The role of context, both environmental and interoceptive, is an integral part of efforts in educational neuroscience and in theories of constructivist learning to contribute ecologically valid insight to the pragmatic processes of learning and creativity. Examination at this level of specificity is vital to our ability to educate and support human potential in the 21st century. This Research Topic examines the neural basis of |
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cognitive states and processes that influence knowledge and skill acquisition tied to the demonstration of human ability and performance across individual differences and in multiple contexts including STEM learning and the arts. |
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2. |
Record Nr. |
UNINA9910786205803321 |
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Autore |
Walter John <1948-> |
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Titolo |
Crowds and popular politics in early modern England [[electronic resource] /] / John Walter |
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Pubbl/distr/stampa |
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Manchester : , : Manchester University Press, , 2006 |
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ISBN |
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Descrizione fisica |
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1 online resource (239 pages) |
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Collana |
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Politics, Culture and Society in Early Modern Britain. |
Politics, culture, and society in early modern Britain |
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Disciplina |
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Soggetti |
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HISTORY / Europe / Great Britain / General |
Great Britain Politics and government |
Great Britain 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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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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9780719074752; 9780719074752; Copyright; Contents; Preface; Acknowledgements; List of abbreviations; Introduction; Chapter 1 Crown and crowd: popular culture and popular protest in early modern England; Chapter 2 Grain riots and popular attitudesto the law: Maldon and the crisis of 1629; Chapter 3 The geography of food riots, 1585-16491; Chapter 4 A 'rising of the people'?The Oxfordshire rising of 1596; Chapter 5 The social economy of dearth in early modern England*; Chapter 6 The impact of the English Civil War on society: a world turned upside-down? |
Chapter 7 Public transcripts, popular agency and the politics of subsistence in early modern EnglandIndex |
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Sommario/riassunto |
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Early modern England was marked by profound changes in economy, society, politics and religion. It is widely believed that the poverty and |
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discontent which these changes often caused resulted in major rebellion and frequent 'riots'. Whereas the politics of the people have often been described as a 'many-headed monster'; spasmodic and violent, and the only means by which the people could gain expression in a highly hierarchical society and a state that denied them a political voice, the essays in this collection argue for the inherently political nature of popular protest through a series of st |
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