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1. |
Record Nr. |
UNICASTO00351639 |
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Titolo |
3: Religioni dualiste, islām / \a questo volume hanno collaborato: Khaled Fouad Allam et al.! |
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Pubbl/distr/stampa |
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Roma \etc.!, : Laterza, 1995 |
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ISBN |
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Descrizione fisica |
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Soggetti |
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Religioni - Islam |
Islamismo |
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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. |
UNINA9910798154203321 |
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Autore |
Cenevska Ilina |
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Titolo |
The European atomic energy community in the European Union context : the 'Outsider' within / / by Ilina Cenevska |
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Pubbl/distr/stampa |
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Leiden, Netherlands ; ; Boston, [Massachusetts] : , : Brill Nijhoff, , 2016 |
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©2016 |
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ISBN |
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Descrizione fisica |
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1 online resource (366 p.) |
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Collana |
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Nijhoff Studies in EU Law, , 2210-9765 ; ; Volume 10 |
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Disciplina |
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Soggetti |
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Nuclear energy - Law and legislation - European Union countries |
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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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Preliminary Material -- Introduction -- The Nature and the Specificity of the Euratom Community: The Claim for Supranationality -- The Interaction between the Euratom Health and Safety Policy and the Union Environmental Policy -- Euratom and ‘Environmental Democracy’: EU Citizens’ Access to Information and Participation in Decision-making in |
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the Nuclear Arena -- Euratom and Non-Proliferation of Nuclear Weapons -- Euratom and the European Union: Taking Stock of the Present and Mapping Out the Road Ahead -- Bibliography -- Index. |
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Sommario/riassunto |
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Ilina Cenevska’s new book, The European Atomic Energy Community in the European Union Context: The 'Outsider' Within explores the unique nature of the Euratom Community as an entity that establishes a supranational regulation in the civil nuclear industry, which, while formally belonging to the European Union construct, is coincidentally somewhat kept ‘outside’ the mainstream developments in the Union. The book surveys Euratom’s status as an ‘outsider within’ the European Union through the correlation between the principles and mechanisms particular to the functioning of the Euratom legal framework and those devised under the Union framework stricto sensu , focusing on two specific areas - nuclear safeguards and health and safety in the nuclear domain. |
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3. |
Record Nr. |
UNINA9910779017003321 |
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Autore |
Messiou Kyriaki |
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Titolo |
Confronting marginalisation in education : a framework for promoting inclusion / / Kyriaki Messiou |
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Pubbl/distr/stampa |
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Milton Park, Abingdon, Oxon ; ; New York : , : Routledge, , 2012 |
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ISBN |
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1-136-32604-9 |
0-429-22871-6 |
1-280-66193-3 |
9786613638861 |
0-203-12118-X |
1-136-32605-7 |
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Descrizione fisica |
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1 online resource (169 p.) |
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Classificazione |
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Disciplina |
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Soggetti |
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Children with social disabilities - Education (Primary) |
Children with social disabilities - Education |
Inclusive education |
Marginality, Social |
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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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Cover; Confronting Marginalisation in Education; Copyright; Contents; List of Figures; Preface; Introduction: Bus journeys; 1. Conceptualising marginalisation; 2. Using the framework; 3. Opening doors: Enabling voices to emerge; 4. Looking closely: Bringing concerns to the surface; 5. Making sense of the evidence: sharing data with learners; 6. Dealing with marginalisation: Encouraging inclusive thinking and practice; 7. Engaging with students' voices: An approach to inclusive education; Conclusion: Collaborative journeys; References; Index |
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Sommario/riassunto |
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"One of the key challenges facing schools today is that of reducing marginalisation amongst pupils in educational contexts. With a particular focus on primary school classrooms, Confronting Marginalisation in Education provides guidance and illustrative examples of the ways in which teachers can include all of their learners in the academic and social experiences they provide. This book offers a detailed focus on how the voices of learners can be used to reveal those children most likely to experience some kind of marginalisation and, in addition, to highlight issues that are related to the inclusion of all. These frequent vocal accounts are contextualised within an analytical framework that places particular emphasis on the importance of listening to children. In order to understand and, more importantly, address marginalisation through the views of children, Messiou therefore develops the text around a usable framework that consists of a unique four-step process: Step 1: Opening doors: Enabling voices to emerge Step 2: Looking closely: Bringing concerns to the surface Step 3: Making sense of the evidence: Sharing data with learners Step 4: Dealing with marginalisation: Encouraging inclusive thinking and practice. This framework shows how the systematic collecting of evidence can ease the process of understanding, help tackle marginalisation, and promote inclusion in a way that can be incorporated into the daily work of practitioners. Importantly, the book focuses on all learners, including those that might experience marginalisation but whose voices might have not previously been heard"-- |
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