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1. |
Record Nr. |
UNISA996383552903316 |
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Autore |
Sherlock R (Richard), <1612-1689.> |
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Titolo |
A discourse of the Holy Spirit [[electronic resource] ] : his workings and impressions on the souls of men : with large additionals |
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Pubbl/distr/stampa |
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London, : Printed by E. Cotes for R. Royston ..., 1656 |
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Descrizione fisica |
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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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Reproduction of original in Huntington Library. |
Epistle dedicatory signed: R. Sherlock. |
Errata: p. [6] |
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2. |
Record Nr. |
UNINA9910820540303321 |
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Autore |
Berger Arthur Asa <1933-> |
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Titolo |
50 ways to understand communication : a guided tour of key ideas and theorists in communication, media, and culture / / Arthur Asa Berger with illustrations by the author |
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Pubbl/distr/stampa |
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Lanham, Maryland : , : Rowman & Littlefield Publishers, Inc., , 2006 |
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©2006 |
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ISBN |
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0-7425-4107-X |
0-7425-6921-7 |
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Descrizione fisica |
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1 online resource (199 p.) |
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Disciplina |
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Soggetti |
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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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Title Page; Copyright Page; Contents; Acknowledgments; Introduction: How You Can Use This Book; 1 Words and Communication; 2 Signs and Semiotics; 3 When I Use a Word, Humpty Dumpty Said ...; 4 Antithetical Meaning of Words; 5 Society Precedes the Individual; 6 Language Codes; 7 The Structuralist Perspective; 8 Culture and the Unconscious; 9 The Importance of Metaphor; 10 A Model of Communication Process; 11 The Lasswell Formula; 12 Art and Society: A Model; 13 Dialogic Aspects of Communication; 14 Conversation as Narrative; 15 Men and Women Use Language Differently; 16 Black Speech |
17 People of Color and the Media18 Nonverbal Communication; 19 Facial Expressions; 20 Fashion as Communication; 21 Symbolism and Religion; 22 The Meaning of Symbols; 23 The House as a Symbol of Femininity; 24 Miss America's Mythic Significance; 25 Images of Women in Advertising; 26 The Power of Advertising in Capitalist Societies; 27 Myths and Society; 28 Robinson Crusoe as Myth; 29 Fairy Tales and the Psyche; 30 Hot and Cool Media; 31 The Impact of Postmodernism; 32 The Postmodern Eye; 33 Mind and Media; 34 Cybertexts and Video Games; 36 Smart Mobs; 35 Digital Media; 37 How Crowds Think |
38 Television and Art39 Amusing Ourselves to Death; 40 Narratives in the Media; 41 Television Is a Dramatic Medium; 42 The Power of Rock Music; 43 Artistic Texts; 44 Psychoanalysis and Literature; 45 Humor |
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and Communication; 46 On Comedy; 47 What Does Art Do?; 48 Interpretation and Art; 49 The Society of Spectacle; 50 Representation and Difference; Appendix: Learning Games and Activities; Glossary; Selected Bibliography; Biographies of KeyText Authors; Index; About the Author |
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Sommario/riassunto |
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In 50 Ways to Understand Communication, Arthur Asa Berger familiarizes readers with important concepts written by leading communication and cultural theorists, such as Saussure, LZvi-Strauss, de Certeau, McLuhan, Postman, and many others. Organized in fifty short segments, this concise guide covers a wide range of important ideas from psychoanalysis and semiology to humor, 'otherness,' and nonverbal communication. Berger's clear explanations surround this assortment of influential writing. This engaging, accessible book is essential for students of communication and anyone interested in how we |
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3. |
Record Nr. |
UNINA9910132307803321 |
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Autore |
Fraillon Julian |
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Titolo |
Preparing for Life in a Digital Age : The IEA International Computer and Information Literacy Study International Report / / by Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt |
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Pubbl/distr/stampa |
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2014 |
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Cham : , : Springer International Publishing : , : 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 (305 pages) : illustrations |
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Classificazione |
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EDU011000EDU039000EDU043000 |
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Disciplina |
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Soggetti |
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Educational tests and measurements |
Education - Data processing |
International education |
Comparative education |
Assessment and Testing |
Computers and Education |
International and Comparative Education |
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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. |
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Nota di contenuto |
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Foreword -- List of Tables and Figures -- Executive Summary -- 1. Introduction -- 2. The Contexts for Education on Computer and Information Literacy -- 3. Students’ Computer and Information Literacy -- 4. The Influence of Students’ Personal and Home Background on Computer and Information Literacy -- 5. Students’ Use of and Engagement with ICT at Home and School -- 6. School Environments for Teaching and Learning Computer and Information Literacy -- 7. Teaching with and about Information and Communication Technologies -- 8. Investigating Variations in Computer and Information Literacy -- 9. Conclusions and Discussion -- Appendices -- References -- Tables and Figures. |
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Sommario/riassunto |
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Ability to use information and communication technologies (ICT) is an imperative for effective participation in today’s digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard? The IEA International Computer and Information Literacy Study (ICILS) responded to this question by studying the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create, and communicate with others at home, school, the workplace and in society. The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and builds on a series of earlier IEA studies focusing on ICT in education. Data were gathered from almost 60,000 Grade 8 students in more than 3,300 schools from 21 education systems. This information was augmented by data from almost 35,000 teachers in those schools and by contextual data collected from school ICT-coordinators, school principals, and the ICILS national research centers. The IEA ICILS team systematically investigated differences among the participating countries in students’ CIL outcomes, how participating countries were providing CIL-related education, and how confident teachers were in using ICT in their pedagogical practice. The team also explored differences within and across countries with respect to relationships between CIL education outcomes and student characteristics and school contexts. In general, the study findings presented in this international report challenge the notion of young people as “digital natives” with a self-developed capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs. Findingsalso indicate that system- and school-level planning needs to focus on increasing teacher expertise in using ICT for pedagogical purposes if such programs are to have the desired effect. The report furthermore presents an empirically derived scale and description of CIL learning that educational stakeholders can reference when deliberating about CIL education and use to monitor change in CIL over time. |
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