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Record Nr. |
UNINA9910959453103321 |
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Titolo |
Breaking the conflict trap : civil war and development policy / / Paul Collier ... [et al.] |
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Pubbl/distr/stampa |
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Washington, DC, : World Bank |
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[New York], : Oxford University Press, c2003 |
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ISBN |
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1-280-08428-6 |
9786610084289 |
0-8213-8641-7 |
0-585-46561-4 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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xv, 221 pages : illustrations ; ; 24 cm |
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Collana |
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A World Bank policy research report |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Civil war - Economic aspects - Developing countries |
Civil war - Social aspects - Developing countries |
Poverty - Developing countries |
Income distribution - Developing countries |
Mortality - Developing countries |
Public health - Developing countries |
Economic development |
Developing countries Politics and government 21st century |
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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 (p. 200-221). |
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Nota di contenuto |
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Cover; Title Page; Copyright; Contents; Foreword; The Report Team; Acronyms and Abbreviations; Overview; Let Them Fight it Out among Themselves?; What Can We Do about Ancestral Hatreds?; The Conflict Trap; The Rising Global Incidence of Conflict; Nothing Can be Done; Part I - Cry Havoc Why Civil War Matters; Chapter One - Civil War as Development in Reverse; Chapter Two - Let Them Fight it Out among Themselves?; Part II - What Fuels Civil War?; Chapter Three - What Makes a Country Prone to Civil War?; Chapter Four - Why is Civil War so Common?; Part III - Policies for Peace |
Chapter Five - What Works Where?Chapter Six - An Agenda for International Action; Appendix 1 - Methods and Data; Data Set and |
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Model; Data Sources; Appendix 2 - A Selected Bibliography of Studies of Civil War and Rebellion; Economic Factors; Role of Ethnicity and Nationalism; Anatomy of Rebellion; Role of the State; Negotiation and Implementation of Peace; Bibliography; References; Back cover |
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Sommario/riassunto |
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Civil war conflict is a core development issue. The existence of civil war can dramatically slow a country's development process, especially in low-income countries which are more vulnerable to civil war conflict. Conversely, development can impede civil war. When development succeeds, countries become safer-when development fails, they experience a greater risk of being caught in a conflict trap. Ultimately, civil war is a failure of development.'Breaking the Conflict Trap' identifies the dire consequences that civil war has on the development process and offers three main findings. First, ci |
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2. |
Record Nr. |
UNINA9910956552003321 |
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Autore |
VanSledright Bruce |
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Titolo |
The challenge of rethinking history education / / Bruce VanSledright |
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Pubbl/distr/stampa |
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New York, : Routledge, 2010 |
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ISBN |
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1-136-92301-2 |
1-136-92302-0 |
1-282-78106-5 |
9786612781063 |
0-203-84484-X |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (231 p.) |
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Disciplina |
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Soggetti |
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History - Study and teaching |
United States History Study and teaching |
United States History Study and teaching Case studies |
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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; Introduction; Chapter 1 Seeking a More Potent Approach to Teaching History; Chapter 2 On the Limits of Collective Memorialization and Persistent Instruction; Chapter 3 The |
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Case of Thomas Becker: Using Knowledge of History as a Domain to Structure Pedagogical Choices; Chapter 4 Learning History: What Do Students Know and What Can They Do with that Knowledge?; Chapter 5 Teaching about Indian Removal: Describing and Unpacking the Investigative Approach; Chapter 6 Assessing Student Learning; Chapter 7 Theorizing Investigative History Teaching |
Chapter 8 How Are History Teachers to Learn to Teach Using an Investigative Approach?Appendix; Notes; Index |
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Sommario/riassunto |
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Every few years in the United States, history teachers go through what some believe is an embarrassing national ritual. A representative group of students sit down to take a standardized U.S. history test, and the results show varied success. Sizable percentages of students score at or below a ""basic"" understanding of the country's history. Pundits seize on these results to argue that not only are students woefully ignorant about history, but history teachers are simply not doing an adequate job teaching historical facts. The overly common practice of teaching history as a series of dates |
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