01347nam 2200385 450 00001247120110131114800.00-471-50273-120030418d1991----km-y0itay0103----baengUSFinite element analysisBarna Szabó, Ivo Babuska<<John>> WileyNew York...[etc.]c1991XV, 368 p.25 cm.Analisi numerica620.001.515.35(21. ed.)Analisi degli elementi finiti applicata all'ingegneriaSzabó,Barna756997Babuska,Ivo31769ITUniversità della Basilicata - B.I.A.RICAunimarc000012471Finite element analysis1526813UNIBASMONINGINGEGNERIASTD0170120030418BAS011027TORRE2020030829BAS011328TORRE2020030829BAS01134220050601BAS011755batch0120050718BAS01105120050718BAS01111020050718BAS01114020050718BAS011155ATR4020110131BAS011148BAS01BAS01BOOKBASA2Polo Tecnico-ScientificoDIDDidatticaPTS.s4.p14.2875408I754082003041804Prestabile Didattica03879nam 22006855 450 991029955010332120230811002421.09789811307645981130764410.1007/978-981-13-0764-5(CKB)4100000004823286(DE-He213)978-981-13-0764-5(MiAaPQ)EBC5407689(EXLCZ)99410000000482328620180602d2018 u| 0engurnn#008mamaatxtrdacontentcrdamediacrrdacarrierBecoming an Innovative Learning Environment The Making of a New Zealand Secondary School /by Noeline Wright1st ed. 2018.Singapore :Springer Nature Singapore :Imprint: Springer,2018.1 online resource (XX, 145 p. 14 illus., 13 illus. in color.)9789811307638 9811307636 1 Introduction -- 2 Framing the space: Mapping the territory of modern learning environments -- 3 Framing the research design -- 4 Framing the school: Hobsonville Point Secondary School -- 5 Framing the curriculum: 'Paradigm of one' -- 6 Framing pastoral care: 'Paradigm for one' -- 7 Framing the perspective: 'Paradigm of the many' -- 8 The first four years: Conclusion.This book examines how a new school, physically designed as a modern learning environment, has come into being in New Zealand, particularly in relation to how it offers a curriculum for future citizens. The book does so by examining various aspects of the school’s development, highlighting specific features of this new school. The book considers how flexible curriculum and assessment options, together with the practices of self-managing schools, support the provision of a well-balanced, coherent and future-oriented learning programme. It also illustrates how the school is implementing its vision through its curriculum, pastoral care, and community partnerships, and copes with being different from how other schools understand and embody the New Zealand Curriculum as well as the NCEA qualifications system. Further, it maps school leaders’, teachers’ and foundation students’ thinking and perspectives about what it’s like to become a new school, within the context of an education system that continues to evolve as changes in the broader social, political, economic and technological context influence and impact both the education system as a whole and individual schools.Learning, Psychology ofEducational technologySchoolsSchool management and organizationSchool management and organizationEducationCurriculaEducational tests and measurementsInstructional PsychologyDigital Education and Educational TechnologySchool and SchoolingOrganization and LeadershipCurriculum StudiesAssessment and TestingLearning, Psychology of.Educational technology.Schools.School management and organization.School management and organization.EducationCurricula.Educational tests and measurements.Instructional Psychology.Digital Education and Educational Technology.School and Schooling.Organization and Leadership.Curriculum Studies.Assessment and Testing.371.3Wright Noelineauthttp://id.loc.gov/vocabulary/relators/aut1062992BOOK9910299550103321Becoming an Innovative Learning Environment2529526UNINA