01094nam0 22002653i 450 SUN009259920130207115923.826978-88-572-1095-720130205d2011 |0itac50 baitaENGIT|||| |||||ˆIl ‰profilo del cielol'ampliamento e le installazioni site-specific del cimitero di Gubbioa cura di Andrea DragoniMilano : Skira201195 p. : ill. ; 21x21 cmTesto anche in inglese.MilanoSUNL000284Dragoni, AndreaSUNV074614SkiraSUNV000158650ITSOL20181109RICASUN0092599BIBLIOTECA DEL DIPARTIMENTO DI ARCHITETTURA E DISEGNO INDUSTRIALE01 PREST IIAb259 01 51835 Dono: prof. PisaniBIBLIOTECA DEL DIPARTIMENTO DI ARCHITETTURA E DISEGNO INDUSTRIALEIT-CE010751835PREST IIAb259paDono: prof. PisaniProfilo del cielo1409326UNICAMPANIA03221oam 2200709I 450 991045164180332120200520144314.01-280-66117-897866136381061-136-32111-X0-203-12041-810.4324/9780203120415 (CKB)2550000000100258(EBL)957649(OCoLC)798533488(SSID)ssj0000679214(PQKBManifestationID)11365599(PQKBTitleCode)TC0000679214(PQKBWorkID)10610576(PQKB)11154220(MiAaPQ)EBC957649(Au-PeEL)EBL957649(CaPaEBR)ebr10558503(CaONFJC)MIL363810(OCoLC)794707064(EXLCZ)99255000000010025820180706d2012 uy 0engur|n|---|||||txtccrSport beyond television the Internet, digital media and the rise of networked media sport /Brett Hutchins and David RoweNew York :Routledge,2012.1 online resource (255 p.)Routledge research in cultural and media studies ;40Description based upon print version of record.0-415-73420-7 0-415-88718-6 Includes bibliographical references and index.Cover; Sport Beyond Television; Copyright; Dedication; Contents; Figures and Tables; Abbreviations; Acknowledgments; 1. Introduction: Fishing for Eyeballs; 2. Television and the Internet; 3. Networked Media Sport; 4. Blogging, Social Networking Sites, and Information Accidents; 5. Online Crowds and Fandom; 6. Sports Journalism: Convergence and a Leaking Craft; 7. Computer Games and the Refashioning of Media Sport; 8. The Future: Networks, Telecoms,and Access; Notes; References; IndexTelevision is no longer the only screen delivering footage and news to people about sport. Computers, the Internet, Web, mobile and other digital media are increasingly important technologies in the production and consumption of sports media. Sport Beyond Television analyzes the changes that have given rise to this situation, combining theoretical insights with original evidence collected through extensive research and interviews with people working in the media and sport industries. It locates sports media as a pivotal component in online content economies and cultures, and counteRoutledge research in cultural and media studies ;40.Mass media and sportsSocial mediaCommunication in sportsSportsSocial aspectsElectronic books.Mass media and sports.Social media.Communication in sports.SportsSocial aspects.070.4/49796Hutchins Brett1973-,925228Rowe David772510MiAaPQMiAaPQMiAaPQBOOK9910451641803321Sport beyond television2077039UNINA05430oam 2200685I 450 991079188050332120230725020106.01-136-88116-61-136-88117-41-283-04329-797866130432900-203-83894-710.4324/9780203838945 (CKB)2560000000058704(EBL)667829(OCoLC)701718092(SSID)ssj0000472730(PQKBManifestationID)12130199(PQKBTitleCode)TC0000472730(PQKBWorkID)10434559(PQKB)10175020(MiAaPQ)EBC667829(Au-PeEL)EBL667829(CaPaEBR)ebr10447697(CaONFJC)MIL304329(EXLCZ)99256000000005870420180706d2011 uy 0engur|n|---|||||txtccrResearching creative learning methods and issues /edited by Pat Thomson and Julian Sefton-GreenAbingdon, Oxon, England ;New York :Routledge,2011.1 online resource (495 p.)Description based upon print version of record.0-415-54885-3 0-415-54884-5 Includes bibliographical references and index.Contents; Contributors; Acknowledgements; Chapter 1 Introduction; What is creative learning?; Childhood, progressivism and creativity; New times, new creativities; Creative subjects; Researching creative learning; About this book; Part 1: What are the practices of creative learning?; Part 2: Can researchers 'see' creative learning and can their research help others to 'see' it?; Part 3: Can creative learning be measured and evaluated?; Notes; References; Part 1 What are the practices of creative learning?; Chapter 2 Capturing the 'plaid' moment; Aesthetic principlesResearching the aesthetic experienceThe headteacher as researcher; Capturing 'plaid moments'; The rise and fall of student co-researchers; Findings; Summary; Note; References; Chapter 3 From the other side of the fence; Getting into research; The student research project; Pain or pleasure?; The value of research; Chapter 4 What's with the artist?; Introduction; Three constructions of the artist; Artist as uniquely inspired individual; Artist as craftsperson or designer; Artist as collaborator or facilitator; Framing the artist in creative learning researchWhat research has been done? Methodologies and approachesConclusion; Note; References; Chapter 5 Supporting schools to do action research into creative learning; Action research: what's in a name?; Getting started on inquiry; The importance of questions; It's about evidence; But inquiry has to start where teachers are at; Action research and teachers' learning; The point of action research; The importance of documentation; The outcomes of action research; Resources; Chapter 6 Towards the creative teaching of mathematics; Introduction; Design research; Building on prior researchBeginning design research in FEA first design iteration; A second design iteration; Closing remarks; Notes; References; Part 2 Can researchers 'see' creative learning and can their research help others to 'see' it?; Chapter 7 A conversation with Kathleen Gallagher; What is your professional background?; What is your current research about?; How do you use drama as part of your research process?; What are the issues in researching theatre with and for kids 'at risk'?; Are there any key issues arising from the ethnographic processes you have used?How does this relate to using drama as a method?What are your views on the accountability of researchers?; Chapter 8 The promise of ethnography for exploring creative learning; The promise of ethnography; The CLASP project; Project strategy; Critical engagement; Common fieldwork lens; Case-study analysis; Conclusion; References; Chapter 9 'Now it's up to us to interpret it'; Introduction; The visual in contemporary culture; Visual methods in research, learning and participatory processes; To answer a question; To generate talk: the visual as 'elicitation tool'; To document or provide evidenceTo make room for tacit knowledge (and creativity)It is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century.Transforming these common aspirations into informed practice is not easy. It can mean making many changes:turning classrooms into more exciting experiences;introducing more thoughtful challeCreative teachingResearchCreative abilityResearchCreative teachingResearch.Creative abilityResearch.370.15/7072Thomson Pat1948-,847707Sefton-Green Julian901117MiAaPQMiAaPQMiAaPQBOOK9910791880503321Researching creative learning3706618UNINA