01999nam 2200313 n 450 991071445300332120230609155301.0(CKB)2560000000236679(NjHacI)992560000000236679(EXLCZ)99256000000023667920230609d2004 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierHouse Committee Markup /American Law Division[Place of publication not identified] :American Law Division,2004.1 online resourceThe markup begins with the chair calling up a particular measure for consideration by the committee. The next action depends on the nature of the "markup vehicle" (i.e., the text that the chair intends for the committee to amend and report), which may be different from the measure laid before the panel for consideration. The vehicle can come before the committee in several different forms, each of which has its own procedural and political consequences. The chair may lay before the committee either a bill that has been previously introduced and referred, or the text of a draft measure that has not been formally introduced. In each case, the text laid before the committee is itself the markup vehicle, but, in the second case, at the end of the markup process, the text must be incorporated or converted into a measure for reporting to the House. Alternatively, the markup vehicle may be placed before the committee as an amendment in the nature of a substitute for the bill or text initially called up. For more information on legislative process, see http://www.crs.gov/¿products/¿guides/¿guidehome.shtml.Constitutional lawUnited StatesConstitutional law342.73NjHacINjHaclBOOK9910714453003321House Committee Markup3378859UNINA03841 am 22006733u 450 991076573840332120230617034218.09783938616000(paperback)(CKB)3450000000002861(SSID)ssj0000985855(PQKBManifestationID)11628921(PQKBTitleCode)TC0000985855(PQKBWorkID)10945672(PQKB)10033461(OCoLC)808384692(WaSeSS)Ind00074264(oapen)https://directory.doabooks.org/handle/20.500.12854/39132(EXLCZ)99345000000000286120160829h20052005 uy 0gerurmn#nnn|||||txtrdacontentcrdamediacrrdacarrierDimensionen der erziehung und bildung festschrift zum 60. geburtstag von Margret Kraul /Andreas Hoffmann-Ocon, Katja Koch, Adrian Schmidtke, (Hg.)Universitätsverlag Göttingen2005Göttingen :Universitätsverlag Göttingen,2005©20051 online resource (185 pages) illustrationsOpen Access e-BooksKnowledge UnlatchedPrint version: 9783938616000 Includes bibliographical references.Central historical, biographical and school-related aspects of formation and education are brought together in this work to point to the diversity of educational sciences. Tradition and innovation are recurrent themes in all the articles. As Friedrich Schleiermacher puts it in his understanding of generations as constituent aspect of pedagogy itself: only who fathoms the tradition and who is aware of the tradition will be able to be innovative - and only an innovative person is able to recognize tradition.Central historical, biographical and school-related aspects of formation and education are brought together in this work to point to the diversity of educational sciences. Tradition and innovation are recurrent themes in all the articles. As Friedrich Schleiermacher puts it in his understanding of generations as constituent aspect of pedagogy itself: only who fathoms the tradition and who is aware of the tradition will be able to be innovative - and only an innovative person is able to recognize tradition.Dieser Band vereint zentrale - historische, biographische und schulbezogene - Aspekte der Bildung und Erziehung, die in ihrer Multiperspektivität auf die Vielseitigkeit einer ganzen wissenschaftlichen Disziplin, der Erziehungswissenschaft, verweisen. Tradierung und Innovation sind dabei die begrifflichen Klammern, die die inhaltlich breit gefächerten Beiträge dieses Bandes durchziehen und die mit Friedrich Schleiermachers auf eine offene Zukunft hin ausgelegtes Generationenverständnis als konstitutiv für die Pädagogik selbst gesehen werden können: Nur wer das Tradierte auslotet und mit dem Tradierten vertraut ist, kann innovativ sein - und nur ein innovativer Mensch kann das Tradierte überhaupt erkennen.EducationTeachingTrainingeducationphilosophy and theory of educationErziehungFotografiePädagogikPädagogiumEducation.Teaching.Training.370Hoffmann-Ocon Andreasedt800905Kraul Margret964521Hoffmann-Ocon Andreas1969-,Koch Katja1974-,Schmidtke Adrian1972-,PQKBAuAdUSAUkMaJRU9910765738403321Dimensionen der erziehung und bildung3653664UNINA