02822nam 2200649 a 450 991078516810332120171026195700.01-282-63887-497866126388790-472-02337-310.3998/mpub.15697(CKB)2670000000040602(OCoLC)651663929(CaPaEBR)ebrary10395625(SSID)ssj0000413320(PQKBManifestationID)11258048(PQKBTitleCode)TC0000413320(PQKBWorkID)10381105(PQKB)10745711(MiAaPQ)EBC3414885(MdBmJHUP)muse9697(MiU)10.3998/mpub.15697(Au-PeEL)EBL3414885(CaPaEBR)ebr10395625(CaONFJC)MIL263887(OCoLC)923503157(EXLCZ)99267000000004060219971126h20011998 uy 0engurcn|||||||||txtccrBuilding the Cold War consensus the political economy of U.S. national security policy, 1949-51 /Benjamin O. FordhamAnn Arbor :University of Michigan Press,2001, c1998.1 online resource (276 p.) Bibliographic Level Mode of Issuance: Monograph0-472-10887-5 Includes bibliographical references (p. 207-251) and indexes.The domestic political economy and U.S. national security policy -- The politics of rearmament in the executive branch I : the fiscal 1951 budget -- The politics of rearmament in the executive branch II : NSC 68 and rearmament -- The political and economic sources of divergent foreign policy preferences in the Senate, 1949-51 -- The conflictual politics of consensus building I : Korea, rearmament, and the end of the Fair Deal -- The conflictual politics of consensus building II : the development of the internal security program -- The conflictual politics of consensus building III : rearmament and the red scare -- Conclusion : domestic politics and theories of national security policy.National securityUnited StatesHistory20th centuryInternal securityUnited StatesHistory20th centuryCold WarUnited StatesForeign relations1945-1953United StatesPolitics and government1945-1953National securityHistoryInternal securityHistoryCold War.327.73/009/045Fordham Benjamin O1533567Michigan Publishing (University of Michigan)MiUMiUBOOK9910785168103321Building the Cold War consensus3780627UNINA05093nam 22008895 450 991043322970332120230125221520.03-030-64022-110.1007/978-3-030-64022-4(CKB)4100000011665336(DE-He213)978-3-030-64022-4(MiAaPQ)EBC6425458(Au-PeEL)EBL6425458(OCoLC)1231611100(oapen)https://directory.doabooks.org/handle/20.500.12854/33591(EXLCZ)99410000001166533620201215d2021 u| 0engurnn|008mamaatxtrdacontentcrdamediacrrdacarrierP.Y. Galperin's Development of Human Mental Activity Lectures in Educational Psychology /by Irina Engeness1st ed. 2021.Springer Nature2021Cham :Springer International Publishing :Imprint: Springer,2021.1 online resource (LX, 126 p. 19 illus.) Cultural Psychology of Education,2364-6780 ;143-030-64021-3 Chapter 1. The Development of Mental Actions and the Orienting Basis of Actions -- Chapter 2. The Phases of the Development of Mental Actions -- Chapter 3. The Conditions for the Development of the Properties of the Action -- Chapter 4. The Process of Internalisation. Theoretical and Practical Implications of the Study on the Phases of the Development of Mental Actions -- Chapter 5. Psychological Grounds of the Development of Ideal Actions and Concepts -- Chapter 6. Development of Sensory Images -- Chapter 7. Development of Physical Actions -- Chapter 8. Psychological Grounds of the Process of Automation.This open access book introduces the legacy of Piotr Galperin to a wider audience of researchers, educators and psychologists. Previous translations of Galperin’s work present only some aspects of his conceptual thinking; however, his main contribution to the general, genetic and pedagogical psychology as a unique holistic and systemic approach to studying of psychological phenomena and processes, mechanisms of their formation and development, is still quite unknown in most parts of the world. The eight lectures chosen for the book have been translated from Russian for the first time, and they belong to the Study of the Formation of Human Mental Activity from Galperin’s collection of the Lectures in Psychology (Galperin, 2002). These eight lectures present the central ideas of Galperin’s pedagogical theory, and they conceptualise learning to learn approach and argue how teaching and learning process can enhance the development of higher mental functions with learners and therefore enhance the development of students as learners. These ideas may be of primary importance to educational practitioners and researchers interested in developmental learning and teaching approach given the current concerns of educational practice that schools struggle to prepare students for their adult and the need to develop the capacity in lifelong learning with students in the 21st century.Cultural Psychology of Education,2364-6780 ;14Educational psychologyEducation—PsychologyEducation—PhilosophyLearningInstructionEducational Psychologyhttps://scigraph.springernature.com/ontologies/product-market-codes/O39000Educational Philosophyhttps://scigraph.springernature.com/ontologies/product-market-codes/O38000Learning & Instructionhttps://scigraph.springernature.com/ontologies/product-market-codes/O22000Educational PsychologyEducational PhilosophyLearning & InstructionEducationGalperin Lectures in psychologyP.Y. GalperinPiotr GalperinCultural-historical theorySocio-cultural theoryLearning and developmentLearning to learnTeaching and learningVygotskyLeontievDavydovDevelopment of human mental activityOpen accessPhilosophy & theory of educationTeaching skills & techniquesCognition & cognitive psychologyEducational psychology.Education—Psychology.Education—Philosophy.Learning.Instruction.Educational Psychology.Educational Philosophy.Learning & Instruction.370.15Engeness Irinaauthttp://id.loc.gov/vocabulary/relators/aut846099MiAaPQMiAaPQMiAaPQBOOK9910433229703321P.Y. Galperin's Development of Human Mental Activity1890024UNINA