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(viii, 430, 426 p.)24 cmC/2Pareto,Vilfredo<1848-1923>58371ITUNINARICAUNIMARCBK990003039320403321C/2 PAR/16668 a/RISESC/2 PAR/26668 b/RISESSESCours d'économie politique46067UNINA01497nam0 22002891i 450 SUN002082220160919111604.13220040723d1996 |0itac50 baitaIT|||| |||||ˆLa ‰scienza di Gaiaambiente e sistemi naturali visti da un geologoFranco Ricci LucchiBolognaZanichelli1996VIII, 391 p.ill.27 cm.BolognaSUNL000003550Scienze della terra e geologia22577Ecologia22Ricci Lucchi, FrancoSUNV01708634602ZanichelliSUNV004332650ITSOL20181109RICASUN0020822UFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI SCIENZE E TECNOLOGIE AMBIENTALI BIOLOGICHE E FARMACEUTICHE17 CONS Ea27 17 FSA185 UFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI SCIENZE E TECNOLOGIE AMBIENTALI BIOLOGICHE E FARMACEUTICHE17 PREST Sa22 17 FSA534 UFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI SCIENZE E TECNOLOGIE AMBIENTALI BIOLOGICHE E FARMACEUTICHEIT-CE0101FSA185CONS Ea27caUFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI SCIENZE E TECNOLOGIE AMBIENTALI BIOLOGICHE E FARMACEUTICHEIT-CE0101FSA534PREST Sa22paScienza di Gaia77002UNICAMPANIA04065nam 2200781 450 991080887610332120230807210943.03-11-033545-X3-11-039539-810.1515/9783110335453(CKB)3360000000515081(EBL)1597576(SSID)ssj0001402485(PQKBManifestationID)11884363(PQKBTitleCode)TC0001402485(PQKBWorkID)11360394(PQKB)10672305(MiAaPQ)EBC1597576(DE-B1597)213655(OCoLC)898769703(DE-B1597)9783110335453(Au-PeEL)EBL1597576(CaPaEBR)ebr11010140(CaONFJC)MIL808126(EXLCZ)99336000000051508120141105h20152015 uy| 0engur|nu---|u||utxtccrMetaphor and metonymy across time and cultures perspectives on the sociohistorical linguistics of figurative language /edited by Javier E. Díaz-VeraBerlin ;Boston :De Gruyter Mouton,[2015]©20151 online resource (356 p.)Cognitive linguistics research,1861-4132 ;volume 52Description based upon print version of record.3-11-055509-3 3-11-033543-3 Includes bibliographical references and index.Front matter --Contents --Figuration and language history: Universality and variation --Four guidelines for diachronic metaphor research --Lost in transmission? The sense development of borrowed metaphor --Loss of prototypical meaning and lexical borrowing: A case of semantic redeployment --A complex adaptive systems approach to language, cultural schemas and serial metonymy: Charting the cognitive innovations of ‘fingers’ and ‘claws’ in Basque --The interface between synchronic and diachronic conceptual metaphor: The role of embodiment, culture and semantic field --The pivotal role of metaphor in the evolution of human language --Two counter-expectation markers in Chinese --The emergence of diathesis markers from MOTION concepts --‘Better shamed before one than shamed before all’: Shaping shame in Old English and Old Norse texts --The conceptual profile of the lexeme home: A multifactorial diachronic analysis --Cognitive patterns in Greek poetic metaphors of emotion: A diachronic approach --‘Thou com’st in such a questionable shape’: Embodying the cultural model for ghost across the history of English --IndexThis volume offers new insights into figurative language and its pervasive role as a factor of linguistic change. The case studies included in this book explore some of the different ways new metaphoric and metonymic expressions emerge and spread among speech communities, and how these changes can be related to the need to encode ongoing social and cultural processes in the language. They cover a wide series of languages and historical stages.Cognitive linguistics research ;52.MetaphorCross-cultural studiesMetonymsCross-cultural studiesFigures of speechCross-cultural studiesLinguistic changeCross-cultural studiesSociolinguisticsLanguage and cultureCognitive Linguistics.Figurative Language.Linguistic Change.MetaphorMetonymsFigures of speechLinguistic changeSociolinguistics.Language and culture.808/.032EC 3765BSZrvkDíaz Vera Javier E.MiAaPQMiAaPQMiAaPQBOOK9910808876103321Metaphor and metonymy across time and cultures3986727UNINA07450nam 2200649 450 991081202820332120240131143746.01-118-97462-X1-118-97506-5(CKB)3710000000361284(EBL)1895847(SSID)ssj0001437749(PQKBManifestationID)12606509(PQKBTitleCode)TC0001437749(PQKBWorkID)11372719(PQKB)11563229(MiAaPQ)EBC1895847(DLC) 2015004677(Au-PeEL)EBL1895847(CaPaEBR)ebr11025887(CaONFJC)MIL770091(OCoLC)902803318(EXLCZ)99371000000036128420150317h20152015 uy 0engur|n|---|||||txtccrCreating cultures of thinking the 8 forces we must master to truly transform our schools /Ron Ritchhart1San Francisco, California :Jossey-Bass,2015.©20151 online resource (387 p.)Description based upon print version of record.1-118-97460-3 Includes bibliographical references and indexes.Machine generated contents note: List of Tables and Figures Acknowledgments About the Author Introduction: Demystifying Group and Organizational Culture A New Standard for Education The Forces that Shape Culture Tools for Transformation Chapter 1. The Purpose and Promise of Schools Thinking Differently about Outcomes Teaching as Enculturation Culture as the Enactment of a Story Uncovering the Old Story Taking a Hard Look at the Current Story Crafting a Different Story for Schools Enacting Our New Story, Realizing Our Vision Uncovering the Story of Your School or Classroom Chapter 2. Expectations: Recognizing How Our Beliefs Shape Our Behavior Focusing Students on the Learning vs. the Work Teaching for Understanding vs. Knowledge Encouraging Deep vs. Surface Learning Strategies Encouraging Independence vs. Dependence Developing a Growth vs. a Fixed Mindset Exploring and Developing Expectations Chapter 3. Language: Appreciating Its Subtle Yet Profound Power The Language of Thinking The Language of Community The Language of Identity The Language of Initiative The Language of Mindfulness The Language of Praise and Feedback Conclusion Becoming Proficient Users of the Languages of the Classroom Chapter 4. Time: Learning to Be Its Master Rather than Its Victim Recognizing Time as a Statement of Values Learn to Prioritize and Always Prioritize Learning Giving Thinking Time Invest Time to Make Time Manage Energy Not Time It's Time to Rethink Time Rethinking Time Chapter 5. Modeling: Seeing Ourselves through Our Students' Eyes Dispositional Apprenticeship: Being Role Models of Learning and Thinking Cognitive Apprenticeship: Making Our Thinking Visible Gradual Release of Responsibility: Modeling for Independence Interactive Modeling: Learning from Examples, Practice, and Reflection Learning from Models Modeling for the Development of Thinking, Learning, and Independence Chapter 6. Opportunities: Crafting the Vehicles for Learning Constructing Character: Using Mathematics to Understand Othello's Iago VoiceThread: Using Story Telling to Understand Migration Music 2 Save Music Categorizing, Recognizing, and Realizing Learning Opportunities Analyzing and Creating Opportunities for Learning Chapter 7. Routines: Crafting the Vehicles for Learning A Routine Is More than an Activity Using Claim-Support-Question to Delve into Number Theory in Fifth Grade More Than a Game: Differentiating Mathematics in Second Grade Making CSQ Fly in Secondary Mathematics Tools, Structures, and Patterns: Establishing Routines in the Classroom Making Thinking Routine in Our Classrooms Chapter 8. Interactions: Forging Relationships that Empower Learners New Roles for Students: Empowering Disenfranchised Learners Beyond Sit and Get: Teaching Students to Build on One Another's Ideas Building Culture through Affect and Actions Shaping Interactions through Roles Asking "Good" Questions Creating New Patterns of Discourse Promoting Interactions that Support Thinking and Learning Chapter 9. Environment: Using Space to Support Learning and Thinking New Learning in an Old Container Curating a Classroom Designing for Thinking Creating Environments to Enhance Learning and Build Culture: Four Fronts Creating Environments that Bring Out the Best in Learners Chapter 10. Moving Toward Transformation Supporting Change on a Large Scale Building a Vision across a School District Learning Together for the Long Haul Creating Opportunities Building the Capacity of Teachers to Teach One Another Forming Inquiry Action Groups to Go Deeper Sameness and Difference in the Journey to a Culture of Thinking Appendix A. My Reflections on the Learning Activities in this Class Appendix B. Ladder of Feedback Appendix C. Success Analysis Protocol Appendix D. Looking at Students' Thinking Protocol Appendix E. Six Key Principles of the Cultures of Thinking Project Appendix F. Laying the Foundation for a Culture of Thinking Appendix G. Leading a Culture of Thinking at My School: Self-Assessment Appendix H. The Development of a Culture of Thinking in My Classroom: Self-Assessment Appendix I. Assessment Ladder: Reasoning With Evidence References Index ."Discover why and how schools must become places where thinking is valued, visible, and actively promoted. As educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and propel both the individual and the group forward into a lifetime of learning. This is something all teachers want and all students deserve. In Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools, Ron Ritchhart, author of Making Thinking Visible, explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment. With the techniques and rich classroom vignettes throughout this book, Ritchhart shows that creating a culture of thinking is not about just adhering to a particular set of practices or a general expectation that people should be involved in thinking. A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work"--Provided by publisher.Thought and thinkingStudy and teachingCritical thinkingStudy and teachingCognition in childrenEducational changeUnited StatesThought and thinkingStudy and teaching.Critical thinkingStudy and teaching.Cognition in children.Educational change370.15/2EDU029000bisacshRitchhart Ron1643760MiAaPQMiAaPQMiAaPQBOOK9910812028203321Creating cultures of thinking3989215UNINA02470nam0 2200565 i 450 VAN011538220220316121717.253978-03-87791-06-720180307d2016 |0itac50 baengUS|||| |||||Statistical methods for quality assurancebasics, measurement, control, capability, and improvementStephen B. Vardeman, J. Marcus Jobe2. edNew YorkSpringer2016XIV, 437 p.ill.24 cm001VAN00367912001 Springer texts in statistics210 Berlin [etc.]SpringerVAN0243185Statistical Quality Assurance Methods for Engineer278978562F10Point estimation [MSC 2020]VANC021207MF62-XXStatistics [MSC 2020]VANC022998MF62J05Linear regression; mixed models [MSC 2020]VANC023156MF62AxxFoundational topics in statistics [MSC 2020]VANC025026MF62P30Applications of statistics in engineering and industry; control charts [MSC 2020]VANC030774MF62K05Optimal statistical designs [MSC 2020]VANC033803MFANOVA methodologyKW:KBoundary element methodKW:KConfidence IntervalKW:KContinuous dataKW:KDiscrete dataKW:KExperiment designKW:KGage Capability RatioKW:KMeasurementKW:KMeasurement effectivenessKW:KQuality assuranceKW:KQuality controlKW:KR codeKW:KRepeatabilityKW:KReproducibilityKW:KUSNew YorkVANL000011VardemanStephen B.VANV089292756084JobeJ. MarcusVANV089293756085Springer <editore>VANV108073650ITSOL20240614RICAhttp://dx.doi.org/10.1007/978-0-387-79106-7E-book – Accesso al full-text attraverso riconoscimento IP di Ateneo, proxy e/o ShibbolethBIBLIOTECA CENTRO DI SERVIZIO SBAVAN15NVAN0115382BIBLIOTECA CENTRO DI SERVIZIO SBA15CONS SBA EBOOK 2520 15EB 2520 20180307 Statistical Quality Assurance Methods for Engineer2789785UNICAMPANIA