01286nam--2200397---450-99000200918020331620060221150231.088-8382-112-2000200918USA01000200918(ALEPH)000200918USA0100020091820040915d2004----km-y0enga50------baitaITy|||z|||001yyArchitettura e propaganda fascista nei filmati dell'istituto luceGaia PettenaTorinoTesto & immagine200493 p.ill.18 cmUniversale di architetturaVaria146Universale di architetturaVaria146ArchitetturaItalia1933-1940Cinegiornali Luce720.945PETTENA,Gaia566246ITsalbcISBD990002009180203316XII.2. Coll.30/ 21(VII E 812)175481 L.M.VII E00137386BKUMAMARIA1020040915USA010914CHIARA9020041116USA011015CHIARA9020041116USA011016COPAT59020060221USA011502Architettura e propaganda fascista nei filmati dell'istituto luce1046559UNISA04221nam 2200385 450 991068190140332120230529202147.00-472-90398-5(CKB)5580000000521551(NjHacI)995580000000521551(EXLCZ)99558000000052155120230529d2023 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierThe enduring legacy structured inequality in America's public schools /Mark RyanAnn Arbor, Michigan :University of Michigan Press,2023.1 online resource (xv, 161 pages)A struggle between forces -- An ambiguous philosophical root -- Growing democratic values -- The evolution from common school to public school -- American exceptionalism -- What is the profession of a woman? -- A plan for inclusion -- The Committee of Ten and The cardinal principles -- A particular solution for a specific problem -- Social Darwinism as justification -- White superiority via pseudo empiricism -- Assimilation via Americanism in the classroom -- Personification of duality : Cubberley's life and legacy -- Cubberley's hierarchy -- Structured inequality via perceived ability grouping -- Tracking and segregation endure -- The cycle of segregation, desegregation, and resegregation -- Structured inequality : from political strategy to pedagogical practice -- Courts and the persistence of structured inequality -- The court and "race neutral" diversity -- The Southern strategy -- LBJ : integrate and get funding or stay segregated and get nothing -- Political ambiguity on integration -- Nixon's rise bolstered by the Southern strategy -- Nixon's ambiguity on integration and the courts -- Ford continues Nixonian states' rights policies -- Jimmy Carter, a son of the South, disrupts the Southern strategy -- Reagan nullifies LBJ'S integration legacy via the Southern strategy -- Reagan reverses policies against race discrimination -- Reagan : busing to desegregate : waste of time and public money -- George Herbert Walker Bush and an evolving Southern strategy -- Southern ticket of Clinton and Gore wins as resegregation persists -- Bill Clinton's recognition of resegregation in the 1990s -- George W. Bush follows Reagan's policies as racial isolation builds -- Obama defeats Southern strategy even as school resegregation increases -- Trump triumphant and the spread of the Southern strategy -- From LBJ to Trump : segregation to desegregation to resegregation -- Desegregation of public schools in the twenty-first century -- The pedagogic case for racial integration -- The cognitive benefits of a diverse learning environment -- Affective benefits of a diverse learning environment -- Paradox of segregation and the negligence of scholars -- Solution sets to desegregation in the 2020s -- Vital role of schools and colleges of education -- Gender as a marker of difference -- Culturally relevant teaching and learning -- Dual paradigm of onsite and online -- Hybrid model plus service learning -- Final thoughts."The book outlines the historical, political and pedagogical reality of growing segregation and racial isolation in America's 21st century public schools. It explores the dialectic between the philosophies of inclusion and exclusion, examining an underlying contradiction: public education that continually postures to be ever more inclusive while simultaneously perpetuating an exclusive system through systematized discrimination to maintain inequality. The book concludes that undoing re-segregation is imperative to achieve social justice and a better education for all children"-- Provided by publisher.Enduring LegacyDiscrimination in educationHistoryUnited StatesSegregation in educationUnited StatesDiscrimination in educationHistorySegregation in education379.2630973Ryan Mark750712NjHacINjHaclBOOK9910681901403321The enduring legacy3373441UNINA04245nam 2200589 450 991013720300332120230621140747.09782889195206(ebook)(CKB)3710000000526096(WaSeSS)IndRDA00057694(oapen)https://directory.doabooks.org/handle/20.500.12854/57316(EXLCZ)99371000000052609620160615h20152015 fy 0engur||#||||||||txtrdacontentcrdamediacrrdacarrierPsychological perspectives on expertise /topic editors, Guillermo Campitelli, Michael H. Connors, Merim Bilalić and David Zachary HambrickFrontiers Media SA2015[Lausanne, Switzerland] :Frontiers Media SA,2015.©20151 online resource (240 pages) illustrations (colour); digital file(s)Frontiers Research Topics,1664-8714"Published in: Frontiers in Psychology" -- front cover.Print version: 2889195201 Includes bibliographical references.Experts are persons who are very knowledgeable about or skillful in a particular area. The aim of this Research Topic is to advance knowledge in the understanding of the phenomenon of expertise by putting together different lines of research that directly or indirectly study expertise. Herbert Simon's expertise studies initiated two lines of research. One is interested in elucidating the cognitive processes underlying expertise, and the other investigates how expertise develops. These lines of research started with studies comparing experts and novices in chess, and then they extended to numerous areas of expertise such as music, medical diagnosis, sports, arts and sciences. In the field of judgment and decision making researchers investigate the quality of judgments and decisions of experts in different professions (e.g., clinical psychologists, medical practitioners, judges, meteorologists, stock brokers). Those lines of research explicitly investigate the topic of expertise, but there are other research areas that make a substantial contribution to understanding expertise. Scholars in language acquisition and in face perception, for example, investigate cognitive processes and development of expertise in areas in which almost everyone becomes an expert. Furthermore, skill acquisition research informs in detail about short term cognitive changes that may be important to understand how expertise develops. We are interested in original research that advances knowledge in the understanding of decision making, cognitive processes and development of expertise in sports, intellectual games, arts, scientific disciplines and professions, as well as expertise in cognitive abilities such as perception, memory, attention, language and imagery. We are also interested in theoretical articles in any of these areas, articles that describe computational or mathematical models of expertise, and articles offering a framework that would guide expertise research. Articles that offer integrative approaches of some of the areas described above are strongly encouraged. The goal of this Research Topic is to produce a hallmark piece of work in the field of expertise, which complements and does not overlap with the "Neural implementations of expertise" Research Topic in Frontiers in Human Neuroscience.Frontiers research topics.PsychologyExpertiseexpert performanceskill acquisitionexpert cognitive processesdeliberate practicetrainingSkill transferExpertisePsychology.Expertise.David Zachary Hambrickauth1365745Campitelli GuillermoConnors Michael H.Bilalić MerimHambrick David ZWaSeSSWaSeSSUkMaJRUBOOK9910137203003321Psychological perspectives on expertise3387919UNINA05771nam 2200745 450 991081869370332120200520144314.01-118-82833-X1-118-82815-1(CKB)2550000001273006(EBL)1666542(SSID)ssj0001216567(PQKBManifestationID)11702983(PQKBTitleCode)TC0001216567(PQKBWorkID)11207054(PQKB)11158900(Au-PeEL)EBL1666542(CaPaEBR)ebr10860984(CaONFJC)MIL595133(OCoLC)880452023(CaSebORM)9781118828182(MiAaPQ)EBC1666542(EXLCZ)99255000000127300620140502h20142014 uy 0engur|n|---|||||txtccrMastering hyper-V 2012 R2 with system center and windows azure /John Savill ; acquisitions editor, Mariann Barsolo ; development editor, Kim Beaudet ; technical editor, Sean Deuby ; book designers, Maureen Forys, Judy FungIndianapolis, Indiana :Wiley,2014.©20141 online resource (578 p.)Includes index.1-118-82818-6 1-306-63882-8 Cover; Title Page; Copyright; Contents; Chapter 1 Introduction to Virtualization and Microsoft Solutions; The Evolution of the Datacenter; One Box, One Operating System; How Virtualization Has Changed the Way Companies Work and Its Key Values; History of Hyper-V; Windows Server 2008 Hyper-V Features; Windows Server 2008 R2 Changes; Windows Server 2008 R2 Service Pack 1; Windows Server 2012 Hyper-V Changes; Windows Server 2012 R2; Licensing of Hyper-V; One Operating System (Well, Two, but Really One); Choosing the Version of Hyper-V; The Role of System Center with Hyper-VSystem Center Configuration ManagerSystem Center Virtual Machine Manager and App Controller; System Center Operations Manager; System Center Data Protection Manager; System Center Service Manager; System Center Orchestrator; Clouds and Services; The Bottom Line; Chapter 2 Virtual Machine Resource Fundamentals; Understanding VMBus; The Anatomy of a Virtual Machine; Generation 1 Virtual Machine; Generation 2 Virtual Machine; Processor Resources; Virtual Processor to Logical Processor Scheduling; Processor Assignment; NUMA Support; Memory Resources; Virtual Storage; VHD; VHDXCreating a Virtual Hard DiskPass-Through Storage; The Bottom Line; Chapter 3 Virtual Networking; Virtual Switch Fundamentals; Three Types of Virtual Switch; Creating a Virtual Switch; Extensible Switch; VLANs and PVLANS; Understanding VLANs; VLANs and Hyper-V; PVLANs; How SCVMM Simplifies Networking with Hyper-V; SCVMM Networking Architecture; Deploying Networking with SCVMM 2012 R2; Network Virtualization; Network Virtualization Overview; Implementing Network Virtualization; Useful Network Virtualization Commands; Network Virtualization Gateway; Summary; VMQ, RSS, and SR-IOV; SR-IOV; DVMQRSS and vRSSNIC Teaming; Host Virtual Adapters and Types of Networks Needed in a Hyper-V Host; Types of Guest Network Adapters; Monitoring Virtual Traffic; The Bottom Line; Chapter 4 Storage Configurations; Storage Fundamentals and VHDX; Types of Controllers; Common VHDX Maintenance Actions; Performing Dynamic VHDX Resize; Storage Spaces and Windows as a Storage Solution; Server Message Block (SMB) Usage; SMB Technologies; Using SMB for Hyper-V Storage; iSCSI with Hyper-V; Using the Windows iSCSI Target; Using the Windows iSCSI Initiator; Considerations for Using iSCSIUnderstanding Virtual Fibre ChannelLeveraging Shared VHDX; Data Deduplication and Hyper-V; Storage Quality of Service; SAN Storage and SCVMM; The Bottom Line; Chapter 5 Managing Hyper-V; Installing Hyper-V; Using Configuration Levels; Enabling the Hyper-V Role; Actions after Installation of Hyper-V; Deploying Hyper-V Servers with SCVMM; Hyper-V Management Tools; Using Hyper-V Manager; Core Actions Using PowerShell; Securing the Hyper-V Server; Creating and Managing a Virtual Machine; Creating and Using Hyper-V Templates; Hyper-V Integration Services and Supported Operating SystemsMigrating Physical Servers and Virtual Machines to Hyper-V Virtual Machines This book will help you understand the capabilities of Microsoft Hyper-V, architect a Hyper-V solution for your datacenter, plan a deployment/migration, and then manage it all using native tools and System Center. Coverage also includes hybrid cloud scenarios specifically with Windows Azure to complete the full virtualization piece of providing data both on premise and off premise. In addition, you will explore the Windows Azure capabilities for virtual machines and managing a hybrid cloud, including Windows Azure's Internet as a Service (IaaS) and storage capabilities, how seamless mApplication softwareDesignCloud computingWeb servicesWorkflow management systemsComputer programsApplication softwareDesign.Cloud computing.Web services.Workflow management systemsComputer programs.005.4476Savill John1635142Barsolo MariannBeaudet KimDeuby SeanForys MaureenFung JudyMiAaPQMiAaPQMiAaPQBOOK9910818693703321Mastering hyper-V 2012 R2 with system center and windows azure4067874UNINA05400nam 22006735 450 991029998510332120200703221411.03-319-06254-910.1007/978-3-319-06254-9(CKB)3710000000261983(EBL)1965101(OCoLC)908083168(SSID)ssj0001372532(PQKBManifestationID)11881969(PQKBTitleCode)TC0001372532(PQKBWorkID)11304225(PQKB)11216400(MiAaPQ)EBC1965101(DE-He213)978-3-319-06254-9(PPN)258868627(PPN)182092372(EXLCZ)99371000000026198320141013d2014 u| 0engur|n|---|||||txtccrArt Meets Mathematics in the Fourth Dimension /by Stephen Leon Lipscomb2nd ed. 2014.Cham :Springer International Publishing :Imprint: Springer,2014.1 online resource (191 p.)Description based upon print version of record.3-319-06253-0 Includes bibliographical references and index.1. 3-Sphere -- 2. Dante's 3-Sphere Universe -- 3. Einstein and the 3-Sphere -- 4. Einstein's Universe -- 5. Images of S1 and S2 -- 6. Four-Web Graph Paper -- 7. The Partial Picture -- 8. Generating the Hyper-sphere Art -- 9. Prelude to Chapters 10 and 11 -- 10. Great 2-Spheres -- 11. Images of Great 2-Spheres -- Appendix 1 -- Appendix 2 -- Appendix 3. Inside S3 and Questions.- Appendix 4. Mathematics and Art.To see objects that live in the fourth dimension we humans would need to add a fourth dimension to our three-dimensional vision. An example of such an object that lives in the fourth dimension is a hyper-sphere or “3-sphere”. The quest to imagine the elusive 3-sphere has deep historical roots: medieval poet Dante Alighieri, in his circa 1300 AD Divine Comedy, used a 3-sphere to convey his allegorical vision of the Christian afterlife. In 1917, Albert Einstein visualized the universe, at each instant in time, as a 3-sphere. He described his representation as “…the place where the reader’s imagination boggles. Nobody can imagine this thing.” Over time, however, our understanding of the concept of dimension evolved. By 2003, a researcher had successfully rendered into human vision the structure of a 4-web (think of an every increasingly-dense spider’s web). In this text Stephen Lipscomb takes his innovative dimension theory research a step further, using the 4-web to reveal a new partial image of a 3-sphere. Illustrations support the reader’s understanding of the mathematics behind this process. Lipscomb describes a computer program that can produce partial images of a 3-sphere and suggests methods of discerning other fourth-dimensional objects that may serve as the basis for future artwork.  Reviews The author’s notion of fractal-based computer art is fascinating-a clear expression of our technological age. With the color plates in this book and the available DVD animation the reader will not only substantiate this, but will also gain an intuitive sense about the nature of fractals and about the structure and origin of the 4-web. A.D. Parks, Ph.D., Principal Scientist, Head of Quantum Physics Group, Naval Surface Warfare Center, Dahlgren Virginia Using numerous illustrations, the author discusses the idea of a fourth dimension. The new feature here is his use of an object that up until recently lived only in the fourth dimension. This book should become useful, educational, and widely-read. Gerald Edgar, Professor (Emeritus) of Mathematics, The Ohio State University  I have read many books, but only a couple has been as suggestive in terms of connections between mathematics, art, and physics as this book. It will be exceptionally well received. John E. Gray, Senior Member of IEEE, Lead physicist (over 130 publications)  An accessible yet rigorous treatment of recent mathematical research, this book is particularly valuable since its author developed these concepts originally. J. Larry Lehman, Professor of Mathematics, University of Mary Washington.MathematicsSocial sciencesTopologyMathematics, generalhttps://scigraph.springernature.com/ontologies/product-market-codes/M00009Mathematics in the Humanities and Social Scienceshttps://scigraph.springernature.com/ontologies/product-market-codes/M32000Topologyhttps://scigraph.springernature.com/ontologies/product-market-codes/M28000Mathematics in Art and Architecturehttps://scigraph.springernature.com/ontologies/product-market-codes/M34000Mathematics.Social sciences.Topology.Mathematics, general.Mathematics in the Humanities and Social Sciences.Topology.Mathematics in Art and Architecture.510514519Lipscomb Stephen Leonauthttp://id.loc.gov/vocabulary/relators/aut725047BOOK9910299985103321Art Meets Mathematics in the Fourth Dimension2516589UNINA04027nam 22005895 450 991054729660332120251113194821.09783030949808303094980X10.1007/978-3-030-94980-8(MiAaPQ)EBC6891951(Au-PeEL)EBL6891951(CKB)21250676200041(DE-He213)978-3-030-94980-8(EXLCZ)992125067620004120220217d2022 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierEpistemologies and Ethics in Adult Education and Lifelong Learning /by Richard G. Bagnall, Steven Hodge1st ed. 2022.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2022.1 online resource (346 pages)Palgrave Studies in Adult Education and Lifelong Learning,2524-6321Print version: Bagnall, Richard G. Epistemologies and Ethics in Adult Education and Lifelong Learning Cham : Springer International Publishing AG,c2022 9783030949792 Includes bibliographical references and index.Chapter 1: Introduction and Overview -- Chapter 2: Adult Education and Lifelong Learning -- Chapter 3: Epistemology and Ethics in Adult Education and Lifelong Learning -- Chapter 4: Disciplinary Epistemology -- Chapter 5: Ethics within a Disciplinary Epistemology -- Chapter 6: Constructivist Epistemology -- Chapter 7: Ethics within a Constructivist Epistemology -- Chapter 8: Emancipatory Epistemology -- Chapter 9: Ethics within an Emancipatory Epistemology -- Chapter 10: Instrumental Epistemology -- Chapter 11: Ethics within Instrumental Epistemology -- Chapter 12: Situational Epistemology -- Chapter 13: Ethics within Situational Epistemology -- Chapter 14: A Critique of Instrumental Adult Education and Lifelong Learning -- Chapter 15: Codes of Conduct as a Response to the Limitations of Instrumental Ethical Frameworks -- Chapter 16: The Place of Authenticity and Lifelong Learning in a Situational Future.This book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels.Palgrave Studies in Adult Education and Lifelong Learning,2524-6321EducationPhilosophyEducationEducational PhilosophyPhilosophy of EducationEducationEducationPhilosophy.Education.Educational Philosophy.Philosophy of Education.Education.374.001374.001Bagnall R. G(Richard Gordon),1946-1260617Hodge StevenMiAaPQMiAaPQMiAaPQBOOK9910547296603321Epistemologies and ethics in adult education and lifelong learning2921615UNINA