01868nam2 2200361 i 450 VAN005085620240208030337.82335-405-4812-2978-35-405-4812-620060901d1994 |0itac50 baengDE|||| |||||ˆ1: ‰Varieties in projective spaceIgor R. Shafarevich2.revised and expanded edBerlinSpringer1994XVIII, 303 p.ill.24 cm001VAN00508522001 Basic algebraic geometryIgor R. Shafarevich205 2.revised and expanded ed210 BerlinSpringer1994215 2 volumiill.24 cm114-XXAlgebraic geometry [MSC 2020]VANC019702MF14C17Intersection theory, characteristic classes, intersection multiplicities in algebraic geometry [MSC 2020]VANC021377MF14HxxCurves in algebraic geometry [MSC 2020]VANC021765MF14AxxFoundations of algebraic geometry [MSC 2020]VANC023894MF14B05Singularities in algebraic geometry [MSC 2020]VANC023907MFShafarevichIgor R.VANV020243730610Shafarevich, Igor RostislavovichShafarevich, Igor R.VANV062485Shafarevich, I. R.Shafarevich, Igor R.VANV062486ITSOL20240209RICA/sebina/repository/catalogazione/documenti/Shafarevich - Basic algebraic geometry - 1 - Varieties in projective space.pdfContentsBIBLIOTECA DEL DIPARTIMENTO DI MATEMATICA E FISICAIT-CE0120VAN08VAN0050856BIBLIOTECA DEL DIPARTIMENTO DI MATEMATICA E FISICA08PREST 14-XX 4026 08 4364 III 20060901 Varieties in projective space3872933UNICAMPANIA03309nam 22007215 450 991083827970332120250808085505.09783031532153303153215510.1007/978-3-031-53215-3(CKB)30480450400041(MiAaPQ)EBC31172429(Au-PeEL)EBL31172429(DE-He213)978-3-031-53215-3(OCoLC)1424863837(EXLCZ)993048045040004120240220d2024 u| 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierBeyond Digital Distraction Educating Today's Cyber Student /by Kurt C. Schuett1st ed. 2024.Cham :Springer Nature Switzerland :Imprint: Palgrave Macmillan,2024.1 online resource (145 pages)Digital Education and Learning,2753-07529783031532146 3031532147 Chapter 1: The Why… -- Chapter 2: How Do Students and Teachers Define Digital Distraction in School? -- Chapter 3: How Do Students and Teachers See Digital Distraction in School? -- Chapter 4: What Do Students and Teachers Believe Contributes to Digital Distraction in School? -- Chapter 5: How Do Students and Teachers Respond to Digital Distraction in School? -- Chapter 6: What Types of Experiences do Students and Teachers have with Digital Distraction in School -- Chapter 7: Implication for Theory and Research -- Chapter 8: Key Takeaways and Conclusions.This book shares a wealth of educational stakeholder viewpoints about digital distraction from a 1:1 technology integrated high school. Data was collected before, during, and after the start of COVID-19, which provides a unique view into integrated learning and its transformation since the pandemic. The author conducted interviews with both teachers and students who also provided logs of their technology use, allowing for a qualitative and quantitative understanding of digital distraction. Through this insight, the author explores the triggers of digital distraction and strategies to help mitigate the phenomenon. .Digital Education and Learning,2753-0752Educational technologySchoolsEducationChildrenEducationResearchStudy skillsDigital Education and Educational TechnologySchool ResearchChildhood EducationEducational ResearchStudy and Learning SkillsEducational technology.Schools.Education.Children.EducationResearch.Study skills.Digital Education and Educational Technology.School Research.Childhood Education.Educational Research.Study and Learning Skills.370.154Schuett Kurt C1726333MiAaPQMiAaPQMiAaPQBOOK9910838279703321Beyond Digital Distraction4132050UNINA