00915cam0 2200301 450 00000751720080730113125.00-596-10105-820070212d2005----km-y1itac50------baengUSy-------001yyLearning perlRandal L. Schwartz, Tom Phoenix, and brian d foy4th. edBeijing [etc.]O'Reilly2005XVII, 283 p.24 cm.2001Elaboratori elettroniciPERL <linguaggio di programmazione>PERL <linguaggio di programmazione>005.13320Schwartz,Randal L.462654Phoenix,Tom630540Foy,Brian D.630541ITUNIPARTHENOPE20070212RICAUNIMARC000007517005-L/539052NAVA12007Learning perl1205625UNIPARTHENOPE02047nam 2200397Ia 450 99640898990331620220119202946.0ocn951968962(CKB)4940000000598176(OCoLC)951968962(OCoLC)ocn951968962(OCoLC)9930366100971(EXLCZ)99494000000059817620160621d1675 uy |engurbn#|||a|bb|An answer made by the Right Honourable the Lady Wentworth, in the behalf of her daughter Henrietta Maria an infant, and the Right Honourable the Lady Dowager Lovelace, and Lord Lovelace her son, in behalf of themselves and family, to a paper delivered at the door of the Honourable House of Commons by the Lady Poole, to the members of that House[electronic resource][London s.n.1675]1 sheet ([1] p.)Caption title.Attributed by Wing to Henrietta Maria, Baroness Wentworth; in fact by her mother.Place and date of publication suggested by Wing (2nd ed., 1994).Reproduction of original in: Worcester College Library.Appellate procedureGreat BritainEarly works to 1800JurisprudenceAppellate procedureWentworth PhiladelphiaLady,-1696.1071263Lovelace Anne LovelaceLady,1623-1697.1071264Lovelace John LovelaceBaron,1638?-1693.1011095Wentworth Henrietta Maria WentworthBaroness,1657?-1686,UMIUMIBOOK996408989903316An answer made by the Right Honourable the Lady Wentworth, in the behalf of her daughter Henrietta Maria an infant, and the Right Honourable the Lady Dowager Lovelace, and Lord Lovelace her son, in behalf of themselves and family, to a paper delivered at the door of the Honourable House of Commons by the Lady Poole, to the members of that House2566450UNISA04094 am 2200673 n 450 991049577390332120210313979-1-03-620242-110.4000/books.enseditions.17450(CKB)4100000011871401(FrMaCLE)OB-enseditions-17450(oapen)https://directory.doabooks.org/handle/20.500.12854/85295(PPN)255349327(EXLCZ)99410000001187140120210406j|||||||| ||| 0freuu||||||m||||txtrdacontentcrdamediacrrdacarrierIncarner un modèle progressiste La professionnalisation de l’enseignement à Chicago (1890-1940) /Sonia BirocheauLyon ENS Éditions20211 online resource (280 p.) Éducation et savoirs en société979-1-03-620240-7 Les années 1890-1930 constituent une période charnière dans l’élaboration de nouveaux modèles professionnels dans l’enseignement aux États-Unis. Soucieux de mener des réformes jugées favorables au progrès de la société, divers acteurs entreprennent de modifier le système de formation des enseignants, les méthodes pédagogiques et l’organisation des systèmes scolaires. Chicago est alors un des principaux centres de réflexion de ces projets progressistes de professionnalisation de l’enseignement. Cet ouvrage propose une étude historique de ces transformations à partir d’un échantillon élargi et inédit d’acteurs, d’institutions et de sources. Quel rôle les enseignants, les directeurs d’école ou le personnel de l’École normale de Chicago eurent-ils dans l’élaboration et la dissémination de nouveaux modèles professionnels ? Dans quelle mesure ces modèles furent-ils mis en pratique quotidiennement dans les établissements ? Quels furent effectivement l’envergure et le contenu de cette conquête professionnelle ? Cette étude de cas apporte un point de vue complémentaire sur l’histoire de l’éducation nord-américaine, du progressisme et de Chicago, et aborde des thématiques qui font écho aux réflexions contemporaines sur l’enseignement, le genre ou les relations raciales. The 1890s to 1940s were a pivotal era in the development of a professionalised approach to teaching in the United States. Reforms that were seen as beneficial to society were led by a variety of actors who sought to change how teachers were trained, the teaching methods used, and how school systems were organised. Chicago was a leading centre of reflection in these progressive projects aimed at professionalising teaching. This book offers a historical study of these transformations based on a large and unprecedented sample of actors, institutions and sources. What role did teachers, principals and staff at the Chicago Normal School play in shaping and promoting new professional paradigms? To what extent were…Educationhistoire de l’éducationÉtats-Unisprofessionnalisationformation des enseignantsprogressismeHistory of educationUnited StatesProfessionalizationTeacher trainingProgressivismHistory of educationUnited StatesProfessionalizationTeacher trainingProgressivismEducationhistoire de l’éducationÉtats-Unisprofessionnalisationformation des enseignantsprogressismeHistory of educationUnited StatesProfessionalizationTeacher trainingProgressivismBirocheau Sonia1319730FR-FrMaCLEBOOK9910495773903321Incarner un modèle progressiste3034031UNINA