01508nam--2200409---450-99000064824020331620100831154101.088-14-02649-10064824USA010064824(ALEPH)000064824USA01006482420010928d1990----km-y0itay0103----baitaIT||||||||001yyContributo allo studio del provvedimento impugnabileaspetti e problemi del sindacato giurisdizionale sugli "atti amministratvi di autorità non amministratve"Giovanni Battista GarroneMilanoA. Guffrè1990245 p.24 cmMemorie dell'Istituto giuridco, Università di TorinoSer. 3322001Memorie dell'Istituto giuridco, Università di TorinoSer. 332001-------2001Provvedimenti amministrativimpugnazioneAtt amminstrativiLegittimità342.45066GARRONE,Giovanni Battista251927ITsalbcISBD990000648240203316XXX.A. Coll. 198/ 85 (X 24 XI 32)71352 ECXXX.A. Coll. 198/ 85 (X 24 XI)00288386BKGIUPATTY9020010928USA01142120020403USA011714PATRY9020040406USA011645RSIAV49020100831USA011541Contributo allo studio del provvedimento impugnabile677957UNISA02184oam 2200541 450 991070865310332120170410125706.0(CKB)5470000002470695(OCoLC)889716049(EXLCZ)99547000000247069520140901d1993 ua 0engurn||||||||||txtrdacontentcrdamediacrrdacarrierComparison of the Cretaceous-Tertiary boundary impact events and the 0.77-Ma Australasian tektite event relevance to mass extinction /by E.C.T. Chao[Washington, D.C.] :United States Government Printing Office,1993.1 online resource (iv, 22 pages) illustrations, mapsU.S. Geological Survey bulletin ;2050Title from title screen (viewed August 25, 2014)."Reinterpretation of iridium anomalies, shocked quartz, and microtektites attributed to cratering events in Cretaceous-Tertiaryboundary sections. Evidence from the Ries crater of Germany and Australasian tektites is essential to understanding giant craters and mass extinction."Includes bibliographical references (pages 19-22).Comparison of the Cretaceous-Tertiary boundary impact events and the 0.77-Ma Australasian tektite event Cretaceous-Paleogene boundaryExtinction (Biology)TektiteCretaceous-Tertiary boundaryfastExtinction (Biology)fastTektitefastCretaceous-Paleogene boundary.Extinction (Biology)Tektite.Cretaceous-Tertiary boundary.Extinction (Biology)Tektite.Chao E. C. T.1400093Geological Survey (U.S.),COPCOPOCLCOOCLCFOCLCAGPOBOOK9910708653103321Comparison of the Cretaceous-Tertiary boundary impact events and the 0.77-Ma Australasian tektite event3466390UNINA04109oam 22004575 450 991079654720332120180809092336.010.1596/978-1-4648-1099-2(CKB)4100000000771631(MiAaPQ)EBC5105814(The World Bank)211099(US-djbf)211099(EXLCZ)99410000000077163120020129d2017 uf 0engurcn|||||||||txtrdacontentcrdamediacrrdacarrierData for Learning : Building a Smart Education Data System /Husein Abdul-HamidWashington, D.C. :The World Bank,2017.1 online resource (336 pages)Directions in Development;Directions in Development - Human Development1-4648-1100-8 1-4648-1099-0 Includes bibliographical references.What Is an Education Management Information System, and Who Uses It? -- Value of Data: Better Data, Better Education -- Understanding Where You Are Today: Assessing the Current State of Education Management Information Systems -- How to Design and Implement Routine Data Collection from Schools -- How to Build and Select an Effective Software Solution -- Integration of Databases for Decision Making to Improve Learning Outcomes -- Innovation in Advanced and Decentralized Systems: The Case of the United States -- How to Build Progressive Centralized and Hybrid Data Systems: The Cases of Chile and Australia -- Developing an Affordable and School-Centered EMIS: The Case of Fiji -- Building and Education Management Information System in a Fragile Environment: The Case of Afghanistan.Data are a crucial ingredient in any successful education system, but building and sustaining a data system are challenging tasks. Many countries around the world have spent significant resources but still struggle to accomplish a functioning Education Management Information System (EMIS). On the other hand, countries that have created successful systems are harnessing the power of data to improve education outcomes. Increasingly, EMISs are moving away from using data narrowly for counting students and schools. Instead, they use data to drive system-wide innovations, accountability, professionalization, and, most important, quality and learning. This broader use of data also benefits classroom instruction and support at schools. An effective data system ensures that education cycles, from preschool to tertiary, are aligned and that the education system is monitored so it can achieve its ultimate goal-producing graduates able to successfully transition into the labor market and contribute to the overall national economy. Data for Learning: Building a Smart Education Data System and its forthcoming companion volume shed light on challenges in building a data system and provide actionable direction on how to navigate the complex issues associated with education data for better learning outcomes and beyond. Data for Learning details the key ingredients of successful data systems, including tangible examples, common pitfalls, and good practices. It is a resource for policy makers working to craft the vision and strategic road map of an EMIS, as well as a handbook to assist teams and decision makers in avoiding common mistakes. It is designed to provide the Show-to and to guide countries at various stages of EMIS deployment. A forthcoming companion volume will focus on digging deeper into the practical applications of education data systems by various user groups in different settings.World Bank e-Library.Educational statisticsData processingEducational statisticsData processing.370.212Abdul-Hamid Husein1561839Abdul-Hamid Husein1561839World Bank Group,DJBFDJBFBOOK9910796547203321Data for Learning3868429UNINA