01127nam 2200253la 450 991048254790332120221108064802.0(UK-CbPIL)2090365969(CKB)5500000000091694(EXLCZ)99550000000009169420210618d1578 uy |laturcn||||a|bb|Anemographia M. Egnatii Dantis ... In anemoscopium verticale instrumentum ostensorem ventorum. His accesit ipsius instrumenti constructio. Vt nihil in hac materia amplus desideretur / [Egnatio Danti][electronic resource]Bologna Joannem Rossium1578Online resource (26 p., [1] bl. l. : woodcuts, ill. , (fol.))Reproduction of original in The Wellcome Library, London.Danti Ignazio1536-1586.947297Uk-CbPILUk-CbPILBOOK9910482547903321Anemographia M. Egnatii Dantis ... In anemoscopium verticale instrumentum ostensorem ventorum. His accesit ipsius instrumenti constructio. Vt nihil in hac materia amplus desideretur2246473UNINA05068nam 2200721 450 991082854400332120200903223051.01-119-08134-31-119-08136-X1-119-08129-7(CKB)3710000000361273(EBL)1895369(SSID)ssj0001471641(PQKBManifestationID)11825217(PQKBTitleCode)TC0001471641(PQKBWorkID)11425165(PQKB)10892933(Au-PeEL)EBL1895369(CaPaEBR)ebr11025872(CaONFJC)MIL770166(OCoLC)904046400(CaSebORM)9781848218017(MiAaPQ)EBC1895369(PPN)190990880(EXLCZ)99371000000036127320150314h20152015 uy 0engur|n|---|||||txtccrMOOCs design, use and business models /Jean-Charles Pomerol, Yves Epelboin, Claire Thoury1st editionLondon, England ;Hoboken, New Jersey :ISTE :Wiley,2015.©20151 online resource (143 p.)Focus Information Systems, Web and Pervasive Computing Series,2051-249XDescription based upon print version of record.1-84821-801-X Includes bibliographical references and index.Cover; Title Page; Copyright; Contents; Acknowledgements; 1: What is a MOOC?; 1.1. From distance learning to MOOCs; 1.2. What is a MOOC?; 1.3. xMOOCs, cMOOCs and other SPOCs; 1.3.1. xMOOCs; 1.3.2. cMOOCs; 1.3.3. SPOCs; 1.3.4. SOOCs; 2: How to Construct a MOOC; 2.1. From a conventional course to a MOOC; 2.2. Human resources for the building of a MOOC; 2.2.1. Teaching staff; 2.2.2. Instructional designer; 2.2.3. Video; 2.2.4. Graphic designers and webmasters; 2.2.5. Integrator; 2.2.6. Testers; 2.2.7. Project manager; 2.3. Steps involved in mounting a MOOC; 2.3.1. Announcements2.4. Resources required2.5. Post-construction tasks; 2.6. Amount of human resources required for the construction of a MOOC; 2.6.1. For teachers; 2.6.2. Teaching support staff; 2.6.3. Technical support staff; 2.7. Cost of a MOOC; 2.7.1. Logistics; 2.7.2. Software platform; 2.7.3. Hardware platform; 2.7.4. Human resources; 3: A MOOC for Whom and for What Purposes?; 3.1. Audiences; 3.1.1. MOOCs at university; 3.1.2. Lifelong learning; 3.2. Proper use of MOOCs; 3.2.1. MOOCs as instruments of communication; 3.2.2. MOOCs, distance learning and initial training3.2.3. MOOCs and continuing education3.3. Assessment of learners and certification; 3.4. Following of MOOCs and "tutored" MOOCs; 4: Financing and Development of MOOCs; 4.1. What benefits do MOOCs bring, and what profits can be made?; 4.1.1. In universities; 4.1.2. Continuing education; 4.1.3. Value of data; 4.2. Financing of MOOCs; 5: MOOCs and Higher Education; 5.1. MOOCs and universities; 5.1.1. What is a university?; 5.1.2. Who is the target market for a university?; 5.1.3. Which universities?; 5.1.4. MOOCs in universities and the "educational revolution"; 5.1.5. The end for universities?5.2. MOOCs and lifelong learning5.2.1. At present, which are the largest groups of MOOC users?; 5.2.2. Various uses for MOOCs; 6: Conclusions: What Does the Future Hold for MOOCs?; 6.1. "To MOOC or not to MOOC"?; 6.2. Why and for whom should MOOCs be developed?; 6.3. What can be done to support the development of MOOCs?; 6.3.1. Hardware and software platforms; 6.3.2. Encouragement of developers; 6.4. What can be done to support the users of MOOCs?; 6.5. A step towards digital learning houses (DLHs); Bibliography; Glossary of Terms; IndexMOOCs (Massive Online Open Courses) are shaking up the traditional forms of primary and continuing education and training. These new distance teaching tools which take advantage of the Web and social network revolution are making us think again about how we teach and learn. However, for all that, do they constitute a threat to universities and schools, or are they just a new tool to change the traditional classroom? This book brings together answers to the questions most often posed: Is the MOOC really new or is it just a modern form of distance education? What is a MOOC, how does it dFocus series in information systems, web and pervasive computing.Distance educationEducation, HigherComputer-assisted instructionMOOCs (Web-based instruction)Distance education.Education, HigherComputer-assisted instruction.MOOCs (Web-based instruction)371.35Pomerol Jean-Charles935693Epelboin YvesThoury ClaireMiAaPQMiAaPQMiAaPQBOOK9910828544003321MOOCs4003327UNINA01675nas 2200505-a 450 99620200430331620240413014629.00974-0244(CKB)1000000000767743(CONSER)sn-89036207-(EXLCZ)99100000000076774319890330a198u9999 --- -engtxtrdacontentcrdamediacrrdacarrierIndian journal of nuclear medicine IJNM : the official journal of the Society of Nuclear Medicine, India[Delhi] Society of Nuclear Medicine1 online resourceRefereed/Peer-reviewedPrint version: Indian journal of nuclear medicine : (DLC)sn 89036207 (OCoLC)19477543 0972-3919 IJNMIndian J Nucl MedNuclear medicinePeriodicalsRadiobiologyPeriodicalsRadiopharmaceuticalsPeriodicalsNuclear medicinefast(OCoLC)fst01040348Radiobiologyfast(OCoLC)fst01088040Radiopharmaceuticalsfast(OCoLC)fst01088327Nuclear MedicinePeriodicals.fastPeriodical.Nuclear medicineRadiobiologyRadiopharmaceuticalsNuclear medicine.Radiobiology.Radiopharmaceuticals.Nuclear Medicine.Society of Nuclear Medicine, India.JOURNAL996202004303316exl_impl conversionIndian journal of nuclear medicine1923953UNISA02359nam 22005294a 450 991097196960332120200520144314.00-19-804215-91-280-84670-41-4294-5943-3(CKB)24235069600041(NjHacI)9924235069600041(MiAaPQ)EBC415914(MiAaPQ)EBC7034755(Au-PeEL)EBL7034755(OCoLC)1058083792(EXLCZ)992423506960004120060608d2007 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierThe mark of shame stigma of mental illness and an agenda for change /Stephen P. Hinshaw1st ed.Oxford ;New York Oxford University Press20071 online resource (xvii, 331 pages)0-19-530844-1 Includes bibliographical references (p. 285-315) and index.What is mental disorder and what is stigma? -- Perspectives from social psychology, sociology, and evolutionary psychology -- Historical perspectives on mental illness and stigma -- Modern conceptions of mental disorder -- Evidence from scientific investigations -- Indicators of stigma from everyday life -- Stigma of mental illness : an integration -- Research directions and priorities -- Overcoming stigma I : legislation, policy, and community efforts -- Overcoming stigma II : media and mental health professionals -- Overcoming stigma III : families and individuals -- Concluding issues.In The Mark of Shame, Stephen P. Hinshaw addresses the psychological, social, historical, and evolutionary roots of the stigma of mental illness as well as the long history of such stigmatization.Mental illnessSocial aspectsMental illnessPublic opinionStigma (Social psychology)Mental illnessSocial aspects.Mental illnessPublic opinion.Stigma (Social psychology)616.89362.2042Hinshaw Stephen P1633386MiAaPQMiAaPQMiAaPQBOOK9910971969603321The mark of shame4447347UNINA