LEADER 00864nam0-22002771i-450 001 990001647800403321 005 20190529131320.0 035 $a000164780 035 $aFED01000164780 035 $a(Aleph)000164780FED01 035 $a000164780 100 $a20030910d1977----km-y0itay50------ba 101 0 $aeng 200 1 $aStructure - function relationship of the pathogenesis of tetanus$eactivity of the toxin at the membranar level$fJessie M. Zimmerman 210 $aGeneve$cUniversite$d1977 215 $a55 p.$d23 cm 610 0 $aTetano 676 $a616.931 8 700 1$aZimmerman,$bJessie M.$070921 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aLG 912 $a990001647800403321 952 $a60 OP. 114/45$b46505$fFAGBC 959 $aFAGBC 996 $aStructure - function relationship of the pathogenesis of tetanus$9371856 997 $aUNINA LEADER 02882nam 2200661Ia 450 001 9910458396303321 005 20200520144314.0 010 $a1-281-29823-9 010 $a9786611298234 010 $a1-84714-414-4 035 $a(CKB)1000000000402955 035 $a(EBL)435961 035 $a(OCoLC)568446103 035 $a(SSID)ssj0000197353 035 $a(PQKBManifestationID)11178761 035 $a(PQKBTitleCode)TC0000197353 035 $a(PQKBWorkID)10177012 035 $a(PQKB)11562711 035 $a(MiAaPQ)EBC435961 035 $a(Au-PeEL)EBL435961 035 $a(CaPaEBR)ebr10224760 035 $a(CaONFJC)MIL129823 035 $a(OCoLC)893333686 035 $a(EXLCZ)991000000000402955 100 $a20020923d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aManifesto for learning$b[electronic resource] /$fJanet Collins, Joe Harkin and Melanie Nind 210 $aLondon $cContinuum$d2002 215 $a1 online resource (214 p.) 225 1 $aContinuum studies in lifelong learning 300 $aDescription based upon print version of record. 311 $a0-8264-5096-2 320 $aIncludes bibliographical references and index. 327 $aContents; Acknowledgements; Preface; 1 What Is Our Understanding of Learning?; 2 Learning in Infancy - A Model For Life?; 3 How Can We Enhance Learning Through Relationships?; 4 Why Does Communication Break Down?; 5 Learner Perspectives - Why Start Here?; 6 Do Teachers' Perspectives Matter?; 7 Collaborative Learning and Collaborative Teaching; 8 Collaborating in Learning Communities; 9 Talking about Communication; 10 A Manifesto for Learning; References; Index 330 $aWhat makes people learn effectively? What can we do to promote more effective learning?Innumerable researchers have studied these important and urgent questions, yet their findings tend to be fragmentary and disparate. Now Janet Collins, Joe Harkin and Melanie Nind provide the big picture. Drawing on research from all sectors of education the authors show that effective learning depends crucially on a few easily understood principles. 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Evidence from Epidemiological and Laboratory Studies; Section III Treatment; Short-Term Intensive Cognitive Rehabilitation in OEF/OIF Veterans - Applying the STEP Model; Traumatic Stress and Injury of the Brain: the Dangerous Liaisons - a Case Study; Traumatic Brain Injury due to Landmine Explosions; Molecular Mechanisms of Traumatic Brain Injury 327 $aCognitive and Functional Outcome of Terror Victims who Suffered from Traumatic Brain Injury in JerusalemEvaluation of Post-deployment Screening for Traumatic Brain Injury and Blast Exposure in a Sample of High-Risk Sailors Deployed to Iraq; Generic Brain-computer Interface for Social Networks and Rehabilitation Assistance; Traumatic Brain Injury Battlefield and Intensive Care Rapid and Selective Cerebral Hypothermia Using an Integrated Head-Neck Stabilization and Cooling Helmet System 327 $aBiofeedback/Neurofeedback Treatment of Psychiatric Disturbances Following Traumatic Brain Injury: Case ReportsAcute and Long-term Sequelae of Blast Exposure in Dutch Soldiers Deployed in Afghanistan; Preliminary Results; Section IV Quality of Life; 12-month Outcome of Mild Traumatic Brain Injury and Polytrauma in U.S. Military Service Members; Loneliness and Emptiness - Reorientation Syndrome after Traumatic Brain Injury Mechanism: Access and Solutions to This Underestimated Problem After Traumatic Brain Injury; Subject Index; Author Index 330 $aIt has been shown that those who have served in both combat missions and peacekeeping operations are at increased risk for Traumatic Brain Injury (TBI). 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