LEADER 01195nam0-2200373---450- 001 990009443320403321 005 20120521122918.0 035 $a000944332 035 $aFED01000944332 035 $a(Aleph)000944332FED01 035 $a000944332 100 $a20111006d1956----km-y0itay50------ba 101 1 $aita$cger 102 $aIT 105 $aa---j---001yy 200 1 $aTrattato di chimica organica$fPaolo Karrer 205 $a3. ed italiana sulla 12. ed. tedesca$fa cura di Lamberto Malatesta e Giovanni Jacini$gaggiornamenti a cura di Federico Pavelka 210 $aFirenze$cSansoni edizioni scientifiche$d1956 215 $aXXIV, 1109 p.$cill.$d25 cm 454 0$12001$aLehrbuch der organischen chemie$913286 610 0 $aChimica organica 700 1$aKarrer,$bPaul$f<1889-1971>$064054 702 1$aMalatesta,$bLamberto$f<1912- > 702 1$aJacini,$bGiovanni 702 1$aPavelka,$bFederico 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990009443320403321 952 $a50 E 4$b6271$fDMVAP 952 $a80 XII A 105$b10140$fFFABC 959 $aDMVAP 959 $aFFABC 996 $aLehrbuch der organischen chemie$913286 997 $aUNINA LEADER 01371nam0-22004211i-450 001 990000238690403321 005 20200210153014.0 010 $a88-387-1081-3 035 $a000023869 035 $aFED01000023869 035 $a(Aleph)000023869FED01 035 $a000023869 100 $a20140116d1997----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $aa-------001yy 200 1 $a<>raffrescamento passivo degli edifici$econcetti, precedenti architettonici, criteri progettuali, metodi di calcolo e casi di studio$fMario Grosso$gprefazione di Federico Butera$gcontributi di Gianni Scudo, Elisabetta Parisi, Michela Perin- Bert 210 $aRimini$cMaggioli$d1997 215 $a587 p.$cill.$d24 cm 225 1 $aAmbiente, territorio, edilizia, urbanistica$iStrumenti$v197 610 0 $aEdilizia bioclimatica 676 $a693.8 676 $a620.8 700 1$aGrosso,$bMario$011045 702 1$aParisi,$bElisabetta 702 1$aPerin-Bert,$bMichela 702 1$aScudo,$bGianni 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990000238690403321 952 $aB 467 CAN$bURB 2455/648$fDARPU 952 $aTECN B 1850$b19693$fFARBC 952 $a08 AC 19$b782$fDINED 959 $aDARPU 959 $aFARBC 959 $aDINED 996 $aRaffrescamento passivo degli edifici$9116935 997 $aUNINA LEADER 04524nam 2200637Ia 450 001 9910455762403321 005 20210701021840.0 010 $a1-280-82779-3 010 $a1-85359-677-9 024 7 $a10.21832/9781853596773 035 $a(CKB)111056487000856 035 $a(SSID)ssj0000189176 035 $a(PQKBManifestationID)12039465 035 $a(PQKBTitleCode)TC0000189176 035 $a(PQKBWorkID)10156464 035 $a(PQKB)10784377 035 $a(MiAaPQ)EBC977766 035 $a(DE-B1597)491570 035 $a(OCoLC)1043626364 035 $a(DE-B1597)9781853596773 035 $a(Au-PeEL)EBL977766 035 $a(CaPaEBR)ebr10170601 035 $a(CaONFJC)MIL82779 035 $a(OCoLC)939262652 035 $a(EXLCZ)99111056487000856 100 $a20000411d2000 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLanguage, power and pedagogy$b[electronic resource] $ebilingual children in the crossfire /$fJim Cummins 210 $aClevedon [England] ;$aBuffalo [N.Y.] $cMultilingual Matters$dc2000 215 $aviii, 309 p 225 1 $aBilingual education and bilingualism ;$v23 300 $aBibliographic Level Mode of Issuance: Monograph 311 0 $a1-85359-474-1 311 0 $a1-85359-473-3 320 $aIncludes bibliographical references (p. 284-306) and index. 327 $tFront matter --$tContents --$tAcknowledgments --$t1. Issues and Contexts --$t2. Language Interactions in the Classroom: From Coercive to Collaborative Relations of Power --$t3. Language Proficiency in Academic Contexts --$t4. Critiques of the Conversational/Academic Language Proficiency Distinction --$t5. Assessing Second Language Proficiency Among Adults: Do We Know What We Are Measuring? --$t6. Dilemmas of Inclusion: Integrating English Language Learners in Standards-Based Reform --$t7. The Threshold and Interdependence Hypotheses Revisited --$t8. Research, Theory and Policy in Bilingual Education: Evaluating the Credibility of Empirical Data --$t9. Challenging the Discourse of Disempowerment Through Collaborative Dialogue --$t10. Transformative Pedagogy: Who Needs It? --$tReferences --$tSubject Index 330 $aPopulation mobility is at an all-time high in human history. One result of this unprecedented movement of peoples around the world is that in many school systems monolingual and monocultural students are the exception rather than the rule, particularly in urban areas. This shift in demographic realities entails enormous challenges for educators and policy-makers. What do teachers need to know in order to teach effectively in linguistically and culturally diverse contexts? How long does it take second language learners to acquire proficiency in the language of school instruction? What are the differences between attaining conversational fluency in everyday contexts and developing proficiency in the language registers required for academic success? What adjustments do we need to make in curriculum, instruction and assessment to ensure that second-language learners understand what is being taught and are assessed in a fair and equitable manner? How long do we need to wait before including second-language learners in high-stakes national examinations and assessments? What role (if any) should be accorded students? first language in the curriculum? Do bilingual education programs work well for poor children from minority-language backgrounds or should they be reserved only for middle-class children from the majority or dominant group? In addressing these issues, this volume focuses not only on issues of language learning and teaching but also highlights the ways in which power relations in the wider society affect patterns of teacher?student interaction in the classroom. Effective instruction will inevitably challenge patterns of coercive power relations in both school and society. 410 0$aBilingual education and bilingualism ;$v23. 606 $aEducation, Bilingual$xSocial aspects 606 $aMinorities$xEducation$xSocial aspects 608 $aElectronic books. 615 0$aEducation, Bilingual$xSocial aspects. 615 0$aMinorities$xEducation$xSocial aspects. 676 $a370.117/5 700 $aCummins$b Jim$f1949-$0681115 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455762403321 996 $aLanguage, power and pedagogy$91257622 997 $aUNINA