LEADER 01204cam0-2200373-i-450- 001 990004714040403321 005 20140714143420.0 035 $a000471404 035 $aFED01000471404 035 $a(Aleph)000471404FED01 035 $a000471404 100 $a19990604d1956----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay-------001yy 200 1 $a<>retorica antica al bivio$e(L'Ad Nigrinum e l'Ad Donatum)$fAntonio Quacquarelli 210 $aRoma$cEdizioni Scientifiche Romane$d1956 215 $a213 p.$d25 cm 610 0 $aCipriano, Cecilio Tascio . Ad Donatum 610 0 $aLuciano di Samosata. Ad Nigrinum 610 0 $aRetorica antica 676 $a885.01 700 1$aQuacquarelli,$bAntonio$f<1918-2001>$038424 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990004714040403321 952 $aP2B-240-QUACQUARELLI A.-1956$bIst.Fil.cl. 1069$fFLFBC 952 $aP2B-240-QUACQUARELLI A.-1956 bis$bIst.Fil.cl. 3715$fFLFBC 952 $aBIB. BAT. 568$b5577$fBAT 952 $aP2B-240-QUACQUARELLI A.-1956 ter$bBibl. 30518$fFLFBC 959 $aBAT 959 $aFLFBC 996 $aRetorica antica al bivio$9277058 997 $aUNINA LEADER 01165nam 2200397 450 001 9910504310003321 005 20200609103333.0 010 $a3-631-80515-2 035 $a(CKB)4100000010236825 035 $a(MiAaPQ)EBC6038600 035 $a(EXLCZ)994100000010236825 100 $a20200609d2019 uy 0 101 0 $ager 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aNach der Einsprachigkeit $eSlavisch-deutsche Texte transkulturell. /$fDiana Hitzke 210 1$aBerlin :$cPeter Lang,$d[2019] 210 4$d©2019 215 $a1 online resource (172 pages) 225 1 $aPostcolonial Perspectives on Eastern Europe ;$vBand 6 311 $a3-631-80289-7 410 0$aPostcolonial perspectives on Eastern Europe ;$vBand 6. 606 $aMultilingualism 608 $aElectronic books. 615 0$aMultilingualism. 676 $a306.446 700 $aHitzke$b Diana$0853322 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910504310003321 996 $aNach der Einsprachigkeit$91905414 997 $aUNINA LEADER 05324nam 22006613u 450 001 9910165026303321 005 20230803203417.0 010 $a1-937673-88-X 035 $a(CKB)3710000000140373 035 $a(EBL)1695985 035 $a(SSID)ssj0001614798 035 $a(PQKBManifestationID)16339998 035 $a(PQKBTitleCode)TC0001614798 035 $a(PQKBWorkID)14914486 035 $a(PQKB)11601571 035 $a(MiAaPQ)EBC1695985 035 $a(Au-PeEL)EBL1695985 035 $a(OCoLC)881570266 035 $a(MiAaPQ)EBC30874346 035 $a(Au-PeEL)EBL30874346 035 $a(MiAaPQ)EBC31654701 035 $a(Au-PeEL)EBL31654701 035 $a(EXLCZ)993710000000140373 100 $a20140623d2014|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aWas Dropping the Atomic Bombs a Crime Against Humanity? $eInsights from Harry S. Truman and Franklin D. Roosevelt 205 $a1st ed. 210 $aNew York $cIRH Press Co., Ltd$d2014 215 $a1 online resource (218 p.) 300 $aDescription based upon print version of record. 311 $a1-937673-78-2 327 $aCONTENTS; PUBLISHER'S NOTE; PREFACE; CHAPTER ONE: THE EXPLANATION FOR USING THE ATOMIC BOMB; HARRY S. TRUMAN (1884 - 1972); 1 WHO WAS RESPONSIBLE FOR THE DECISION TO USE THE ATOMIC BOMB?; Interviewing Two U.S. Presidents about the Truth Behind the Atomic Bombs; Was World War II a Fight Between God and the Devil?; These Spiritual Interviews Are Essential for the Pressing Issue of Revising the Constitution; Summoning the Spirit of Former U.S. President Harry S. Truman; 2 TRUMAN'S REASONS FOR ORDERING THE ATOMIC BOMBINGS; Truman Apologizes for Dropping the Atomic Bombs 327 $aRight from the Start, Japan Was the Target for the Atomic BombsThe True Intentions of the United States Regarding the Liberation of the Colonies; The Reasons Behind the Tokyo Air Raid; The Threat Posed by the Japanese; MacArthur Felt that the Emperor Could Be Used to Keep Japan Under Control; The Atomic Bombing Was Used to Keep the Soviets in Check; The United States Dropped Two Bombs in Order to Test Them; U.S. Propaganda after the War Justifying the Atomic Bombings; Why Roosevelt Urged the USSR to Join the War against the Japanese 327 $aJapan Made a Strategic Error by Not Using Its One Million Soldiers in China3 DISCRIMINATION AGAINST THE JAPANESE; The Official Statement of the United States Says that Racial Discrimination Was Not the Reason for the Atomic Bombings; The United States Prefers to Fight Strong Enemies Until It Achieves a "Knockout"; The War Against Japan Immediately Lifted the United States Out of Recession; Truman Says It Is Difficult to Be Accused of Racism; Why Did Truman Bomb Japan Even After Japan Was Ready to Surrender?; Truman Did Not See the Japanese as Equals 327 $aAmericans Invented the "Nanking Massacre" to Justify Their ActionsTo Which Part of the Other World Did Truman Go?; The United States Labeled the Japanese Inhumane to Raise American Morale; Truman Was a Member of the Ku Klux Klan, a White Supremacist Group; Truman Explains Why He Didn't Use the Atomic Bomb in the Korean War; 4 WAS WORLD WAR II REALLY A WAR BETWEEN FASCISM AND DEMOCRACY?; When the Korean War Began, Truman Began to Doubt Whether It Was Right to Have Gone to War with Japan; Truman Claims to Have Had a Christian Conscience Despite His Membership in the KKK 327 $aAmerica Created the Idea of a War between Fascism and Democracy to Justify Its ActionsThe United States Used Wartime Propaganda To Portray the Japanese as Menacing Monkeys; The Pacific War Helped Liberate European Colonies from Western Domination; President Obama Is Unlikely to Visit Hiroshima and Nagasaki; 5 THE INTERNATIONAL MILITARY TRIBUNAL FOR THE FAR EAST, THE JAPANESE CONSTITUTION, AND JAPANESE POLITICIANS' VISITS TO THE YASUKUNI SHRINE; The International Military Tribunal for the Far East Was Unfair Because the Victorious Nations Were Judging the Defeated Ones 327 $aLincoln Was a Great Figure Because He Did Not Punish the Confederates 330 $aToday, Japan faces several interlocking threats. The concrete threat of communist China's military expansion accompanies renewed threats to Japan's global image. We have seen a resurfacing of the fabricated claims that the Japanese Imperial Army used Korean comfort women in World War II, as well as false accusations that Japan conducted mass killings in the Nanking Massacre during the Sino-Japanese War. Historically, Japan has been portrayed as part of the imperialistic and fascist faction of the Axis Powers. The image of Japan as having an ""evil history"" has created a dangerously dire lack 517 $aWas Dropping the Atomic Bombs a Crime Against Humanity? 606 $aCommunism -- United States 606 $aCommunism 606 $aSocialism 615 4$aCommunism -- United States. 615 4$aCommunism. 615 4$aSocialism. 676 $a335.43 700 $aOkawa$b Ryuho$01078030 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910165026303321 996 $aWas Dropping the Atomic Bombs a Crime Against Humanity$93408736 997 $aUNINA LEADER 05832nam 22007215 450 001 9910500586103321 005 20251010075210.0 010 $a9783030806583 010 $a3030806588 024 7 $a10.1007/978-3-030-80658-3 035 $a(CKB)5590000000558216 035 $aEBL6725018 035 $a(OCoLC)1268529389 035 $a(AU-PeEL)EBL6725018 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/72057 035 $a(MiAaPQ)EBC6725018 035 $a(DE-He213)978-3-030-80658-3 035 $a(ODN)ODN0010070642 035 $a(oapen)doab72057 035 $a(EXLCZ)995590000000558216 100 $a20210910d2021 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aImproving Inclusive Education through Universal Design for Learning /$fedited by Alvyra Galkiene, Ona Monkeviciene 205 $a1st ed. 2021. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2021. 215 $a1 online resource (xiii, 323 pages) $cillustrations (some color) 225 1 $aInclusive Learning and Educational Equity,$x2512-1510 ;$v5 300 $aDescription based upon print version of record. 311 0 $a9783030806576 311 0 $a303080657X 327 $aPreface -- Chapter 1. Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background (Alvyra Galkien? and Ona Monkevi?ien?) -- Chapter 2. The Goal of the Universal Design for Learning: Development of All to the Expert Leaners (Julita Navaitien? and Egl? Stasi?naitien?) -- Chapter 3. Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study (Ona Monkevi?ien? and Alvyra Galkien?) -- Chapter 4. Traditional Teaching-Learning Process in the Class of Polish School through Lens of UDL Approach (Jolanta Baran, Tamara Cierpia?owska and Ewa Dyduch) -- Chapter 5. The transformations of the teaching-learning process towards inclusive education as a result of the UDL approach implementation (Jolanta Baran, Tamara Cierpia?owska and Ewa Dyduch) -- Chapter 6. The use of the UDL approach as a factor in the success of inclusive education despite the pandemic period (Jolanta Baran, Tamara Cierpia?owska and Ewa Dyduch) -- Chapter 7. Development of Knowledgeable and Resourceful Learners (Alvyra Galkien? and Ona Monkevi?ien?) -- Chapter 8. A Strategic and Goal-Directed Student: Expectations vs. Reality (Rasa Nedzinskait?-Ma?i?nien? and Gerda ?imien?) -- Chapter 9. Implementing UDL: Development of Purposeful and Motivated Students (Egl? Stasi?naitien? and Julita Navaitien?) -- Chapter 10. Teaching for Diversity with UDL: Analysing Teacher Competence (Suvi Lakkala, Outi Kyrö-Ämmälä) -- Chapter 11. Good practice in inclusive education: Participatory reinterpretation of already existing elaborate classroom practices under a UDL perspective (Michelle Proyer, Gertraud Kremsner and Gottfried Biewer) -- Chapter 12. The Model of UDL Implementation Enabling the Development of Inclusive Education in Different Educational Contexts: ConclusionsAlvyra Galkien? and Ona Monkevi?ien?. 330 $aThis open access international scientific study provides an analysis of how the educational strategy of Universal Design for Learning can stimulate the process of inclusive education in different educational-cultural contexts and different areas of the educational system. The findings of the research deepen the conception of inclusive education and present an analysis of factors that are significant for developing the educational system as well as providing evidence-based recommendations for educational practice. The research for this work was done in four European countries with various historical-cultural contexts: Lithuania and Poland underwent a transformation of the educational systems at the turning point in their political system, shifting from a strictly centralized Soviet policy to a liberal and democratic education system; Austria has experienced changes in social stratification and a need for cultural harmonisation arising from active national migration processes, whereas Finland has been gradually developing a socio-democratic model of national welfare. The analysis of the educational processes in the four countries has been performed using a qualitative action research method. The researchers, in cooperation with the teachers from the selected schools in their country, have implemented the strategy of Universal Design for Learning and assessed its transformation indicators in terms of the quality of inclusive education components. . 410 0$aInclusive Learning and Educational Equity,$x2512-1510 ;$v5 606 $aInclusive education 606 $aInternational education 606 $aComparative education 606 $aEducation and state 606 $aInclusive Education 606 $aInternational and Comparative Education 606 $aEducational Policy and Politics 615 0$aInclusive education. 615 0$aInternational education. 615 0$aComparative education. 615 0$aEducation and state. 615 14$aInclusive Education. 615 24$aInternational and Comparative Education. 615 24$aEducational Policy and Politics. 676 $a371.9046 686 $aEDU000000$aEDU034000$aEDU043000$2bisacsh 700 $aGalkiene$b Alvyra$01238484 701 $aGalkiene$b Alvyra$01238484 701 $aMonkeviciene$b Ona$01238485 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910500586103321 996 $aImproving Inclusive Education Through Universal Design for Learning$92874256 997 $aUNINA