LEADER 01300nam a2200325 i 4500 001 991000826049707536 005 20020507174059.0 008 941105s1977 ne ||| | eng 020 $a9028604677 035 $ab10762541-39ule_inst 035 $aLE01302895$9ExL 040 $aDip.to Matematica$beng 082 0 $a001.6 082 0 $a621.381542 084 $aAMS 68U10 084 $aCR I.4 100 1 $aRosenfeld, Azriel$011948 245 10$aDigital image processing and analysis :$b[proceedings of the NATO Advanced Study Institute on Digital Image Processing and Analysis, Bonas, France, June 14-25, 1976] /$cedited by Jean Claude Simon and Azriel Rosenfeld 260 $aLeyden :$bNoordhoff International Publ.,$c1977 300 $aix, 514 p. :$bill. ;$c25 cm. 490 0 $aNATO ASI series. Series E, Applied sciences ;$v20 500 $aIncludes bibliographies 650 4$aImage processing-digital techniques 700 1 $aSimon, Jean Claude 907 $a.b10762541$b23-02-17$c28-06-02 912 $a991000826049707536 945 $aLE013 68U SIM11 (1977)$g1$i2013000028408$lle013$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i10857977$z28-06-02 996 $aDigital image processing and analysis$9923263 997 $aUNISALENTO 998 $ale013$b01-01-94$cm$da $e-$feng$gne $h0$i1 LEADER 06305nam 2200961 450 001 9910785158803321 005 20201023111955.0 010 $a1-350-09112-X 010 $a1-4411-2071-8 010 $a1-282-76577-9 010 $a9786612765773 010 $a1-4411-6673-4 024 7 $a10.5040/9781350091122 035 $a(CKB)2670000000043900 035 $a(EBL)583788 035 $a(OCoLC)671627022 035 $a(SSID)ssj0000418765 035 $a(PQKBManifestationID)11267113 035 $a(PQKBTitleCode)TC0000418765 035 $a(PQKBWorkID)10377506 035 $a(PQKB)10026284 035 $a(SSID)ssj0000799625 035 $a(PQKBManifestationID)12408072 035 $a(PQKBTitleCode)TC0000799625 035 $a(PQKBWorkID)10764179 035 $a(PQKB)10607044 035 $a(MiAaPQ)EBC583788 035 $a(MiAaPQ)EBC1048877 035 $a(MiAaPQ)EBC1080361 035 $a(Au-PeEL)EBL583788 035 $a(CaPaEBR)ebr10415877 035 $a(CaONFJC)MIL276577 035 $a(OCoLC)893334979 035 $a(OCoLC)1201426140 035 $a(CaBNVSL)mat50091122 035 $a(CaBNVSL)9781350091122 035 $a(MiAaPQ)EBC6163387 035 $a(Au-PeEL)EBL1048877 035 $a(OCoLC)898421692 035 $a(EXLCZ)992670000000043900 100 $a20201023d2020 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aGlobalization and internationalization in higher education $etheoretical, strategic and management perspectives /$fedited by Felix Maringe and Nick Foskett 205 $a1st ed. 210 1$aLondon, England :$cBloomsbury Academic,$d2020. 210 2$aLondon, England :$cBloomsbury Publishing,$d2020 215 $a1 online resource (337 p.) 300 $aIncludes index. 311 $a1-4411-7709-4 311 $a1-4411-3277-5 320 $aIncludes bibliographical references and index. 327 $aList of Tables and Figures -- Contributors Details -- 1. Introduction: Globalization and Universities Felix Maringe and Nick Foskett -- Part I. Theroetical and Strategic Perspectives -- 2. The Meanings of Globalization and Internationalization in Higher Education: Findings from a World Survey Felix Maringe -- 3. Global Markets, National Challenges, Local Strategies: The Strategic Challenge of Internationalization Nick Foskett -- 4. Global Citizenship for All: Putting the Higher' Back into UK Higher Education? Vivienne Caruana -- 5. The Globalization and Marketization of Higher Education: Some Insights from the Standpoint of Institutional Theory Izhar Oplatka and Jane Hemsley-Brown -- Part II. Management and Empirical Perspectives -- 6. The Response of Governments and Universities to Globalization and Internationalization in Higher Education John Taylor -- 7. The Management of Internationalization in Universities John Taylor -- 8. Key Trends and Emerging Issues in International Student Mobility (ISM) Steve Woodfield -- 9. Higher Education Reforms and Problems in China: Challenges from Globalization Hongshia Zhang -- 10. Capacity Building for Demography in Southern Africa: International Collaboration in Action Ros Foskett -- Part III. Case Studies in Higher Education Internationalisation -- 11. Student Experience in the Globalized Higher Education Market: Challenges and research imperatives Rodney Arambewela -- 12. Course Reorientation to Enhance Chinese Students' International Awareness Diamin Wang -- 13. Challenges to Institutionalizing Internationalization in a UK University Joanna Al-Youssef -- 14. Internationalization in the Universities of Spain: Changes and Challenges at Four Institutions Laura E. Rumbley -- 15. The Role of English Language Teaching in University Internationalization in China Jiang Yumei -- Section IV. Emerging Themes, Issues and Challenges -- 16. The Commoditization and Standardization of Higher Education Paul Gibbs -- 17. Higher Education Partnerships for Studying and Improving Leadership Preparation and Development around the World Bruce Barnett and Stephen L. Jacobson. 327 $a18. International Organizations and the Tertiary Education Sector: Understanding UNESCO, the OECD, and the World Bank Linking-pin Organizations Roberta Bassett -- 19. Intercultural Experience in English Universities: A Case Study of Chinese Students Mei Tian and John Lowe -- 20. The Internationalization of Higher Education: A Prospective View Nick Foskett and Felix Maringe -- Index. 330 $a"Universities all over the world are increasingly recognising the challenges of globalization and the pressures towards internationalization. This collection draws together a wealth of international experience to explore the emerging patterns of strategy and practice in internationalizing Higher Education. Questions considered include: * How is the concept of globalization in the context of higher education understood by those who lead universities across the world? * What new challenges are being created as universities seek to become more international? * Which forms of leadership are needed and will be needed in the future in these transforming institutions and how are they going about preparing for and achieving this?."-- Provided by publisher. 606 $aEducation, Higher$xInternational cooperation 606 $aTransnational education 606 $aEducation and globalization 606 $aTeaching of a specific subject$2bicssc 610 0$aCommunication and Language Development 610 0$aComparative and International Education 610 0$aGlobalization 610 0$aHigher Education 610 0$aLanguage Issues 610 0$aManagement, Leadership and Governance 610 0$aMigration and Mobility 615 0$aEducation, Higher$xInternational cooperation. 615 0$aTransnational education. 615 0$aEducation and globalization. 615 7$aTeaching of a specific subject 676 $a378/.016 701 $aFoskett$b Nicholas$f1955-$01511810 701 $aMaringe$b Felix$01125792 801 0$bUWO 801 1$bCaBNVSL 801 2$bCaBNVSL 906 $aBOOK 912 $a9910785158803321 996 $aGlobalization and internationalization in higher education$93780542 997 $aUNINA LEADER 04148nam 2200469z- 450 001 9910220059803321 005 20210211 035 $a(CKB)3800000000216180 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/48108 035 $a(oapen)doab48108 035 $a(EXLCZ)993800000000216180 100 $a20202102d2016 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aFrom Is to Ought: The Place of Normative Models in the Study of Human Thought 210 $cFrontiers Media SA$d2016 215 $a1 online resource (187 p.) 225 1 $aFrontiers Research Topics 311 08$a9782889198962 311 08$a2889198960 330 $aIn the study of human thinking, two main research questions can be asked: "Descriptive Q: What is human thinking like? Normative Q: What ought human thinking be like?" For decades, these two questions have dominated the field, and the relationship between them generated many a controversy. Empirical normativist approaches regard the answers to these questions as positively correlated - in essence, human thinking is what it ought to be (although what counts as the 'ought' standard is moot). In contemporary theories of reasoning and decision making, this is often associated with a Panglossian framework, an adaptationist approach which regards human thinking as a priori rational. In contrast, prescriptive normativism sees the answers to these two questions as negatively correlated. Normative models are still relevant to human thought, but human behaviour deviates from them quite markedly (with the invited conclusion that humans are often irrational). Prescriptive normativism often results in a Meliorist agenda, which sees rationality as amenable to education. Both empirical and prescriptive normativism can be contrasted with a descriptivist framework for psychology of human thinking. Following Hume's strict divide between the 'is' and the 'ought', descriptivism regards the descriptive and normative research questions as uncorrelated, or dissociated, with only the former question suitable for psychological study of human behaviour. This basic division carries over to the relation between normative ('ought') rationality, based on conforming to normative standards; and instrumental ('is') rationality, based on achieving one's goals. Descriptivist approaches regard the two as dissociated, whereas normativist approaches tend to see them as closely linked, with normative arguments defining and justifying instrumental rationality. This research topic brings together diverse contributions to the continuing debate. Featuring contributions from leading researchers in the field, the e-book covers a wide range of subjects, arranged by six sections: The standard picture: Normativist perspectives In defence of soft normativism Exploring normative models Descriptivist perspectives Evolutionary and ecological accounts Empirical reports With a total of some 24 articles from 55 authors, this comprehensive treatment includes theoretical analyses, meta-theoretical critiques, commentaries, and a range of empirical reports. The contents of the Research Topic should appeal to psychologists, linguists, philosophers and cognitive scientists, with research interests in a wide range of domains, from language, through reasoning, judgment and decision making, and moral judgment, to epistemology and theory of mind, philosophical logic, and meta-ethics. 517 $aFrom Is to Ought 606 $aPsychology$2bicssc 610 $aBayesianism 610 $aIs-ought problem 610 $ameliorism 610 $amoral judgment 610 $anew paradigm 610 $anormative models 610 $anormativism 610 $aPanglossianism 610 $arationality 615 7$aPsychology 700 $aOver$b D. E.$f1946-,$4auth$00 702 $aElqayam$b Shira$4auth 906 $aBOOK 912 $a9910220059803321 996 $aFrom Is to Ought: The Place of Normative Models in the Study of Human Thought$94418745 997 $aUNINA