LEADER 01931nam0-22005291i-450 001 990007854110403321 005 20220930194703.0 010 $a3-406-45301-5$bBd.1 010 $a3-406-45302-3$bBd.2 010 $a3-406-45305-8$bBd.5/1 010 $a3-406-45507-7$bBd.7 010 $a3-406-45508-5$bBd.8 010 $a3-406-45306-6 035 $a000785411 035 $aFED01000785411 035 $a(Aleph)000785411FED01 035 $a000785411 100 $a20040203g20009999km-y0itay50------ba 101 0 $ager 102 $aDE 105 $ay---n---001yy 200 1 $aMünchener Kommentar zum Aktiengesetz$fherausgegeben von Bruno Kropff, Johannes Semler 205 $a2. aufl. 210 $aMünchen$cC. H. Beck$d2000- 215 $av.$d25 cm 300 $aBd. 6 contiene: indici relativi ai v. 1-4 327 0 $a1.: PP. 1-53$a2.: PP. 53a-75$a3.: PP. 76-117AktG, MitbestG PP. 76 BetrVG 1952$a4.: PP. 118-147$a5/1.: PP. 148-151, 161-178AKtG, 238-264c HGB$a5/2.: PP. 152-160 AktG, PP. 265-289 HGB$a6.: PP. 179-221$a7.: PP. 222-277$a8.: PP. 278-328$a9/1.: PP. 327a-327f AktG, WpÜG.SpruchG$a9/2.: PP. 329-410 AktG, SE-VO.SEBG 676 $a346.4306602638$v23$zita 702 1$aKropff,$bBruno 702 1$aSemler,$bJohannes 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990007854110403321 952 $aVIII H 692 (1)$b45889*$fFGBC 952 $aVIII H 692 (2)$b45915*$fFGBC 952 $aVIII H 692 (3)$b47433*$fFGBC 952 $aVIII H 692 (4)$b42709*$fFGBC 952 $aVIII H 692 (5,1)$b46745*$fFGBC 952 $aVIII H 692 (5,2)$b47831*$fFGBC 952 $aVIII H 692 (6)$b48696*$fFGBC 952 $aVIII H 692 (7)$b45890*$fFGBC 952 $aVIII H 692 (8)$b45891*$fFGBC 952 $aVIII H 692 (9,1)$b47836*$fFGBC 952 $aVIII H 692 (9,2)$b49950*$fFGBC 959 $aFGBC 996 $aMünchener Kommentar zum Aktiengesetz$9671034 997 $aUNINA LEADER 02037 am 22005293u 450 001 9910346736703321 005 20230621135927.0 010 $a9788891734075 010 $z8891734071 035 $a(CKB)4960000000013082 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/32317 035 $a(EXLCZ)994960000000013082 100 $a20200127h20162016 fy 0 101 0 $aita 135 $aurm|#---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aMicro-progettazione $epratiche a confronto. PROPIT, EAS, Flipped Classroom /$fa cura di Pier Giuseppe Rossi e Catia Giaconi 210 $cFrancoAngeli$d2016 210 1$aMilano, Italy :$cFrancoAngeli,$d[2016] 210 4$d©2016 215 $a1 online resource (190 pages) $cPDF, digital file(s) 225 0 $aTraiettorie inclusive - Open Access ;$v1 311 08$aPrint version: 8891734071 320 $aIncludes bibliographical references. 330 $a"Micro-progettazione" ("micro-planning") are the processes carried out by the teacher to prepare the day after work session. Three models are analyzed and compared in the book: Propit, EAS and Flipped Classroom. Although each one has its own features, all of these models share the attention to micro-planning, the focusing on action and the interest in promoting an active and conscious attitude of the students. 606 $aEducation$zItaly 606 $aEducation$xMicroplanning$zItaly 610 $aflipped classroom 610 $apropit 610 $amicro-planning 610 $astudents 610 $auniversity 610 $ainclusion school 610 $aeducation 610 $ateachers 610 $aeas 615 0$aEducation 615 0$aEducation$xMicroplanning 700 $aRossi$b Pier Giuseppe$4auth$0480605 702 $aRossi$b Pier Giuseppe 702 $aGiaconi$b Catia 801 2$bUkMaJRU 912 $a9910346736703321 996 $aMicro-progettazione$93386748 997 $aUNINA