LEADER 04267nam 2200529 450 001 9910788153403321 005 20230124191430.0 010 $a3-86945-607-8 035 $a(CKB)2670000000602354 035 $a(EBL)1992893 035 $a(MiAaPQ)EBC1992893 035 $a(Au-PeEL)EBL1992893 035 $a(CaPaEBR)ebr11035389 035 $a(CaONFJC)MIL752266 035 $a(OCoLC)905997209 035 $a(EXLCZ)992670000000602354 100 $a20140228d2013 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aFifty letters from the troubled modern world $ea philosophical-political diary 2009-2012 /$fLeonidas Donskis 210 1$aNordhausen :$cBautz,$d2013. 215 $a1 online resource (205 p.) 225 1 $aLibri nigri ;$v24 300 $aDescription based upon print version of record. 311 $a3-88309-799-3 311 $a1-336-20980-1 327 $aCover; Titelei; Impressum; Contents; Foreword; Acknowledgments; 1 The Cycle of Abuse, or A Grimace of the New Europe; 2 Trapped by Half-Truths; 3 Unnoticed Fascism; 4 The Miraculous Year 1989, or In Praise of Weakness; 5 European Citizens, or How the Culture of Curiosity Works; 6 Memory Wars; 7 Reason or Treason?; 8 The Tragedy with Fragile Signs of Hope; 9 The Springtime of Our Discontents?; 10 Does the Baltic Region Exist?; 11 The Treason of Intellectuals, or An Identity Crisis?; 12 We are Faster than History, Yet Slower Than a Lifetime; 13 A Lonely Voice of Despair 327 $a14 The Craving for Liberty in the Arab World15 Belgique mon amour...; 16 Freedom and Democracy in Decline; 17 Do Old-Fashioned Intellectuals and Politics Have a Future?; 18 The Culture of Fear; 19 The Dissonances of Realpolitik and Human Rights; 20 Postimperialism; 21 A Dangerous Delusion; 22 A New Technocratic Revolution, or the End of Modern Nations?; 23 Where Does Memory Live?; 24 Spenglerian Fallacy and Europe as Mutual Rediscovery; 25 The Individuals by Default; 26 The New Russia with the Worn-Out Leader; 27 Commercialism or a Cult of Brutality and Power?; 28 The End of Modern Politics? 327 $a29 Discursive Handicap of Central and Eastern Europe30 Remembering a Friend of the Baltics; 31 The Blind Leading the Blind?; 32 Democrats and Dictators; 33 The Revolt of Crooks; 34 The Source of Success; 35 Searching for the Europe of Czes?aw Mi?osz; 36 From the Revolution of Dilettantes and to the Managerial Revolution; 37 Human Rights and Multiculturalism in Our Troubled World; 38 Nationalism and Postimperial Syndrome; 39 The Crisis of Liberalism?; 40 Liquid Totalitarianism; 41 The New Class of Political Entertainers; 42 The Ukrainian Perspective on Politics; 43 It Happens Overnight 327 $a44 Is Football just Another Name for Politics?45 When Treachery Becomes Virtue; 46 Criminals in Politics; 47 Is European Culture a Fantasy?; 48 Our Ambiguous New World, or Can We Reverse a Tragedy of the EU?; 49 A Heroic Narrative in Violation of Good Conscience; 50 The Inflation of Genocide; Epilogue; Sketching and Mapping the Moral and Political Sensibilities of Our Time 330 $aHappy are those epochs that had clear dramas, dreams, and doers of good or evil. Today technology has surpassed politics, the latter having in part become a supplement to technology and threatening to bring the creation of a technological society to completion. This society with its determinist consciousness regards a refusal to participate in the technological innovations and social networks (so indispensable for the exercise of social and political control) as sufficient grounds to remove all those who lag behind in the globalization process (or have disavowed its sanctified idea) to the mar 410 0$aLibri nigri ;$v24. 606 $aPolitical science$xPhilosophy$vDiaries 607 $aEurope, Eastern$xPolitics and government$y21st century 615 0$aPolitical science$xPhilosophy 676 $a322.4094 700 $aDonskis$b Leonidas$0765432 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910788153403321 996 $aFifty letters from the troubled modern world$93709581 997 $aUNINA LEADER 04453nam 22006495 450 001 9910410007403321 005 20240319234820.0 010 $a9783030441951 010 $a3030441954 024 7 $a10.1007/978-3-030-44195-1 035 $a(CKB)5280000000218711 035 $a(MiAaPQ)EBC6224956 035 $a(DE-He213)978-3-030-44195-1 035 $a(EXLCZ)995280000000218711 100 $a20200609d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Cognitive Foundations of Reading and Its Acquisition $eA Framework with Applications Connecting Teaching and Learning /$fby Wesley A. Hoover, William E. Tunmer 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (279 pages) 225 1 $aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,$x2214-0018 ;$v20 311 08$a9783030441944 311 08$a3030441946 320 $aIncludes bibliographical references. 327 $aThe Rationale, Focus, Features , and uses of the Book -- Overview of the Cognitive Foundations Framework -- The Cognitive Foundations of Reading -- The Cognitive Foundations of Reading Acquisition -- Summary of the Cognitive Foundations Framework -- Understanding Reading Development and Difficulty -- Understanding Reading across Writing Systems -- Overview of the Main Tools used in Teaching Reading -- Standards and the Cognitive Foundations Framework -- Assessments and the Cognitive Foundations Framework -- Curriculum and Instruction and the Cognitive Foundations Framework -- Using the Cognitive Foundations Framework to Support Struggling Readers -- Using the Cognitive Foundations Framework to Create Coherence in Reading Practices. 330 $aThis book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals to think about reading and its development and gives them mechanisms that,coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read. . 410 0$aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,$x2214-0018 ;$v20 606 $aLiteracy 606 $aPsycholinguistics 606 $aLearning, Psychology of 606 $aEducational psychology 606 $aLiteracy 606 $aPsycholinguistics and Cognitive Lingusitics 606 $aInstructional Psychology 606 $aEducational Psychology 615 0$aLiteracy. 615 0$aPsycholinguistics. 615 0$aLearning, Psychology of. 615 0$aEducational psychology. 615 14$aLiteracy. 615 24$aPsycholinguistics and Cognitive Lingusitics. 615 24$aInstructional Psychology. 615 24$aEducational Psychology. 676 $a418.4019 700 $aHoover$b Wesley A$4aut$4http://id.loc.gov/vocabulary/relators/aut$0891346 702 $aTunmer$b William E$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910410007403321 996 $aThe Cognitive Foundations of Reading and Its Acquisition$91990804 997 $aUNINA