LEADER 01122nam--2200337---450- 001 990002265330203316 005 20090513170252.0 035 $a000226533 035 $aUSA01000226533 035 $a(ALEPH)000226533USA01 035 $a000226533 100 $a20041213d1975----km-y0itay0103----ba 101 0 $aeng 102 $aCA 105 $a||||||||001yy 200 1 $a<> Irish Question$e1840-1921$ea commentary on Anglo-Irish Relation and on Social and Political Forces in Ireland in the Age of Reform and Revolution$fby Nicholas Mansergh 210 $aToronto$cUniversity of Toronto Press$d1975 215 $a341 p.$d21 cm 607 $aIrlanda del Nord$xNazionalitŕ$z1840-1921 676 $a941.6 700 1$aMANSERGH,$bNicholas$0293317 801 0$aIT$bsalbc$gISBD 912 $a990002265330203316 951 $aX.3.B. 5229 (ISP II 709)$b19012 E.C.$cISP II$d00207551 959 $aBK 969 $auma 979 $aSIAV6$b10$c20041213$lUSA01$h1744 979 $aRSIAV3$b90$c20090513$lUSA01$h1702 979 $aRSIAV3$b90$c20090513$lUSA01$h1702 996 $aIrish Question$91066720 997 $aUNISA LEADER 04385nam 2200745 450 001 9910459707903321 005 20200520144314.0 010 $a0-8122-9047-X 024 7 $a10.9783/9780812290479 035 $a(CKB)3710000000274867 035 $a(OCoLC)896834181 035 $a(CaPaEBR)ebrary10953818 035 $a(SSID)ssj0001379310 035 $a(PQKBManifestationID)11887597 035 $a(PQKBTitleCode)TC0001379310 035 $a(PQKBWorkID)11356009 035 $a(PQKB)10857181 035 $a(MiAaPQ)EBC3442434 035 $a(OCoLC)899261616 035 $a(MdBmJHUP)muse35426 035 $a(DE-B1597)463547 035 $a(OCoLC)959919065 035 $a(DE-B1597)9780812290479 035 $a(Au-PeEL)EBL3442434 035 $a(CaPaEBR)ebr10953818 035 $a(CaONFJC)MIL682659 035 $a(OCoLC)932312992 035 $a(EXLCZ)993710000000274867 100 $a20141020h20152015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLearning to die in London, 1380-1540 /$fAmy Appleford 210 1$aPhiladelphia, Pennsylvania :$cUniversity of Pennsylvania Press,$d2015. 210 4$d©2015 215 $a1 online resource 225 1 $aMiddle Ages Series 311 $a1-322-51377-5 311 $a0-8122-4669-1 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tNote on Quotations --$tIntroduction --$tChapter 1. Spiritual Governance and the Lay Household: The Visitation of the Sick --$tChapter 2. Dying Generations: The Dance of Death --$tChapter 3. Self-Care and Lay Asceticism: Learn to Die --$tChapter 4. Wounded Texts and Worried Readers: The Book of the Craft of Dying --$tChapter 5. The Exercise of Death in Henrician England --$tConclusion --$tNotes --$tBibliography --$tIndex --$tAcknowledgments 330 $aTaking as her focus a body of writings in poetic, didactic, and legal modes that circulated in England's capital between the 1380's?just a generation after the Black Death?and the first decade of the English reformation in the 1530's, Amy Appleford offers the first full-length study of the Middle English "art of dying" (ars moriendi). An educated awareness of death and mortality was a vital aspect of medieval civic culture, she contends, critical not only to the shaping of single lives and the management of families and households but also to the practices of cultural memory, the building of institutions, and the good government of the city itself. In fifteenth-century London in particular, where an increasingly laicized reformist religiosity coexisted with an ambitious program of urban renewal, cultivating a sophisticated attitude toward death was understood as essential to good living in the widest sense. The virtuous ordering of self, household, and city rested on a proper attitude toward mortality on the part both of the ruled and of their secular and religious rulers. The intricacies of keeping death constantly in mind informed not only the religious prose of the period, but also literary and visual arts. In London's version of the famous image-text known as the Dance of Death, Thomas Hoccleve's poetic collection The Series, and the early sixteenth-century prose treatises of Tudor writers Richard Whitford, Thomas Lupset, and Thomas More, death is understood as an explicitly generative force, one capable (if properly managed) of providing vital personal, social, and literary opportunities. 410 0$aMiddle Ages series. 606 $aEnglish literature$yMiddle English, 1100-1500$xHistory and criticism 606 $aDeath in literature 606 $aDeath$zEngland$zLondon 606 $aDeath$zEngland$zLondon$xPsychological aspects 606 $aDeath$xPolitical aspects$zEngland$zLondon 608 $aElectronic books. 615 0$aEnglish literature$xHistory and criticism. 615 0$aDeath in literature. 615 0$aDeath 615 0$aDeath$xPsychological aspects. 615 0$aDeath$xPolitical aspects 676 $a820.9/3548 700 $aAppleford$b Amy$f1970-$01034853 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910459707903321 996 $aLearning to die in London, 1380-1540$92454233 997 $aUNINA LEADER 04016nam 22005173 450 001 9910557884003321 005 20251017084509.0 010 $a9788021096752 010 $a8021096756 035 $a(CKB)4100000012793598 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/80509 035 $a(MiAaPQ)EBC6913581 035 $a(Au-PeEL)EBL6913581 035 $a(OCoLC)1305840205 035 $a(EXLCZ)994100000012793598 100 $a20251017d2019 uy 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSpeciáln?pedagogická diagnostika a intervence u ?ák? se specifickými poruchami u?ení $eMetodické texty k projektu MUNI 4.0. Pedagogická fakulta, studijní program Logopedie (Bc.) 205 $a1st ed. 210 1$aBrno :$cMasaryk University Press,$d2019. 210 4$d©2019. 215 $a1 electronic resource (61 p.) 327 $aIntro -- Obsah -- O PROJEKTU -- ÚVOD -- 1 ZÁKLADNÍ VYMEZENÍ PROBLEMATIKY SPECIFICKÝCH PORUCH U?ENÍ -- 1.1 Vymezení pojmu specifické poruchy u?ení -- 1.2 Charakteristika projev? dyslexie, dysgrafie, dysortografie -- 1.3 Strategie a motivace k psaní u ?ák? s SPU na základní ?kole -- 1.4 Inkluzivní p?ístupy v edukaci ?ák? s SPU -- 2 PORUCHY KONCENTRACE A POZORNOSTI -- 2.1 Specifika poruch koncentrace a pozornosti u ?ák? -- 2.2 Poruchy koncentrace jako univerzální kategorie -- 2.3 Teorie a pedagogické aspekty pozornosti -- 2.4 Pedagogická opat?ení ve ?kole -- 3 DIAGNOSTIKA A INTERVENCE U ?ÁK? SE SPECIFICKÝMI PORUCHAMI U?ENÍ -- 3.1 Vymezení základních východisek -- 3.2 Propojení diagnostiky s plánováním intervence -- 3.3 Oblasti diagnostiky u ?ák? s SPU -- 3.4 Interven?ní p?ístupy v diagnostice u ?ák? s SPU -- 4 SENZORICKÁ INTEGRACE - REEDUKA?NÍ P?ÍSTUPY K ?ÁK?M S SPU -- 4.1 Senzorická integrace: Proces a teorie -- 4.2 Výzkumy o ú?innosti podpory senzorické integrace -- 4.3 Nový pohled na teorii senzorické integrace -- 4.4 Akceptace teorie senzorické integrace -- SUMMARY -- LITERATURA -- SEZNAM OBRÁZK? A TABULEK -- JMENNÝ REJST?ÍK -- V?CNÝ REJST?ÍK. 330 $aTitle in English: Special Educational Diagnostics and intervention in Pupils with SLD: Methodical texts for the MUNI 4.0 project. Intervention and correction of specific learning disorders is demanding, long-term, and requires considerable effort from the pupil, teacher, family, and other professionals. The development of specific learning disorders is understood as a process that can be experienced in several stages. Intervention techniques are various procedures that affect the development of reading skills. They help pupils to think over the text and lead them to real understanding and reading experience. This paper provides basic information on specific learning disorders in relation to intervention and simulation. Its goal is to help intended teachers adopt strategies to help them master the learning process. 517 $aSpeciálnÄ›pedagogická diagnostika a intervence u žákĹŻ se specifickĂ˝mi poruchami uÄŤenĂ­ 517 $aSpeciáln?pedagogická diagnostika a intervence u ?ák? se specifickými poruchami u?ení 606 $aTeaching of specific groups & persons with special educational needs$2bicssc 610 $apupils with special needs 610 $aspecific learning disorders 610 $aspecial pedagogical diagnostics 610 $acommon education 610 $amethods 610 $ateaching strategies. 615 7$aTeaching of specific groups & persons with special educational needs 700 $aBarto?ová$b Miroslava$01220597 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910557884003321 996 $aSpeciáln?pedagogická diagnostika a intervence u ?ák? se specifickými poruchami u?ení$92990517 997 $aUNINA