LEADER 00929nam0-22003251i-450- 001 990003825820403321 010 $a2-02-041295-0 035 $a000382582 035 $aFED01000382582 035 $a(Aleph)000382582FED01 035 $a000382582 100 $a20010420d2000----km-y0itay50------ba 101 0 $afre 102 $aFR 105 $a--------001cy 200 1 $a<>structures sociales de l'économie$fPierre Bourdieu 210 $as.l.$cSeuil$dc2000 215 $a289 p.$cfig.$d21 cm 225 1 $aLiber$fcollection dirigée par Pierre Bourdieu 610 0 $aECONOMIA$aAspetti sociali 676 $a301.01$v21$zita 676 $a306.3$v21$zita 700 1$aBourdieu,$bPierre$f<1930-2002>$045203 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990003825820403321 952 $a301.01 BOU 12$b7842 959 $aBFS 996 $aStructures sociales de l'economie$922414 997 $aUNINA LEADER 03494oam 2200733I 450 001 9910459001503321 005 20200520144314.0 010 $a1-136-97311-7 010 $a1-282-56962-7 010 $a9786612569623 010 $a0-203-85195-1 024 7 $a10.4324/9780203851951 035 $a(CKB)2670000000009295 035 $a(EBL)484719 035 $a(OCoLC)609856060 035 $a(SSID)ssj0000360462 035 $a(PQKBManifestationID)11294055 035 $a(PQKBTitleCode)TC0000360462 035 $a(PQKBWorkID)10347326 035 $a(PQKB)11015588 035 $a(MiAaPQ)EBC484719 035 $a(Au-PeEL)EBL484719 035 $a(CaPaEBR)ebr10371627 035 $a(CaONFJC)MIL256962 035 $a(OCoLC)609883761 035 $a(EXLCZ)992670000000009295 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGender inclusive engineering education /$fJulie Mills, Mary Ayre, and Judith Gill 210 1$aNew York :$cRoutledge,$d2010. 215 $a1 online resource (229 p.) 225 1 $aRoutledge research in education 300 $aDescription based upon print version of record. 311 $a0-415-84792-3 311 $a0-415-80588-0 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; Tables; Foreword by Emeritus Professor Robin King; Acknowledgments; 1 Introduction: Why We Need Gender Inclusive Engineering Education; 2 Women in Engineering: The Current Position; 3 Attracting Women to Enter and Succeed in Engineering Study; 4 Learning, Curriculum and Gender: Theoretical Contexts; 5 Design and Implementation Strategies for Gender Inclusive Engineering Curriculum; 6 Gender Inclusive Engineering Courses; 7 Implementing and Embedding Gender Inclusive Engineering Education; 8 In Conclusion: A Look to the Future 327 $aAppendix A: ACCREDITATION CRITERIA AND ATTRIBUTES OF ENGINEERING GRADUATESAppendix B: GLOSSARY OF TERMS; Bibliography; Index 330 $aWomen continue to comprise a small minority of students in engineering education and subsequent employment, despite the numerous initiatives over the past 25 years to attract and retain more women in engineering. This book demonstrates the ways in which traditional engineering education has not attracted, supported or retained female students and identifies the issues needing to be addressed in changing engineering education to become more gender inclusive. This innovative and much-needed work also addresses how faculty can incorporate inclusive curriculum within their courses and programs, an 410 0$aRoutledge research in education. 606 $aWomen engineers$xEducation 606 $aEducational equalization 606 $aEngineering$xStudy and teaching (Higher) 606 $aSex differences in education 608 $aElectronic books. 615 0$aWomen engineers$xEducation. 615 0$aEducational equalization. 615 0$aEngineering$xStudy and teaching (Higher) 615 0$aSex differences in education. 676 $a620.00711 700 $aMills$b Julie.$0934218 701 $aAyre$b Mary$0934219 701 $aGill$b Judith$f1942-$0934220 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910459001503321 996 $aGender inclusive engineering education$92103219 997 $aUNINA LEADER 04634nam 2200877 450 001 9910780695603321 005 20230912130041.0 010 $a1-4875-9675-8 010 $a1-282-00300-3 010 $a9786612003004 010 $a1-4426-7357-5 024 7 $a10.3138/9781442673571 035 $a(CKB)2420000000003986 035 $a(OCoLC)666907168 035 $a(CaPaEBR)ebrary10195472 035 $a(SSID)ssj0000292936 035 $a(PQKBManifestationID)11236759 035 $a(PQKBTitleCode)TC0000292936 035 $a(PQKBWorkID)10274414 035 $a(PQKB)10296622 035 $a(CaPaEBR)417563 035 $a(CaBNvSL)thg00600089 035 $a(DE-B1597)464373 035 $a(OCoLC)944178310 035 $a(DE-B1597)9781442673571 035 $a(Au-PeEL)EBL4671399 035 $a(CaPaEBR)ebr11257109 035 $a(MdBmJHUP)musev2_104634 035 $a(VaAlCD)20.500.12592/6qt2r6 035 $a(schport)gibson_crkn/2009-12-01/6/417563 035 $a(MiAaPQ)EBC4671399 035 $a(MiAaPQ)EBC3250366 035 $a(EXLCZ)992420000000003986 100 $a20160922h19941994 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCreating states $estudies in the performative language of John Milton and William Blake /$fAngela Esterhammer 210 1$aToronto, [Ontario] ;$aBuffalo, [New York] ;$aLondon, [England] :$cUniversity of Toronto Press,$d1994. 210 4$d©1994 215 $a1 online resource (264 p.) 225 0 $aHeritage 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-4426-1494-3 311 $a0-8020-0562-4 320 $aIncludes bibliographical references and index. 327 $aPrologue: Words, Worlds, Acts, and Visions -- 1. Performative Language and Visionary Poetry -- 2. Speech Acts and World-Creation -- 3. The Language of Inspiration in Milton's Prose -- 4. Paradise Lost: The Creation of Poetry and the Poetry of Creation -- 5. The Circumference of Vision: Songs of Innocence and of Experience -- 6. Binding the Infinite: Blake's Brief Epics -- 7. Blake's Jerusalem: Statements and States. 330 8 $aAnalysing texts such as The Reason of Church Government, Paradise Lost, The Marriage of Heaven and Hell, and Jerusalem, Esterhammer traces the parallel evolution of Milton and Blake from writers of political and anti-prelatical tracts to poets who, having failed in their attempts to alter historical circumstances through a direct address to their contemporaries, reaffirm their faith in individual visionary consciousness and the creative word - while continuing to use the forms of a socially or politically performative language. 330 8 $aEsterhammer distinguishes between the 'socio-political performative, ' the speech act which is defined by a societal context and derives power from institutional authority, and the 'phenomenological performative, ' language which is invested with the power to posit or create because of the individual will and consciousness of the speaker. 330 8 $aAngela Esterhammer proposes a new way of understanding the relationship between Milton and Blake, while at the same time evaluating the role of speech-act philosophy in the reading of visionary poetry and Romantic literature. 330 $aAlthough the concept of the performative has influenced literary theory in numerous ways, this book represents one of the first full-length studies of performative language in literary texts. 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