This profile looks at how Stalin, despite being regarded as intellectually inferior by his rivals, managed to rise to power and rule the largest country in the world, achievieving divine-like status as a dictator.
Through recently uncovered research material and Stalin's archives in Moscow, Kuromiya analyzes how and why Stalin was a rare, even unique, politician who literally lived by politics alone. He analyses how Stalin understood psychology campaigns well and how he used this understanding in his political reign and terror. Kuromiya provides a convincing, concise and up-to-date an 410 0$aProfiles in power (London, England) 606 $aHeads of state$zSoviet Union$vBiography 607 $aSoviet Union$xHistory$y1925-1953 615 0$aHeads of state 676 $a947.084/2/092 700 $aKUROMIYA$b HIROAKI$0128089 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910782307203321 996 $aSTALIN$93686314 997 $aUNINA LEADER 05364nam 22006375 450 001 9910254966803321 005 20200706092027.0 010 $a3-319-02003-X 024 7 $a10.1007/978-3-319-02003-7 035 $a(CKB)3710000000539321 035 $a(EBL)4199544 035 $a(DE-He213)978-3-319-02003-7 035 $a(MiAaPQ)EBC4199544 035 $a(EXLCZ)993710000000539321 100 $a20151215d2016 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aProblem-Based Learning in Teacher Education /$fedited by Margot Filipenko, Jo-Anne Naslund 205 $a1st ed. 2016. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (245 p.) 300 $aDescription based upon print version of record. 311 $a3-319-02002-1 320 $aIncludes bibliographical references and index. 327 $aFOREWORD, Anna Kindler and Pawel Kindler -- Discovering, uncovering and creating meanings: Problem-based learning in Teacher Education, Margot Filipenko, Jo-Anne Naslund and Linda Siegel -- SECTION 1: DISPOSITIONS FOR INQUIRY -- Exploring theoretical frameworks of problem-based learning through Aoki?s Curriculum-as plan and Curriculum-as-lived, Jeannie Kerr -- Dispositions for Inquiry, Jo-Anne Naslund and Lori Prodan -- SECTION 2: COLLABORATION: WORKING TOGETHER -- Knowledge Mobilization and Innovation in the Development of a PBL Cohort for Teaching English Language Learners: Successes, Challenges and Possibilities, Margaret Early and Steven Talmy -- Negotiating the content of problems in TELL/PBL, Margot Filipenko -- Finding good governance: Collaboration between the University of British Columbia and the Richmond School District, Kathyrn D?Angelo, Gail Krivel-Zacks and Catherine Johnson -- Collaboration: The heart of the school-based practicum, Carolyn Russo and Nicky Freeman -- SECTION 3: FOSTERING ACTIVE LEARNING -- The Multiple Roles of the Tutor in a Problem-based Learning Cohort in a Teacher Education Program, Frank Baumann and Monica Tarampi -- ?I?m not allowed to tell you:? What does it mean to be a Problem-based Learning Tutor? Lori Prodan -- Investigating Cases: Problem-based Learning and the Library, Jo-Anne Naslund -- Integrating Social and Ecological Justice: A Programmatic Strand, Anne Zavalkoff -- The Place of Problems in Problem-based Learning: A Case of Mathematics and Teacher Education, Cynthia Nicol and Fil Krykorka -- Measures of Success: Presentations, Packages and the Triple Jump, Anne Zavalkoff/- SECTION 4: REFLECTIONS -- Challenges Issues as the Teaching English Language Learners through Problem-based Learning (TELL through PBL) moves forward, Margot Filipenko, Jo-Anne Naslund and Lori Prodan -- AFTERWORD, Wendy Carr -- Contributors -- Index. 330 $aThis book offers readers a comprehensive understanding of problem-based learning (PBL) in teacher education. Featuring the perspectives of experienced teacher educators, it details the strengths of problem-based learning pedagogy as well as identifies continuing challenges and future possibilities. The book explains the goals, content, processes and strategies of a successful and longstanding problem-based learning teacher education program at the University of British Columbia. It features contributions from tutors, faculty, school administrators, faculty advisors, school advisors, librarians and pre-service teachers who share their perspectives about problem-based learning as a robust and exciting approach for teaching and learning. Overall, the contributors to the book discuss the history of the program, its implementation and future directions. In the process, readers discover the ways that problem-based learning has succeeded in preparing educators to teach diverse learners and acquire the professional dispositions necessary for teaching in today?s multilingual/multicultural classrooms. 606 $aTeaching 606 $aLearning 606 $aInstruction 606 $aLanguage and education 606 $aLifelong learning 606 $aAdult education 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 606 $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O23000 606 $aLifelong Learning/Adult Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O42000 615 0$aTeaching. 615 0$aLearning. 615 0$aInstruction. 615 0$aLanguage and education. 615 0$aLifelong learning. 615 0$aAdult education. 615 14$aTeaching and Teacher Education. 615 24$aLearning & Instruction. 615 24$aLanguage Education. 615 24$aLifelong Learning/Adult Education. 676 $a370 702 $aFilipenko$b Margot$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aNaslund$b Jo-Anne$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910254966803321 996 $aProblem-Based Learning in Teacher Education$92515945 997 $aUNINA