LEADER 01666nlm0 22004571i 450 001 990009236950403321 010 $a9783540744429 035 $a000923695 035 $aFED01000923695 035 $a(Aleph)000923695FED01 035 $a000923695 100 $a20100926d2007----km-y0itay50------ba 101 0 $aeng 102 $aDE 135 $adrnn-008mamaa 200 1 $aIntegrated Circuit and System Design. Power and Timing Modeling, Optimization and Simulation$bRisorsa elettronica$e17th International Workshop, PATMOS 2007, Gothenburg, Sweden, September 3-5, 2007. Proceedings$fedited by Nadine Azémard, La 210 $aBerlin ; Heidelberg$cSpringer$d2007 225 1 $aLecture Notes in Computer Science$x0302-9743$v4644 230 $aDocumento elettronico 336 $aTesto 337 $aFormato html, pdf 702 1$aAzémard,$bNadine 702 1$aSvensson,$bLars 801 0$aIT$bUNINA$gREICAT$2UNIMARC 856 4 $zFull text per gli utenti Federico II$uhttp://dx.doi.org/10.1007/978-3-540-74442-9 901 $aEB 912 $a990009236950403321 961 $aArithmetic and Logic Structures 961 $aCircuits and Systems 961 $aComputer science 961 $aComputer Science 961 $aComputer system performance 961 $aLogic design 961 $aLogic Design 961 $aMemory management (Computer science) 961 $aMemory Structures 961 $aProcessor Architectures 961 $aSystem Performance and Evaluation 961 $aSystems engineering 996 $aIntegrated Circuit and System Design. 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Bowers, Fre?de?rique Apffel-Marglin 210 $aMahwah, N.J. $cLawrence Erlbaum$d2005 215 $a1 online resource (221 p.) 225 1 $aSociocultural, political, and historical studies in education 300 $aDescription based upon print version of record. 311 $a1-138-86685-7 311 $a0-8058-5114-3 320 $aIncludes bibliographical references and indexes. 327 $aContents; Preface; About the Editors and Contributors; Introduction; 1 From a Pedagogy for Liberation to Liberation From Pedagogy; 2 Nurturance in the Andes; 3 Who Are the Oppressed?; 4 Vernacular Education for Cultural Regeneration: An Alternative to Paulo Freire's Vision of Emancipation; 5 From Conscientization to Interbeing: A Personal Journey; 6 Whose Oppression Is This? The Cultivation of Compassionate Action in Dissolving the Dualistic Barrier; 7 Cease to Do Evil, Then Learn to Do Good (A Pedagogy for the Oppressor) 327 $a8 How the Ideas of Paulo Freire Contribute to the Cultural Roots of the Ecological CrisisAfterword; Author Index; Subject Index 330 $aThis landmark collection of essays by Third World activists highlights two major world changes which, they argue, have been neglected by Freire and his many followers: the Third World grass-roots cultural resistance to economic globalization, and the ecological crisis.One source of the activist-authors' criticisms of Freire's pedagogy is rooted in their attempts to combine consciousness raising with literacy programs in such diverse cultural settings as Bolivia, Peru, India, Southern Mexico, and Cambodia, where they discovered that Freire's pedagogy is based on western assumptions that 410 0$aSociocultural, political, and historical studies in education. 606 $aGlobalization$xEconomic aspects$zDeveloping countries 606 $aEnvironmental degradation$zDeveloping countries 606 $aGlobalization$xSocial aspects$zDeveloping countries 606 $aHuman ecology$xSocial aspects$zDeveloping countries 606 $aEnvironmental education$zDeveloping countries 607 $aDeveloping countries$xEconomic conditions 615 0$aGlobalization$xEconomic aspects 615 0$aEnvironmental degradation 615 0$aGlobalization$xSocial aspects 615 0$aHuman ecology$xSocial aspects 615 0$aEnvironmental education 676 $a337/.09172/4 701 $aBowers$b C. 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