LEADER 01694nam 2200457 450 001 9910398052503321 005 20210125121410.0 010 $a84-121158-4-8 035 $a(CKB)4100000010162864 035 $a(MiAaPQ)EBC6773003 035 $a(EXLCZ)994100000010162864 100 $a20210126d2019 uy 0 101 0 $aspa 135 $aurcnu|||||||| 181 $ctxt$2rdacontent/spa 182 $cc$2rdamedia/spa 183 $acr$2rdacarrier/spa 200 13$aLa responsabilidad civil de los aparejadores y arquitectos te?cnicos /$fAurelio Puche Ramos, doctor en derecho, abogado 210 1$aBarcelona :$cJM Bosch Editor,$d2019. 210 4$d©2019 215 $a1 recurso en li?nea (301 pa?ginas) 311 $a84-121158-3-X 320 $aBibliografi?a: pa?ginas 293-301. 606 $aArquitectos te?cnicos$xEstatuto juri?dico$zEspan?a 606 $aLiability for building accidents$zSpain 606 $aArchitects$xMalpractice$zSpain 606 $aArquitectos te?cnicos$xResponsabilidad profesional$zEspan?a 606 $aResponsabilidad civil por ruina de los edificios$zEspan?a 608 $aLibros electronicos. 615 4$aArquitectos te?cnicos$xEstatuto juri?dico 615 0$aLiability for building accidents 615 0$aArchitects$xMalpractice 615 4$aArquitectos te?cnicos$xResponsabilidad profesional 615 4$aResponsabilidad civil por ruina de los edificios 676 $a346.46032 700 $aPuche Ramos$b Aurelio$0957149 801 0$bFINmELB 906 $aBOOK 912 $a9910398052503321 996 $aLa responsabilidad civil de los aparejadores y arquitectos te?cnicos$92168087 997 $aUNINA LEADER 05547nam 2200685 450 001 9910786165103321 005 20200520144314.0 010 $a1-78063-280-0 035 $a(CKB)2670000000318742 035 $a(EBL)1584736 035 $a(OCoLC)867318443 035 $a(SSID)ssj0000967872 035 $a(PQKBManifestationID)12397881 035 $a(PQKBTitleCode)TC0000967872 035 $a(PQKBWorkID)10977384 035 $a(PQKB)10555553 035 $a(Au-PeEL)EBL1584736 035 $a(CaPaEBR)ebr10826674 035 $a(CaONFJC)MIL558311 035 $a(CaSebORM)9781876938796 035 $a(MiAaPQ)EBC1584736 035 $a(PPN)198686331 035 $a(EXLCZ)992670000000318742 100 $a20140123h20102010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aPractising information literacy $ebringing theories of learning, practice and information literacy together /$fedited by Annemaree Lloyd, Sanna Talja 205 $a1st edition 210 1$aWagga Wagga, Australia :$cCentre for Information Studies,$d2010. 210 4$d©2010 215 $a1 online resource (399 p.) 300 $aIncludes index. 311 $a1-876938-79-X 320 $aIncludes bibliographical references and index. 327 $aCover; PRACTISING INFORMATION LITERACY: Bringing Theories of Learning, Practice and InformationLiteracy Together; Copyright; Contents; Acknowledgments; Integrating theories of learning, literacies and information practices; PART 1. THEORETICAL PERSPECTIVES; CHAPTER 1 Windows on information literacy worlds: Generic, situated and transformative perspectives; Part 1. Literacy models and perspectives; Part 2. GeST windows; Part 3. GeST in practice; Using the GeST windows; Conclusion; Acknowledgments; References; CHAPTER 2 Lessons from the workplace: Understanding information literacy as practice 327 $aSociocultural and practice perspectivesInformation literacy and workplace knowledge; Emergency workers: fire fighters and ambulance officers; Establishing an agenda for information literacy research; Dimensions of information literacy practice; Constructing knowledge through practice: implications and challenges for practitioners and researchers; References; CHAPTER 3Information literacy as situated anddistributed activity; Information literacy as individual competence; Information literacy as sociocultural, tool-mediated activity; Conclusions; References 327 $aPART II. RACTISING INFORMATION LITERACY IN FORMAL LEARNING CONTEXTSCHAPTER 4 Problem-based learning andcollaborative information literacy inan educational digital video course; Problem-based learning and information literacy; Research questions and procedure; Research results; Conclusions; References; CHAPTER 5 The challenges of the first research paper: Observing students and the teacher in the secondary school classroom; Data and methods; Data gathering; Data analysis; Results; Discussion; References; CHAPTER 6 Digital literacies as school practices 327 $aThe perspective of media education researchDigital literacies; Methodology; Digital literacies as school practices: Laura's lesson; Discussion; Conclusion; References; CHAPTER 7 Year 12 students' use of information literacy skills: A constructivist grounded analysis; Information literacy research in schools; The transfer of learning; Methodology; Discussion; References; PART III. CHALLENGES IN INFORMATION LITERACY TEACHING; CHAPTER 8 Generic versus discipline-specific skills; Literature review; Methods; Analysis of questionnaires; Teaching information literacy 327 $aAppendix: Information Literacy and the Practice of Research SurveyCHAPTER 9 Teacher trainees of the Internet Age: Changing conceptions of information literacy instruction?; Discussion; Conclusion; References; CHAPTER 10Dialogic literacy: A socioculturalliteracy learning approach; A sociocultural view of learning and literacy; Multimodal representations and situated learning; Dialogic literacy and traditional information literacy definitions; Dialogic literacy and the knowledge-creation paradigm in teaching, learning and schooling; Towards participatory learning and literacy culture 327 $aReferences 330 $aThis book showcases new interdisciplinary academic research on the relationship between information literacy and learning. It combines findings with new understandings drawn from theoretical and empirical research conducted in primary and secondary schools, higher education, workplaces, and community contexts. The studies offer new insights into questions such as how transferable are the information practices and skills learned in one context to other contexts? What is the degree to which information competences are generic, to what degree are they domain and context specific? What are the kin 606 $aInformation literacy$xResearch$xMethodology 606 $aInformation science$xResearch$xMethodology 606 $aLibrary science$xResearch$xMethodology 615 0$aInformation literacy$xResearch$xMethodology. 615 0$aInformation science$xResearch$xMethodology. 615 0$aLibrary science$xResearch$xMethodology. 676 $a028.7 701 $aLloyd$b Annemaree$01492443 701 $aTalja$b Sanna$01531793 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910786165103321 996 $aPractising information literacy$93777685 997 $aUNINA LEADER 02522oam 2200553 c 450 001 9910563018703321 005 20240525094506.0 024 7 $a10.3726/b14094 035 $a(CKB)5450000000174185 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/32685 035 $a(PH02)9783631755921 035 $a(oapen)doab32685 035 $a(EXLCZ)995450000000174185 100 $a20240525h20181989 uy 0 101 0 $ager 135 $aurnnunnnannuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aPreis- und Mengeneffekte im Gesundheitswesen$eEine Ausgabenanalyse von GKV-Behandlungsarten$fEberhard Wille, Volker Ulrich 205 $a1st, New ed. 210 $aFrankfurt a.M$cPH02$d2018 210 $d2018, c1989 215 $a1 online resource (282 p.)$c, EPDF 225 0 $aAllokation im marktwirtschaftlichen System$v28 300 $aPeter Lang GmbH, Internationaler Verlag der Wissenschaften 311 08$a3-631-75592-9 327 $aAus dem Inhalt: U.a. Die Ausgaben unter dem Aspekt der Leistungserstellung im Gesundheitswesen - Ansa?tze zur Deflationierung von Behandlungsausgaben - Analyse der Behandlungsarten mit Hilfe der Hauptkomponentenmethode. 330 $aSeit dem rapiden Wachstum der Ausgaben fu?r Gesundheit zu Beginn der 70er Jahre steht die Analyse der nominalen Ausgaben im Mittelpunkt des wissenschaftlichen und politischen Interesses. Durch die Ermittlung aussagefa?higer Preiszeitreihen fu?r spezifische Behandlungsleistungen der Gesetzlichen Krankenversicherung versucht die Arbeit aufzuzeigen, wie sich die zugrundeliegenden Preise und Mengen entwickelt haben. Darauf aufbauend wird die These vom Preisstruktureffekt zuungunsten von Gesundheitsleistungen u?berpru?ft. 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