LEADER 02040cam0-22003851i-450- 001 990009482890403321 005 20160916123920.0 012 $aauuo A.a. a-r- scex (3) 1568 (A)$2fei$5IT-NAStoriadelDiritto 035 $a000948289 035 $aFED01000948289 035 $a(Aleph)000948289FED01 035 $a000948289 100 $a20111114d1568----km-y0itay50------ba 101 0 $alat 140 $aag-------da------zzdb--001-- 200 1 $aHenrici Cardinalis Hostiensis Summa aurea. Interiectae recens fuere eruditae ex Summa F. Martini Abbatis, I. V. D. celeberrimi, Azonis et Accursii (ut ferunt) coetanei, adnotationes: et hae cum antiquis Nicol. Superantii in finem cuiuslibet s. reiectae. Accessit rerum & verborum index locupletissimus 210 $aLugduni$c[s.n.]$d1568 215 $a456 p.$cill.$d2° 306 $aSul front. marca xilogr. non determinata (leone rampante in cornice figurata, in alto la giustizia bendata, che regge con la mano destra la spada e con la sinistra la bilancia) 307 $aSegn.: a-2z? 2A-2N? 517 1 $aSumma aurea. Interiectae recens fuere eruditae ex Summa F. Martini Abbatis, I. V. 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Accessit rerum & verborum index locupletissimus$9851981 997 $aUNINA LEADER 00833nam0-22003011i-450- 001 990000109030403321 035 $a000010903 035 $aFED01000010903 035 $a(Aleph)000010903FED01 035 $a000010903 100 $a20011111d--------km-y0itay50------ba 101 0 $aita 105 $ay-------001yy 200 1 $aCours de topographie et de geodesie fait a l'Ecole d'application du corps d'etat- major$fJ. F. Salneuve. 205 $a2. ed. 210 $aParis$cJ. Dumaine$d1850 215 $aXXXVII, 567 p., 24 tav.$cill.$d21 cm 610 0 $aTopografia 610 0 $aGeodesia 676 $a526 700 1$aSalneuve,$bJean-Félix 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990000109030403321 952 $a13 AR 21 A 22$b3800$fFINBC 959 $aFINBC 997 $aUNINA DB $aING01 LEADER 01609nam 2200397 450 001 9910716920703321 005 20211122151740.0 035 $a(CKB)5470000002526992 035 $a(OCoLC)1285970910 035 $a(EXLCZ)995470000002526992 100 $a20211122d2011 ua 0 101 0 $aeng 135 $aurmn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aControl of Precambrian basement deformation zones on emplacement of the laramide Boulder Batholith and Butte Mining District, Montana, United States /$fby Byron R. Berger, Thomas G. Hildenbrand, and J. Michael O'Neill 210 1$aReston, Virginia :$cU.S. Department of the Interior, U.S. Geological Survey,$d2011. 215 $a1 online resource (vi, 29 pages) $cillustrations (chielfy color), color map 225 1 $aScientific investigations report ;$v2011-5016 320 $aIncludes bibliographical references (pages 27-29). 606 $aMining districts$zMontana$zButte 606 $aGeology, Stratigraphic$yPrecambrian 607 $aBoulder Batholith (Mont.) 615 0$aMining districts 615 0$aGeology, Stratigraphic 700 $aBerger$b Byron R.$01383448 702 $aHildenbrand$b T. G. 702 $aO'Neill$b J. Michael 712 02$aGeological Survey (U.S.), 801 0$bGPO 801 1$bGPO 906 $aBOOK 912 $a9910716920703321 996 $aControl of Precambrian basement deformation zones on emplacement of the laramide Boulder Batholith and Butte Mining District, Montana, United States$93475013 997 $aUNINA LEADER 04538nam 2200709 a 450 001 9910957318403321 005 20251116141122.0 010 $a9786612083839 010 $a9780309131971 010 $a0309131979 010 $a9781282083837 010 $a128208383X 010 $a9780309501453 010 $a0309501458 010 $a9780585321073 010 $a0585321078 035 $a(CKB)110986584753076 035 $a(EBL)3375510 035 $a(SSID)ssj0000173536 035 $a(PQKBManifestationID)12001677 035 $a(PQKBTitleCode)TC0000173536 035 $a(PQKBWorkID)10185432 035 $a(PQKB)11001539 035 $a(MiAaPQ)EBC3375510 035 $a(Au-PeEL)EBL3375510 035 $a(CaPaEBR)ebr10038789 035 $a(CaONFJC)MIL208383 035 $a(OCoLC)923256425 035 $a(Perlego)4738538 035 $a(BIP)6497559 035 $a(EXLCZ)99110986584753076 100 $a20000622d2000 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aHow people learn $ebrain, mind, experience, and school /$fJohn D. Bransford ... [et al.], editors ; Committee on Developments in the Science of Learning and Committee on Learning Research and Educational Practice, Commission on Behavioral and Social Sciences and Education, National Research Council 205 $aExpanded ed. 210 $aWashington, D.C. $cNational Academy Press$dc2000 215 $a1 online resource (384 p.) 300 $aDescription based upon print version of record. 311 08$a9780309070362 311 08$a0309070368 320 $aIncludes bibliographical references (p. 285-348) and index. 327 $aLearning : from speculation to science -- How experts differ from novices -- Learning and transfer -- How children learn -- Mind and brain -- The design of learning environments -- Effective teaching : examples in history, mathematics, and science -- Teaching learning -- Technology to support learning -- Conclusions -- Next Steps for Research. 330 $aFirst released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. 606 $aLearning, Psychology of 606 $aLearning$xSocial aspects 615 0$aLearning, Psychology of. 615 0$aLearning$xSocial aspects. 676 $a370.15/23 701 $aBransford$b John$01803601 712 02$aNational Research Council (U.S.).$bCommittee on Developments in the Science of Learning. 712 02$aNational Research Council (U.S.).$bCommittee on Learning Research and Educational Practice. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910957318403321 996 $aHow people learn$94364756 997 $aUNINA