LEADER 03472nam 22003493a 450 001 9910831847203321 005 20231108184541.0 010 $a1-78925-553-8 035 $a(CKB)5590000001254257 035 $a(ScCtBLL)4e10e03d-5470-4c11-b76b-23fb8b109e5a 035 $a(EXLCZ)995590000001254257 100 $a20231108i20192023 uu 101 0 $aeng 135 $auru|||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aContinuity or rupture? Investigating domestic structures during the Final Neolithic and the Bell Beaker culture in central-eastern France and western Switzerland : $eBell Beaker Settlement of Europe: The Bell Beaker Phenomenon from a Domestic Perspective - Chapter 8 /$fAlex M. Gibson 210 1$a[s.l.] :$cOxbow Books,$d2019. 215 $a1 online resource (14 p.) 330 $aEuropean studies of the Bell Beaker phenomenon have concentrated on burial and artefacts that constitute its the most visible aspects. This volume concentrates on the domestic sphere &ndash; assemblage composition, domestic structures (how they differ, if at all, from previous types, legacies), and provides the first pan-European synthesis of its kind. It is a Europe-wide survey and analysis of Bell Beaker settlement structures; this is particularly important as we cannot understand the Bell Beaker phenomenon by analysing graves alone. Neither should we view Bell Beakers in isolation but must consider the effect that they had on already existing Late Neolithic cultures in the areas in which they appear. This volume is therefore intended to view the settlement aspect of Bell Beakers in context throughout Europe. It is the text book for Chalcolithic settlements and society. <BR><BR> <BR><BR>Contributors to the 19 papers belong to Europe-wide affiliation of experts specialising in Bell Beakers and the Chalcolithic (Archeologie et Gobelets) which addresses common pan-European issues surrounding the appearance and spread of Bell Beakers. This book summarises that data from the UK and many of the continental European countries; an increasingly important element of Beaker studies following recent isotopic and DNA evidence showing that the phenomenon was a result of human migration and not that of cultural ideas, trade and ideology. <BR><BR> <BR><BR>Each chapter deals with a defined region or country and is fully illustrated, including a corpus of Beaker houses and comparing then with Late Neolithic domestic structures where they are known to exist. The following themes will be addressed: 1. Regional syntheses in the UK and in Europe; 2.What native cultures existed before the arrival of Bell Beakers?; 3. What domestic ceramics were being used before the arrival of Bell Beakers?; 4. What stone and flint types were in use?; 5. What did pre-Bell Beaker houses look like? What size were they?; 6. What (if any) changes to 1&ndash;4 above resulted after the appearance of Bell Beakers? 606 $aHistory / Europe$2bisacsh 606 $aHistory 615 7$aHistory / Europe 615 0$aHistory. 702 $aGibson$b Alex M 801 0$bScCtBLL 801 1$bScCtBLL 906 $aBOOK 912 $a9910831847203321 996 $aContinuity or rupture? Investigating domestic structures during the Final Neolithic and the Bell Beaker culture in central-eastern France and western Switzerland$94305426 997 $aUNINA LEADER 04370nam 22006974a 450 001 9910965683903321 005 20251117114855.0 010 $a0-309-16795-7 010 $a1-280-17975-9 010 $a9786610179756 010 $a0-309-50968-8 035 $a(CKB)111069351132932 035 $a(OCoLC)53015037 035 $a(CaPaEBR)ebrary10046838 035 $a(SSID)ssj0000177515 035 $a(PQKBManifestationID)11183036 035 $a(PQKBTitleCode)TC0000177515 035 $a(PQKBWorkID)10217945 035 $a(PQKB)10662822 035 $a(Au-PeEL)EBL3375798 035 $a(CaPaEBR)ebr10046838 035 $a(OCoLC)923258955 035 $a(MiAaPQ)EBC3375798 035 $a(BIP)53854454 035 $a(BIP)8678177 035 $a(EXLCZ)99111069351132932 100 $a20030423d2003 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aImproving undergraduate instruction in science, technology, engineering, and mathematics $ereport of a workshop /$fSteering Committee on Criteria and Benchmarks for Increased Learning from Undergraduate STEM Instruction, Committee on Undergraduate Science Education, Center for Education, Division of Behavioral and Social Sciences and Education ; Richard A. McCray, Robert L. DeHaan, and Julie Anne Schuck, editors 205 $a1st ed. 210 $aWashington, DC $cNational Academies Press$dc2003 215 $a1 online resource (176 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a0-309-08929-8 320 $aIncludes bibliographical references. 327 $aIdentifying desired student learning outcomes -- Evaluating effective instruction -- Promoting effective instruction at departmental and institutional levels -- General discussion. 330 $aParticipants in this workshop were asked to explore three related questions: (1) how to create measures of undergraduate learning in STEM courses; (2) how such measures might be organized into a framework of criteria and benchmarks to assess instruction; and (3) how such a framework might be used at the institutional level to assess STEM courses and curricula to promote ongoing improvements. The following issues were highlighted: Effective science instruction identifies explicit, measurable learning objectives. Effective teaching assists students in reconciling their incomplete or erroneous preconceptions with new knowledge. Instruction that is limited to passive delivery of information requiring memorization of lecture and text contents is likely to be unsuccessful in eliciting desired learning outcomes. Models of effective instruction that promote conceptual understanding in students and the ability of the learner to apply knowledge in new situations are available. Institutions need better assessment tools for evaluating course design and effective instruction. Deans and department chairs often fail to recognize measures they have at their disposal to enhance incentives for improving education. Much is still to be learned from research into how to improve instruction in ways that enhance student learning. 606 $aScience$xStudy and teaching (Higher)$zUnited States$xEvaluation$vCongresses 606 $aTechnical education$zUnited States$xEvaluation$vCongresses 606 $aEngineering$xStudy and teaching (Higher)$zUnited States$xEvaluation$vCongresses 606 $aMathematics$xStudy and teaching (Higher)$zUnited States$xEvaluation$vCongresses 615 0$aScience$xStudy and teaching (Higher)$xEvaluation 615 0$aTechnical education$xEvaluation 615 0$aEngineering$xStudy and teaching (Higher)$xEvaluation 615 0$aMathematics$xStudy and teaching (Higher)$xEvaluation 676 $a507/.1/173 701 $aMcCray$b Richard$01867369 701 $aDeHaan$b Robert L$g(Robert Lawrence),$f1930-$01867370 701 $aSchuck$b Julie Anne$01867371 712 02$aNational Research Council (U.S.).$bSteering Committee on Criteria and Benchmarks for Increased Learning from Undergraduate STEM Instruction. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910965683903321 996 $aImproving undergraduate instruction in science, technology, engineering, and mathematics$94474898 997 $aUNINA