LEADER 01619nam0 2200409 i 450 001 MIL0354781 005 20251003044232.0 010 $a8814067341 020 $aIT$b98-6176 100 $a20130827d1997 ||||0itac50 ba 101 | $aita 102 $ait 181 1$6z01$ai $bxxxe 182 1$6z01$an 200 1 $aTrattativa privata e appalti pubblici$ecasi pratici e giurisprudenza, modelli di lettere d'invito e verbali$fNunzio Fabiano 210 $aMilano$cGiuffrè$d[1997! 215 $aXVI, 127 p.$d24 cm 225 | $aCosa & come$i. Enti locali$v33 300 $aSegue: Appendice legislatica 300 $aSul dorso: 1997. 410 0$1001RMG0017780$12001 $aCosa & come$i. Enti locali$v33 606 $aLavori pubblici$xAppalti$xLegislazione$2FIR$3CFIC012467$9E 676 $a344.4506$9LEGISLAZIONE SUI LAVORI PUBBLICI. ITALIA$v19 676 $a344.4506$9DIRITTO IN MATERIA DI LAVORI PUBBLICI. ITALIA$v21 676 $a346$9Diritto privato$v12 696 $aLavori di pubblica utilità$aContratti di appalto 699 $aLavori pubblici$yLavori di pubblica utilità 699 $aAppalti$yContratti di appalto 700 1$aFabiano$b, Nunzio$3CFIV128872$4070$0411541 801 3$aIT$bIT-000000$c20130827 850 $aIT-BN0095 901 $bNAP 01$cD $n$ 912 $aMIL0354781 950 0$aBiblioteca Centralizzata di Ateneo$d 01D (AR) 27 549$e 01AR 0700275495 VMA 1 v.$fY $h20250204$i20250204 977 $a 01 996 $aTrattativa privata e appalti pubblici$9624510 997 $aUNISANNIO LEADER 05326nam 22006615 450 001 9911054596103321 005 20260112120525.0 010 $a3-032-06121-0 024 7 $a10.1007/978-3-032-06121-8 035 $a(CKB)44952013400041 035 $a(MiAaPQ)EBC32480959 035 $a(Au-PeEL)EBL32480959 035 $a(DE-He213)978-3-032-06121-8 035 $a(EXLCZ)9944952013400041 100 $a20260112d2026 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDeveloping Higher-Order Thinking Skills in Higher Education $eAn Ontological and Phenomenological Exploration /$fby Felicity Healey-Benson 205 $a1st ed. 2026. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Palgrave Macmillan,$d2026. 215 $a1 online resource (316 pages) 225 1 $aEducation Series 311 08$a3-032-06120-2 327 $aChapter 1. Unveiling the Ineffable: Introduction -- Part I: Mapping the Terrain: Foundations for HOTS Facilitation -- Chapter 2. Thinking Otherwise ? HOTS in Context -- Chapter 3. Teaching as Attunement: Relational Grounds of HOTS Facilitation -- Chapter 4. Research as Encounter: Phenomenologising HOTS Facilitation -- Part II: Navigating Educators? Lifeworlds: Lived Experiences of HOTS Facilitation -- Chapter 5. Reflection as Praxis: A Hermeneutics of HOTS Facilitation -- Chapter 6. Portraits of Praxis: Persona Vignettes of HOTS Facilitation -- Chapter 7. Unearthing the Pillars: Thematic Pathways into HOTS Facilitation -- Part III: Emerging Horizons ? Rethinking HOTS for Contemporary Contexts -- Chapter 8. Thinking Otherwise in a Digital Landscape ? HOTS and Technological Mediation -- Chapter 9. The Cards of Insight: Tools for Embodied Professional Growth in HOTS Facilitation -- Chapter 10. Dwelling in Possibility: Culminating Pathways in a Phenomenology of HOTS. 330 $a?This book provides an accessible, bold foray into the important topic of Higher-Order Thinking Skills. A must-read for the educator wanting to engage at a more fundamental level with the meaning of learning in higher education.? ? Andreas Walmsley, Plymouth Marjon University, UK This book offers an immersive exploration of how Higher-Order Thinking Skills (HOTS) are nurtured in higher education, drawing on phenomenological research and innovative methodology. It challenges the idea that HOTS can be instilled through strategies alone, instead revealing the lived experiences of educators navigating complexity, emotion and deep pedagogical care. The author introduces two original methodological tools - the Persona Vignette (PV) and Immersive Practitioner Inquiry (IPI) frameworks - which bridge phenomenological research and reflective practice. These contribute to what she terms praktognostic knowledge: a synthesis of pedagogical experience and theoretical insight, emerging through sustained, reflexive engagement. Through richly illustrated educator vignettes and phenomenological themes, the book explores HOTS facilitation as an embodied, relational practice within complex institutional settings. The book also connects HOTS with future-facing capabilities such as risk-taking, adaptability, resilience and metacognitive reflection - skills associated with entrepreneurial learning - and offers a conceptual contribution by linking pedagogical challenges with deeper philosophical roots, including embedded cognition and relational knowing. This book will be of value to those working in educator development, learning innovation and reflective pedagogy, as well as researchers exploring phenomenology, academic identity and critical thinking. Felicity Healey-Benson is a systems-thinking educational consultant (founder of Emergent Thinkers?), phenomenological researcher, and doctoral supervisor. With 25+ years across education, enterprise, and civic innovation, she lectures on innovation and entrepreneurship at the University of Gloucestershire, and supervises doctoral research across education, arts, humanities, and business at University of Wales Trinity Saint David, UK. Formerly Lead Researcher in Entrepreneurial Learning, she co-founded the Harmonious Entrepreneurship Society and hanfod.NL, advancing phenomenological inquiry in education and technology. 410 0$aEducation Series 606 $aEducation, Higher 606 $aTeaching 606 $aCritical thinking 606 $aMaturation (Psychology) 606 $aPhenomenology 606 $aHigher Education 606 $aPedagogy 606 $aCritical Thinking 606 $aPersonal Development 606 $aPhenomenology 615 0$aEducation, Higher. 615 0$aTeaching. 615 0$aCritical thinking. 615 0$aMaturation (Psychology) 615 0$aPhenomenology. 615 14$aHigher Education. 615 24$aPedagogy. 615 24$aCritical Thinking. 615 24$aPersonal Development. 615 24$aPhenomenology. 676 $a370.152 700 $aHealey-Benson$b Felicity$01765489 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911054596103321 996 $aDeveloping Higher-Order Thinking Skills in Higher Education$94529204 997 $aUNINA