LEADER 05815nam 2200853Ia 450 001 9911105106203321 005 20200520144314.0 010 $a0-19-968199-6 010 $a1-282-40276-5 010 $a0-19-157385-X 010 $a9786612402760 035 $a(CKB)2560000000295209 035 $a(EBL)477034 035 $a(OCoLC)536309505 035 $a(SSID)ssj0000338615 035 $a(PQKBManifestationID)11243089 035 $a(PQKBTitleCode)TC0000338615 035 $a(PQKBWorkID)10297368 035 $a(PQKB)11340739 035 $a(SSID)ssj0001662400 035 $a(PQKBManifestationID)16447090 035 $a(PQKBTitleCode)TC0001662400 035 $a(PQKBWorkID)14994564 035 $a(PQKB)11446876 035 $a(StDuBDS)EDZ0000076041 035 $a(MiAaPQ)EBC477034 035 $a(Au-PeEL)EBL477034 035 $a(CaPaEBR)ebr10358437 035 $a(CaONFJC)MIL240276 035 $a(MiAaPQ)EBC7033654 035 $a(Au-PeEL)EBL7033654 035 $a(EXLCZ)992560000000295209 100 $a20091016d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdamedia 200 10$aHistorians and nationalism $eEast-Central Europe in the nineteenth century /$fMonika Baar 210 $aOxford $cOxford University Press$d2010 215 $a1 online resource (xi, 340 pages) 225 1 $aOxford historical monographs 300 $aDescription based upon print version of record. 311 0 $a0-19-958118-5 311 0 $a0-19-172280-4 320 $aIncludes bibliographical references and index. 327 $aContents; Introduction; 1 Five Biographical Profiles; Lelewel; Daukantas; Palacky?; Horva?th; Kogalniceanu; 2 Romantic Historiography in the Service of Nation-Building; The democratization of historical writing; Commitment and impartiality; Romantic progressivism; Self-congratulation versus emancipation; The blueprint of national historiography; Consolation and encouragement; Conclusion: desiderata and fulfilments; 3 Institutionalization and Professionalization; The transformation of historiographical standards; Learned societies; Universities; Publication of primary sources; Journals 327 $aAuxiliary sciences; Censorship; Conclusion; 4 Intellectual Background; Enlightenment in national contexts; Herder's legacy; The impact of the Scottish Enlightenment; The Spa?taufkla?rung in Go?ttingen; Encounters with Nikolai Karamzin; Contemporary resonances: the French liberal school; Conclusion; 5 Language as Medium, Language as Message; The fecundity of inferiority complexes; Language as a bridge: in the service of unity; Language as evergreen cowberry: representing continuity; The unique language: antiquity and other virtues; Enriching the national culture through translations 327 $aThe Lithuanian Robinson; Promoting academic language in Hungary; The birth of modern political language in Romania; Towards creating 'original' scholarship; Conclusion; 6 National Antiquities; The interest in origins and early societies; The vantage point: Tacitus; Nordic antiquity; Indo-European antiquity; Putative Czech antiquity; Roman antiquity; Semi-Nomadic antiquity; Conclusion; 7 Feudalism and the National Past; The study of feudalism in historical scholarship; Conquest and colonization; The late arrival of feudalism and its illegitimate nature 327 $aHumanitarianism, common sense and urban liberties; Feudal institutions as national institutions; Creating modern society: the emancipation of the peasantry; Liberalism versus democracy; Ways of change: reform versus revolution; Conclusion; 8 The Golden Age; The evolution of master narratives; Virtue in the forest: pagan Lithuania; Poland: a true republic; The Czechs: a small nation's contribution to liberty; The Hungarian constitution and the spirit of liberalism; Romania: united and independent; Conclusion; 9 Perceptions of Others and Attitudes to European Civilization 327 $aImages of the self and others; External others: the neighbours; Internal others: the Jews; Internal others: the Jesuits; Internal others: women; Symbolic geography: East, West and their alternatives; The Cyrano de Bergerac effect; Negation and analogy: the nation's mission; Conclusion; Conclusion; Bibliography; Index 330 $aPeripheral cultures have been largely absent from the European canon of historiography. Seeking to redress the balance, Monika Baar discusses the achievements of five East-Central European historians in the nineteenth century: Joachim Lelewel (Polish); Simonas Daukantas (Lithuanian); Frantisek Palacky (Czech); Mihaly Horvath (Hungarian) and Mihail Kogalniceanu (Romanian). Comparing their efforts to promote a unified vision of national culture in their respective countries, Baar illuminates the complexities of historical writing in the region in the nineteenth century. 410 0$aOxford historical monographs. 606 $aHistoriography$zEurope, Central$xHistory$y19th century 606 $aHistoriography$zEurope, Eastern$xHistory$y19th century 606 $aNationalism$zEurope, Central$xHistory$y19th century 606 $aNationalism$zEurope, Eastern$xHistory$y19th century 607 $aEurope, Central$xHistoriography 607 $aEurope, Eastern$xHistoriography 615 0$aHistoriography$xHistory 615 0$aHistoriography$xHistory 615 0$aNationalism$xHistory 615 0$aNationalism$xHistory 676 $a940.072 676 $a947.0072 686 $a15.01$2bcl 700 $aBaa?r$b Monika$01941721 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911105106203321 996 $aHistorians and nationalism$94695111 997 $aUNINA LEADER 05380nam 2200625Ia 450 001 9911144859303321 005 20230803025332.0 010 $a0-8261-9327-7 035 $a(CKB)2670000000331150 035 $a(EBL)1123486 035 $a(OCoLC)828793701 035 $a(SSID)ssj0000834139 035 $a(PQKBManifestationID)12446797 035 $a(PQKBTitleCode)TC0000834139 035 $a(PQKBWorkID)10936511 035 $a(PQKB)10855181 035 $a(Au-PeEL)EBL1123486 035 $a(CaPaEBR)ebr10657467 035 $a(CaONFJC)MIL539646 035 $a(MiAaPQ)EBC1123486 035 $a(EXLCZ)992670000000331150 100 $a20120918d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSimulation scenarios for nurse educators $emaking it real /$fSuzanne Hetzel Campbell, Karen M. Daley, editors 205 $a2nd ed. 210 $aNew York $cSpringer$dc2013 215 $a1 online resource (569 p.) 300 $aDescription based upon print version of record. 311 08$a0-8261-9326-9 320 $aIncludes bibliographical references and index. 327 $aCover; Title; Copyright; Dedication; Contents; Contributors; Foreword; Preface; Acknowledgments; Part I: Setting the Foundation for Simulation; 1:Simulation-Focused Pedagogy for Nursing Education; The Challenge of Teaching in the 21st Century; Role of Simulation in Nursing Education; Theoretical and Conceptual Issues in Nursing Education; Learning in the Digital Culture; Conclusion; References; 2:Integrating Simulation-Focused Pedagogy Into Curriculum; Simulation: The Missing Piece; Essential Tool Kit for Success: Persistence, Vision, and Patience; Faculty Factor; Clinical Versus Simulation 327 $aFormal Curricular Change Versus Integration into the Existing CurriculumEstablishing the Fit Across the Curriculum; Evidence-Based Practice; Benefits Across the Curriculum; References; 3:Enhancing Communication Skills Through Simulations; Intrapersonal, Interpersonal, and Small-Group Communication; Health Communication in Scenarios Checklist; References; 4:Faculty Learning Communities: An Innovative Approachto Faculty Development; One School's Story; Relationship to University Initiatives; Overview of Faculty Learning Communities; How the Nursing Faculty Learning Community Functioned 327 $aConceptual and Practical IssuesOutcomes of the School of Nursing Faculty Learning Community; Future Directions; References; 5:Building a Learning Resource Center; Envisioning a Center; Learning Resource Room Operating Room Center Essentials for Simulation Learning; Karen's First Story: Western Connecticut State University Experience; Dollars, Donations, and Finances; Karen's Davenport University Simulation Experience; Diana and Suzanne's Story: Fairfield University School of Nursing's Experience; Maintenance and Updating/Upgrading: Challenge of Continuous Funding; Conclusion; References 327 $a6:Lights, Camera, Action! The Process of Evaluating, Acquiring, and Implementing an Audio/Visual Capturing Solution to Enhance LearningProcess for Determining an Audio/Visual Capturing Solution; Vendor Selection; Camera, Microphone, and Control Room Placement; Learner-Centered Simulation Center; Guidelines, Policies, and Procedures to Effectively Manage a Simulation Suite; Conclusion; Villanova University College of Nursing Learning Resource Center Consent Form; Drexel University Center for Interdisciplinary Clinical Simulation and Practice General Policies and Procedures 327 $aReserving the Simulation CenterPolicy for Human Patient Simulation (HPS); Policy for Standardized Patient Lab; References; Part II: Innovative Simulation Scenarios in Diverse Settings for Diverse Students; 7:Tune Into Simulation Through Physical Examination; A. Discussion of Implementation of Simulation-Based Pedagogy in Each Contributor's Individualized Teaching; B. Description of Educational Materials Available in Your Teaching Area and Relative to Your Specialty; C. Specific Objectives for Simulation Utilization Within a Specific Course and the Overall Program 327 $aD. Introduction of Scenario to Include Setting the Scene, Technology Used, Objectives, and Description of Participants 330 $a""The passion, caring, and inspiration of the authors are reflected and demonstrated in each and every chapter Compiling all of the authors' lessons learned, teaching-learning strategies, and in-depth research and exploration of their topics, this book is an excellent guide for nursing faculty just getting started with simulations or is validation for faculty who are already using this pedagogy."". From the Foreword by Pamela R. Jeffries , PhD, RN, FAAN, ANEF. Professor, Associate Dean for Academic Affairs. Johns Hopkins University School of Nursing. This second edition of an acclaimed book fo 606 $aNursing$xStudy and teaching$xSimulation methods 606 $aSimulated patients 615 0$aNursing$xStudy and teaching$xSimulation methods. 615 0$aSimulated patients. 676 $a610.73071/1 676 $a610.730711 701 $aCampbell$b Suzanne Hetzel 701 $aDaley$b Karen M 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911144859303321 997 $aUNINA