LEADER 02208nam 22003853u 450 001 9910462602003321 005 20210107034624.0 035 $a(CKB)2670000000326176 035 $a(EBL)199942 035 $a(OCoLC)475908260 035 $a(MiAaPQ)EBC199942 035 $a(EXLCZ)992670000000326176 100 $a20130418d2013|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 200 10$aSisterhood Questioned$b[electronic resource] $eRace, Class and Internationalism in the American and British Women's Movements c. 1880s - 1970s 210 $aHoboken $cTaylor and Francis$d2013 215 $a1 online resource (270 p.) 300 $aDescription based upon print version of record. 311 $a0-415-15852-4 327 $aCover; Sisterhood Questioned?; Title Page; Copyright Page; Table of Contents; Acknowledgements; List of abbreviations; 1 Introduction; 2 The setting, 1880s-1914; 3 The impact of the First World War; 4 Feminist internationalism and nationalism between the wars; 5 Feminism and race, 1920s-1930s; 6 Feminists and class during the interwar years; 7 The Second World War: a turning point for women?; 8 The post-war women's movements: old themes and new emphases; 9 Conclusion: sisterhood questioned?; Notes; Index 330 $aThis readable and informative survey, including both new research and synthesis, provides the first close comparison of race, class and internationalism in the British and American women's movements during this period. Sisterhood Questioned assesses the nature and impact of divisions in the twentieth century American and British women's movements.In this lucidly written study, Christine Bolt sheds new light on these differences, which flourished in an era of political reaction, economic insecurity, polarizing nationalism and resurgent anti-feminism. 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Simbolismo, allegoria, fantastico, mito$v21 702 1$aSTRELKA$bJoseph Peter$3UONV142267 712 $aPennsylvania State University Press$3UONV247621$4650 801 $aIT$bSOL$c20240220$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00409810 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI Angl VII 0347 $eSI SI 3629 5 0347 996 $aPerspectives in literary symbolism$91341225 997 $aUNIOR LEADER 04682nam 22006855 450 001 9910483131503321 005 20240322005238.0 010 $a9789400776395 010 $a940077639X 024 7 $a10.1007/978-94-007-7639-5 035 $a(CKB)2550000001154009 035 $a(EBL)1538645 035 $a(SSID)ssj0001049575 035 $a(PQKBManifestationID)11592868 035 $a(PQKBTitleCode)TC0001049575 035 $a(PQKBWorkID)11018631 035 $a(PQKB)10952185 035 $a(MiAaPQ)EBC1538645 035 $a(DE-He213)978-94-007-7639-5 035 $a(PPN)176129847 035 $a(EXLCZ)992550000001154009 100 $a20131021d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPeer Review of Learning and Teaching in Higher Education $eInternational Perspectives /$fedited by Judyth Sachs, Mitch Parsell 205 $a1st ed. 2014. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2014. 215 $a1 online resource (228 p.) 225 1 $aProfessional Learning and Development in Schools and Higher Education,$x2543-0556 ;$v9 300 $aDescription based upon print version of record. 311 08$a9789400776388 311 08$a9400776381 320 $aIncludes bibliographical references. 327 $a1. Introduction: The Place of Peer Review in Learning and Teaching -- PART 1: Theory -- 2. Collaborative Peer-Supported Review of Teaching -- 3. A Practical Model for Conducting Helpful Peer Review of Teaching -- 4. Leadership: A Cultural Perspective on Review as Quality Assurance versus Quality Enhancement -- 5. Climates of Communication: Collegiality, Affect, Spaces and Attitudes in Peer Review -- 6. Six Questions -- PART 2: Practice -- 7. Peer Review as Quality Assurance -- 8. Peer Review for Distance Educators: Two Case Studies -- 9. Peer Review in a Foundations in Learning and Teaching Program -- 10. Peer Review of Teaching at the University of Nebraska-Lincoln -- 11. Implementing Departmental Peer Observation of Teaching in Universities -- PART 3: Conclusion -- 12. Was Moses peer reviewed? The Ten Commandments of Peer Observation of Teaching -- 13. International Perspectives on Peer Review as Quality Enhancement. 330 $aIncorporating both theoretical and practical perspectives, this volume of papers explores varied aspects of peer review of teaching in higher education. The section on theory features contributions from academics based in Europe, North America and Australia. It provides a number of models demonstrating ways in which collegial peer commentary can enhance the quality of learning and teaching. The chapters examine in detail the importance of communication and leadership, and deploy evidence from one-on-one interviews that evince the value of considering collegiality, emotions, attitudes, and spaces in peer review. The analysis shows how these factors are central to the ways in which lecturers and teachers communicate with each other to create constructive opportunities for learning.  The chapters on practical considerations detail the peer review process and include case studies from institutions in Africa, Europe, North America and Australia, which focus on different areas of the topic, including peer review as a quality assurance mechanism, peer review in distance education, peer review in foundation courses, and peer review embedded within a department and across a university. 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