LEADER 00963nam0 2200277 450 001 000020789 005 20081219131719.0 010 $a0255360843 100 $a20081219d1976----km-y0itay50------ba 101 0 $aeng 102 $aGB 105 $ay-------001yy 200 1 $aPricing or taxing?$eevidence on charging for local government services invited by the Layfield Committee, and a critique of its report$fRalph Harris and Arthur Seldon 210 $aLondon$cThe Institute of Economic Affairs$d1976 215 $a103 p.$d22 cm 225 2 $aHobart papers 410 0$12001$aHobart papers 500 10$aPricing or taxing?$947714 676 $a336.41$v19$9Finanza pubblica a livello nazionale in Gran Bretagna 700 1$aHarris,$bRalph$0123479 701 1$aSeldon,$bArthur$0121185 801 0$aIT$bUNIPARTHENOPE$c20081219$gRICA$2UNIMARC 912 $a000020789 951 $a032/53$b259$cNAVA2 996 $aPricing or taxing$947714 997 $aUNIPARTHENOPE LEADER 02704oam 2200709I 450 001 9910454808603321 005 20210106232527.0 010 $a1-135-70982-3 010 $a1-280-40070-6 010 $a0-203-01192-9 010 $a0-203-15881-4 024 7 $a10.4324/9780203011928 035 $a(CKB)111004366762724 035 $a(EBL)165301 035 $a(OCoLC)49415050 035 $a(SSID)ssj0000080168 035 $a(PQKBManifestationID)11110943 035 $a(PQKBTitleCode)TC0000080168 035 $a(PQKBWorkID)10095191 035 $a(PQKB)10342629 035 $a(MiAaPQ)EBC165301 035 $a(EXLCZ)99111004366762724 100 $a20180331d1999 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aImproving teaching and learning in the humanities /$fedited by Martin Ashley 210 1$aLondon :$cFalmer Press,$d1999. 215 $a1 online resource (249 p.) 225 1 $aLooking afresh at the primary curriculum series 300 $aDescription based upon print version of record. 311 $a1-138-42074-3 311 $a0-7507-0801-8 327 $aBook Cover; Title; Copyright; Contents 330 $aFocuses on religious education, history, geography and cross-curricular planning in the primary school. It includes discussion of the purpose of education, and how the humanities fit with this purpose, with particular reference to the 1998 Education Act and 1994 National Curriculum Review. The book deals with the themes of time, place, values, communication, responsibilities and decision-making. These link the chapters, and are fully complemented with case studies. For each concept there are suggestions for practical classroom activities. The reader will find the book invaluable in integrating 410 0$aLooking afresh at the primary curriculum series. 606 $aGreat Britain 606 $aHumanities 606 $aHumanities 606 $aStudy and teaching (Elementary) 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aTheory & Practice of Education$2HILCC 608 $aElectronic books. 615 4$aGreat Britain. 615 4$aHumanities. 615 4$aHumanities. 615 4$aStudy and teaching (Elementary). 615 7$aEducation 615 7$aSocial Sciences 615 7$aTheory & Practice of Education 676 $a372.89 701 $aAshley$b Martin$f1953-$0944924 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910454808603321 996 $aImproving teaching and learning in the humanities$92133322 997 $aUNINA LEADER 03080nam 2200457z- 450 001 9910261135203321 005 20210211 035 $a(CKB)4100000002484740 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/50011 035 $a(oapen)doab50011 035 $a(oapen)50011 035 $a(EXLCZ)994100000002484740 100 $a20202102d2017 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aThe Impact of Sensory; Linguistic and Social Deprivation on Cognition 210 $cFrontiers Media SA$d2017 215 $a1 online resource (183 p.) 225 1 $aFrontiers Research Topics 311 08$a2-88945-354-5 330 $aEarly experience plays a crucial role in determining the trajectory of cognitive development. For example, early sensory deprivation is known to induce neural reorganization by way of adaptation to the altered sensory experience. Neville and Bavelier's "compensatory theory'' hypothesizes that loss of one sense may bring about a sensory enhancement in the remaining modalities. Sensory deprivation will, however, also impact the age of emergence, or the speed of acquisition of cognitive abilities that depend upon sensory inputs. Understanding how a child's early environment shapes their cognition is not only of theoretical interest. It is essential for the development of early intervention programs that address not just the early deprivation itself, but also the cognitive sequelae of such deprivation. The articles in this e-book all address different aspects of deprivation - sensory, linguistic, and social - and explore the impacts of such deprivation on a wide range of cognitive outcomes. In reading these contributions, it is important to note that sensory, linguistic, and social deprivation are not independent factors in human experience. For example, a child born deaf into a hearing family is likely to experience delays in exposure to natural language, with subsequent limits on their linguistic competence having an effect on social interactions and inclusion: a child raised in environments where social interaction is highly limited is also likely to experience reductions in the quantity and quality of linguistic inputs. Future work will need to carefully examine the complex interactions between the sensory, linguistic and social environments of children raised in atypical or impoverished environments. 606 $aPsychology$2bicssc 610 $aauditory perception 610 $ablindness 610 $acognitive development 610 $adeafness 610 $ainstitutionalization 610 $alanguage deprivation 610 $aplasticity 610 $aspatial localization 610 $avisual perception 615 7$aPsychology 700 $aMatthew Dye$4auth 702 $aOlivier Pascalis$4auth 906 $aBOOK 912 $a9910261135203321 996 $aThe Impact of Sensory; Linguistic and Social Deprivation on Cognition$94529542 997 $aUNINA