LEADER 00879cam2 22002531 450 001 SOBE00042716 005 20140423121358.0 100 $a20140423d1970 |||||ita|0103 ba 101 $aita 102 $aIT 200 1 $a<<20: >>Epistolario, 7$e7 settembre 1816-fine del 1818$fUgo Foscolo$ga cura di Mario Scotti 210 $aFirenze$cLe Monnier$d1970 215 $aXV, 551 p.$d25 cm 461 1$1001LAEC00018633$12001 $aEdizione Nazionale delle Opere di Ugo Foscolo vvvv 702 1$aScotti, Mario$3AF00024396$4070 801 0$aIT$bUNISOB$c20140423$gRICA 850 $aUNISOB 852 $aUNISOB$j850|Coll|9|K$m12056 912 $aSOBE00042716 940 $aM 102 Monografia moderna SBN 941 $aM 957 $a850|Coll|9|K$b000001$i-7$gSI$d12056$1rovito$2UNISOB$3UNISOB$420140423121016.0$520140423121040.0$6rovito 996 $aEpistolario, 7$91710924 997 $aUNISOB LEADER 00917cam--2200337---450 001 990002450210203316 005 20200630094948.0 035 $a000245021 035 $aUSA01000245021 035 $a(ALEPH)000245021USA01 035 $a000245021 100 $a20050712d1982----km-y0itay0103----ba 101 0 $aita 102 $aIT 105 $a||||||||001yy 200 1 $aMi diverto da morire!?$epoesie confuse e incoerenti$fAngelo Mancini 210 $aRoma$cCIAS$d1982 215 $a89 p.$d20 cm 225 2 $aConfronti 410 0$12001$aConfronti 606 0 $aPoesia italiana$2BNCF 676 $a851.9 700 1$aMANCINI,$bAngelo$0573505 801 0$aIT$bsalbc$gISBD 912 $a990002450210203316 951 $aXVII A.A. 1809$b426 DLAS$cXVII A.A.$d452777 959 $aBK 969 $aCAS 979 $aDLAS$b10$c20050712$lUSA01$h1040 996 $aMi diverto da morire!$91057978 997 $aUNISA LEADER 03730nam 22007335 450 001 9910494617703321 005 20211021234509.0 010 $a3-95487-883-6 024 7 $a10.31819/9783954878833 035 $a(CKB)5120000000123886 035 $a(MiAaPQ)EBC5757681 035 $a(DE-B1597)516532 035 $a(OCoLC)1088925959 035 $a(DE-B1597)9783954878833 035 $a(MiAaPQ)EBC6274012 035 $a(Au-PeEL)EBL6274012 035 $a(OCoLC)1182879971 035 $a(EXLCZ)995120000000123886 100 $a20191126d2016 fg 0 101 0 $aspa 135 $aurcnu|||||||| 181 $ctxt$2rdamedia/spa 182 $cc$2rdamedia/spa 183 $2rdacarrier/spa 200 10$aMemorias fragmentadas $euna mirada transatlántica a la resistencia femenina contra las dictaduras /$fAna Corbalán Vélez 210 1$aFrankfurt am Main :$cVervuert Verlagsgesellschaft,$d[2016] 210 4$d©2016 215 $a1 recurso en li?nea (249 pa?ginas) 225 0 $aEdiciones de Iberoamericana ;$v85 300 $aIncluye i?ndice. 311 0 $a84-8489-923-3 320 $aIncluye referencias bibliogra?ficas. 327 $tFront matter --$tÍndice --$tAgradecimientos --$tIntroducción: memorias fragmentadas --$t1. Memorias desde la cárcel: testimonios femeninos en Argentina y España --$t2. Memoria mitifi cada: paralelismos entre las Trece Rosas españolas y las hermanas Mirabal dominicanas --$t3. Explosión de memorias: restitución de la identidad maternofi lial en España y Argentina --$t4. Manifiestos y memorias de mujeres exiliadas: ética y estética de la resistencia frente al olvido --$tConclusiones: memorias contra el olvido --$tBibliografía --$tÍndice Onomástico y Conceptual 330 $aAnaliza la construcción y representación del pasado llevada a cabo por varios discursos culturales que enfatizan la militancia femenina contra los regímenes autoritarios del siglo XX, tanto en España como en Latinoamérica. Emplea para ello una aproximación basada en los estudios transatlánticos y de género, reivindicando la visibilidad de autoras hasta ahora marginadas del canon literario. 410 0$aEdiciones del Iberoamericana ;$v85. 606 $aAutobiography$xWomen authors$xPolitical aspects$zLatin America 606 $aAutobiography$xWomen authors$xPolitical aspects$zSpain 606 $aDictatorship$zLatin America$xHistoriography 606 $aDictatorship$zSpain$xHistoriography 606 $aExiles' writings, Spanish$xWomen authors$xHistory and criticism 606 $aExiles' writings, Spanish American$xWomen authors$xHistory and criticism 606 $aGovernment, Resistance to$zLatin America 606 $aGovernment, Resistance to$zSpain 606 $aWomen$xPolitical activity$zLatin America 606 $aWomen$xPolitical activity$zSpain 608 $aLibros electronicos. 615 0$aAutobiography$xWomen authors$xPolitical aspects 615 0$aAutobiography$xWomen authors$xPolitical aspects 615 0$aDictatorship$xHistoriography. 615 0$aDictatorship$xHistoriography. 615 0$aExiles' writings, Spanish$xWomen authors$xHistory and criticism. 615 0$aExiles' writings, Spanish American$xWomen authors$xHistory and criticism. 615 0$aGovernment, Resistance to 615 0$aGovernment, Resistance to 615 0$aWomen$xPolitical activity 615 0$aWomen$xPolitical activity 676 $a305.42 700 $aCorbalán Vélez$b Ana$4aut$4http://id.loc.gov/vocabulary/relators/aut$0854011 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910494617703321 996 $aMemorias fragmentadas$91906685 997 $aUNINA LEADER 05345nam 2200637 a 450 001 9910461506503321 005 20200520144314.0 010 $a1-57922-615-9 035 $a(CKB)2670000000161087 035 $a(EBL)911861 035 $a(OCoLC)781635681 035 $a(SSID)ssj0000622976 035 $a(PQKBManifestationID)12223781 035 $a(PQKBTitleCode)TC0000622976 035 $a(PQKBWorkID)10655651 035 $a(PQKB)10514696 035 $a(MiAaPQ)EBC911861 035 $a(Au-PeEL)EBL911861 035 $a(CaPaEBR)ebr10545769 035 $a(EXLCZ)992670000000161087 100 $a20110331d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aIdea-based learning$b[electronic resource] $ea course design process to promote conceptual understanding /$fEdmund J. Hansen 205 $a1st ed. 210 $aSterling, Va. $cStylus Pub.$d2011 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a1-57922-613-2 320 $aIncludes bibliographical references and index. 327 $aCover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design 327 $aCourses Are Built Around Authentic Performance TasksThe Emphasis on Formative Assessment Turns the Faculty Into Coaches; Course Activities Are Structured to Overcome Students' Barriers Against Critical Thinking; Idea-Based Learning; Some Principles; 2. BACKWARD DESIGN; Traditional Course Design; How Do Faculty Spend Their Time When Designing a Course?; Which Course Design Approaches Have Been Documented by Research?; The Flowchart of Traditional Course Design; How Are Course Goals/Outcomes Established?; Critique of the Traditional Design; Why Faculty Might Not Believe in Course Design 327 $aWhere Is the Student in Traditional Course Design?How Does the ''Logic of the Content'' Differ From the ''Logic of Learning the Content''?; The Backward Design Model; What Is Curricular Alignment?; The Importance of Course Design; How Course and Curriculum Development Fit Together; 3. LEARNING OUTCOMES; Problems With (Conceptualizing) Learning Outcomes; Why Formulate Goals at All?; A History of Changing Terminology; Identifying Big Ideas; First, Look at the Curriculum!; How to Establish Priorities; Deriving Enduring Understandings; Connecting Big Ideas With Student Horizons 327 $aWhich Understandings Are Enduring?Determining Learning Outcomes; How General and How Specific Should They Be?; Examples From Specific Courses; Linking Them With Different ''Facets of Understanding''; 4. REMOVING BARRIERS TO CRITICAL THINKING; Significance of Critical Thinking; Critical Thinking Isn't Just for Upper-Level Classes; Lay Definitions of Critical Thinking; The Critical Thinking That Instructors Assume Is Implied in Their Courses; The Confusing State of the Critical Thinking Literature; How Many Characteristics Does Critical Thinking Have?; Critical Thinking in Different Disciplines 327 $aNeed for Teaching Critical ThinkingIs Critical Thinking Acquired ''Naturally''?; How College Students Have Changed; Barrier 1: Intellectual Development; How Students' Thinking About Learning Evolves; How These Developmental Orientations Affect Students' Learning Behaviors; Barrier 2: Habits of Mind; How Intellectual Habits Affect Learning; Which Intellectual Habits Are Important for Critical Thinking?; Barrier 3: Misconceptions; Why Learning Often Requires ''Unlearning'' First; The Typical Misconceptions That Plague Various Disciplines; Barrier 4: Complex Reasoning 327 $aWhy Thinking/Understanding Is Deeper Than Knowing 330 $aSynthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways. The process involves developing a transparent course blueprint, focused on a limited number of key concepts and ideas, related tasks, and corresponding performance criteria; as well as on frequent practice opportunities, and early identification of potential learning barriers. 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