LEADER 01048nam0-22003251i-450- 001 990001165370203316 005 20080312151942.0 010 $a0-393-09182-1 035 $a000116537 035 $aUSA01000116537 035 $a(ALEPH)000116537USA01 035 $a000116537 100 $a20030715-1976----kma0ita00103--ba 101 0 $aita 105 $a||||||||001yy 200 1 $a<> red badge of courage$ean authoritative text$ebackgrounds and sources$ecriticism$fStephen Crane$gedited by Sculley Bradley, Richmond Croom Beatty, E. Hudson Long$grevised by Donald Pizer 205 $a2.ed 210 $aNew York [etc.]$cW.W. Norton$dcopyr. 1976 215 $aVIII, 364 p. 21 cm. 676 $a813.4 700 1$aCRANE,$bStephen$0306804 912 $a990001165370203316 951 $aII.8.A.27$b2410 DSLL 959 $aBK 969 $aDSLL 979 $aPATRY$b90$c20030715$lUSA01$h1808 979 $aPATRY$b90$c20040406$lUSA01$h1722 979 $aDSLL$b90$c20080312$lUSA01$h1519 996 $aRed badge of courage$931412 997 $aUNISA LEADER 01206nam2-2200385---450- 001 990003224040203316 005 20091105102954.0 010 $a0-8176-3110-0 035 $a000322404 035 $aUSA01000322404 035 $a(ALEPH)000322404USA01 035 $a000322404 100 $a20090422d1984----km-y0itay0103----ba 101 $aeng 102 $aUS 105 $a||||||||001yy 200 1 $aTata lectures on Theta$fDavid Mumford$gwith the assistance of C. Musili...[et al.] 210 $aBoston$cBirkhauser$dcopyr. 1984 215 $av.$cill.$d23 cm 225 2$aProgress in mathematics$v43 327 $a<> Jacobian theta functions and differential equations: paginazione varia 410 1$1001000334452$12001$aProgress in mathematics$v43 606 $aFunzioni theta$2BNCF 676 $a515.984 700 1$aMUMFORD,$bDavid$042095 702 $aMUSILI,$bC. 801 0$aIT$bsalbc$gISBD 912 $a990003224040203316 951 $a510 PIM 43 (A)$b20896/CBS$c510$d00111836 959 $aBK 969 $aSCI 979 $aRSIAV7$b90$c20090422$lUSA01$h1028 979 $aRSIAV6$b90$c20091105$lUSA01$h1029 996 $aTata lectures on theta$9336267 997 $aUNISA LEADER 06673aac 2200601 n 450 001 9910557652503321 005 20240128230648.0 010 $a80-210-9758-2 024 7 $a10.5817/CZ.MUNI.M210-9758-2021 035 $a(CKB)4100000012793611 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/79442 035 $a(MiAaPQ)EBC6913594 035 $a(ceeol)ceeol1108940 035 $a(CEEOL)1108940 035 $a(oapen)doab79442 035 $a(Au-PeEL)EBL6913594 035 $a(OCoLC)1305841319 035 $a(EXLCZ)994100000012793611 100 $a20232406d2021 ||g | 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 1 $aReal World Learning in Outdoor Environmental Education Programs, The Practice from the Perspective of Educational Research$fJan ?in?era 205 $a1st ed. 210 $aBrno [Czech Republic] $cMasarykova univerzita nakladatelství$d2021 215 $a1 electronic resource (194 p.) 311 08$a80-210-9757-4 327 $aIntro -- Prázdná stránka -- ABSTRACT -- CONTENTS -- 1 INTRODUCTION: OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS - BRIDGING THEORY AND PRACTICE -- 1.1 OUTDOOR ENVIRONMENTAL EDUCATION IN THE CONTEMPORARY WORLD -- 1.2 LEARNING IN THE REAL WORLD: HOW WE STARTED OUR JOURNEY -- 1.3 LEARNING THROUGH RESEARCH: HOW OUR JOURNEY CONTINUED -- 1.4 ABOUT THE COLORS: WHAT PROGRAMS GUIDED OUR RESEARCH -- 1.4.1 The Yellow Program -- 1.4.2 The Green Program -- 1.4.3 The Orange Program -- 1.4.4 The Blue Program -- 1.4.5 The White Program -- 1.5 THE DATA BEHIND THIS BOOK -- 2 PEOPLE, PLACE, AND THE PROGRAM: EXTERNAL FACTORS THAT INFLUENCE THE EFFECTIVENESS OF OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS -- 2.1 INTRODUCTION -- 2.2 STUDENTS LEARN, STUDENTS SHAPE -- 2.3 TEACHERS AND LEADERS: THE ADULTS TO BE FOLLOWED? -- 2.4 THE ROLE OF PLACE -- 2.5 PROGRAM DESIGN -- 2.6 CONCLUSION -- 3 POWER AND EMPOWERMENT IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS -- 3.1 INTRODUCTION: THE QUESTION OF POWER-SHARING -- 3.2 POWER: TO EXERT OR TO EMPOWER? -- 3.3 THE CHILDREN OR THE ADULTS: HOW MUCH STUDENT AUTONOMY IS GOOD? -- 3.4 THE ADULTS AND THE ADULTS: WHO IS IN CHARGE? -- 3.4.1 The Teachers and the Leaders: Opportunities for Cooperation, Sources of Tension -- 3.4.2 The Designers, the Leaders, and the Parents in the Background -- 3.5 CONCLUSION -- 4 FRAMING OUTDOOR EXPERIENCES IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS -- 4.1 INTRODUCTION -- 4.2 FRAMES MATTER -- 4.3 FRAMES IN OUTDOOR ENVIRONMENTAL EDUCATION -- 4.4 FRAMES IN PRACTICE -- 4.5 CONCLUSION -- 5 VALUES IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS: BETWEEN EDUCATION AND ADVOCACY -- 5.1 VALUES ARE CONTROVERSIAL - AND NECESSARY -- 5.2 THE THEORY OF UNIVERSAL VALUES AND ITS IMPLICATIONS -- 5.3 VALUES EDUCATION AND ENVIRONMENTAL EDUCATION -- 5.4 VALUES IN OUTDOOR ENVIRONMENTAL EDUCATION PRACTICE. 327 $a5.4.1 Value-Free Outdoor Environmental Education -- 5.4.2 Pluralistic Outdoor Environmental Education -- 5.4.3 Normative Outdoor Environmental Education and the Issue of Inculcation -- 5.4.4 Does Normativity Matter? -- 5.5 CONCLUSION -- 6 EXPERIENTIAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS: A SOURCE OF LEARNING AND CONFUSION -- 6.1 INTRODUCTION -- 6.2 WHAT MATTERS IS WHAT THE TEACHERS BELIEVE -- 6.3 EXPERIENTIAL LEARNING AS REFLECTED IN OUTDOOR PROGRAM LEADERS' PERSONAL THEORIES AND IN THEIR PRACTICE -- 6.3.1 The Theory of Authentic Learning -- 6.3.2 The Theory of Transformative Experiences -- 6.3.3 The Theory of Supportive Experiences -- 6.4 CONCLUSION -- 7 CONCEPTUAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS -- 7.1 INTRODUCTION -- 7.2 THE ROLE OF CONCEPTUAL LEARNING -- 7.3 CONCEPTUAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION: WHAT DO STUDENTS LEARN? -- 7.4 CONCEPTUAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION: HOW DO PROGRAM LEADERS TEACH? -- 7.4.1 Learning Models for Conceptual Change -- 7.4.2 Supporting Conceptual Learning in Outdoor Programs -- 7.5 CONCLUSION -- 8 OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS FROM THE PERSPECTIVEOF THE PARTICIPATING STUDENTS AND THE ACCOMPANYING TEACHERS -- 8.1 INTRODUCTION -- 8.2 WHY TEACHERS CHOOSE PARTICULAR OUTDOOR PROGRAMS AND WHAT STUDENTS LIKE ABOUT THEM -- 8.3 STUDENTS, TEACHERS, AND THE OUTDOOR PROGRAM -- 8.3.1 The Outdoor Program as Experiential Learning -- 8.3.2 The Outdoor Program as a Social Game -- 8.3.3 The Outdoor Program as a Nature Experience -- 8.4 CONCLUSION -- 9 DISCUSSION AND CONCLUSION: WEAVING THE THREADS TOGETHERJAN -- 9.1 INTRODUCTION -- 9.2 THE CROSSROADS AND THE THREADS -- 9.2.1 The Question of Aims, the Question of Perspective -- 9.2.2 The Distribution of Power in Outdoor Programs -- 9.2.3 The Significance of Strong Experiences in Outdoor Programs. 327 $a9.2.4 Framing the Learning Experience in Outdoor Programs -- 9.2.5 Values Education in Outdoor Programs -- 9.2.6 Learning in Outdoor Environmental Education -- 9.3 CONCLUSION -- ACKNOWLEDGEMENTS -- APPENDIX 1 THE RESEARCH METHODOLOGY APPLIED IN THE PROJECT: AN OVERVIEW OF THE INSTRUMENTS -- REFERENCES -- FIGURES AND TABLES. 330 $aThis book analyzes the theoretical frameworks shaping the practice of outdoor environmental education programs. For the analyses, the authors applied the Real World Learning Model that defines the quality criteria for this kind of practice. They also further examined the Model from the perspectives of relevant theory and research, as well as from the perspectives of program leaders, accompanying teachers, and participating students. Specifically, the authors selected five programs, all three to five days long, offered by Czech outdoor environmental education centers for students in the 3rd to 7th grades and focused on shaping students? environmental values and behavior. 606 $aEnvironmental geography 606 $aApplied Geography 606 $aSchool education 606 $aMethodology and research technology 606 $aEnvironmental interactions 606 $aPedagogy 615 0$aEnvironmental geography. 615 0$aApplied Geography 615 0$aSchool education 615 0$aMethodology and research technology 615 0$aEnvironmental interactions 615 0$aPedagogy 700 $a?in?era$b Jan$f1973-$01780798 712 02$aCentral and Eastern European Online Library 801 0$bceeol 801 1$bceeol 906 $aBOOK 912 $a9910557652503321 996 $aReal World Learning in Outdoor Environmental Education Programs, The Practice from the Perspective of Educational Research$94305222 997 $aUNINA