LEADER 01255cam0-22004331i-450- 001 990000251850403321 005 20050524094313.0 010 $a0-387-90029-2 035 $a000025185 035 $aFED01000025185 035 $a(Aleph)000025185FED01 035 $a000025185 100 $a20020821d1971----km-y0itay50------ba 101 0 $aeng 102 $aUS 105 $ay-------001yy 200 1 $a<>course in computational probability and statistics$fWalter Freiberger, Ulf Grenander 210 $aNew York [etc.]$cSpringer-Verlag$d1971 215 $axii, 153 p.$d26 cm 225 1 $aApplied mathematical sciences$v6 610 0 $aProbabilità 610 0 $aStatistica 610 0 $aMetodi computazionali dell'economia e della statistica 676 $a519 700 1$aFreiberger,$bWalter$012279 701 1$aGrenader,$bUlf$0346277 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990000251850403321 952 $aMXXI-B-10$b2595$fMAS 952 $a09 042-014$b3054$fDINAE 952 $a18-130$b8283$fFI1 952 $aC-33-(6$b11955$fMA1 959 $aDINAE 959 $aFI1 959 $aMA1 959 $aMAS 996 $aCourse in computational probability and statistics$9117967 997 $aUNINA LEADER 07577nam 2200493 450 001 9910554874303321 005 20211006222541.0 010 $a1-119-81793-5 010 $a1-119-81794-3 035 $a(CKB)4100000011788754 035 $a(MiAaPQ)EBC6510117 035 $a(Au-PeEL)EBL6510117 035 $a(OCoLC)1241447489 035 $a(EXLCZ)994100000011788754 100 $a20211006d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aAccessibility or reinventing education /$fedited by Serge Ebersold 210 1$aHoboken, New Jersey :$cJohn Wiley and Sons Inc,$d[2021] 210 4$d©2021 215 $a1 online resource (254 pages) $cillustrations 300 $aIncludes index. 311 $a1-78945-011-X 327 $aCover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction -- PART 1 Accessibility as a Societal Imperative -- 1 The Accessibility Imperative: Outlines and Implications -- 1.1. Introduction -- 1.2. Accessibility, or school as a social protection vector -- 1.3. Accessibility, an imperative focused on the ergonomization of practices -- 1.3.1. Preventing vulnerabilities through a universal approach to accessibility -- 1.3.2. An integrated approach to accessibility targeting the fight against educational failure -- 1.3.3. A corrective approach to accessibility aimed at restoring school legitimacy -- 1.4. An ergonomization of practices related to the fight against institutional discrimination -- 1.5. Accessibility, or the advent of new forms of normativity -- 1.6. Conclusion -- 1.7. References -- 2 Inclusion and Accessibility: 50 Years of Change -- 2.1. Introduction -- 2.2. Developing a continuum of support for promoting accessible learning environments -- 2.3. Developing accessible learning environments -- results of international case studies -- 2.3.1. Recognizing and planning for diversity -- 2.3.2. Using evaluation for improvement -- 2.3.3. Professional development of staff -- 2.3.4. External support services -- 2.3.5. Within-school services -- 2.3.6. Co-operation between schools -- 2.3.7. Parental and community involvement -- 2.3.8. Whole-school development organization and management strategies -- 2.3.9. Curriculum development -- 2.3.10. Classroom organization -- 2.4. Promoting accountable education systems supporting accessible learning environments -- 2.5. Conclusion -- 2.6. References -- 3 Accessibility Requirements and Evaluation Policies -- 3.1. Introduction -- 3.2. New governance of education systems based on performance and social justice -- 3.3. Evaluation: intellectual movements and political discourse. 327 $a3.4. Assessment policies and the accessibility imperative -- 3.5. Conclusion -- 3.6. References -- PART 2 How Do Schools Meet the Accessibility Imperative? -- 4 Educational Accessibility: A Catalyst for Innovative Practices -- 4.1. Introduction -- 4.2. The heuristics of innovative teaching practices -- 4.2.1. The catalytic potential of innovative forces and practices -- 4.3. School environments and the pedagogical imperative of accessibility -- 4.3.1. The grouping of learners -- 4.3.2. The grouping of professionals -- 4.3.3. The planning of learning and its collocation over time -- 4.3.4. Pedagogies and assessment practices -- 4.4. Collaboration and accessibility: beyond "mainstream" and "special" -- 4.4.1. An emergency condition -- 4.5. References -- 5 School Form and Pedagogical and Didactic Accessibilization -- 5.1. Introduction -- 5.2. Characteristics of the school form -- 5.3. Practical ways of making school situations more accessible -- 5.3.1. Study aid gestures -- 5.3.2. The use of digital tools -- 5.3.3. Pedagogical and didactic adaptations -- 5.4. Elements for reflection on a model of analysis of teachers' gestures and postures with a view to accessibilization -- 5.5. Conclusion -- 5.6. References -- 6 The Contribution of ICT to Accessible Learning Environments -- 6.1. Introduction -- 6.2. Clarifications on the terminology -- 6.3. ICT to develop accessible learning environments - more than a purchasing decision -- 6.4. Embedding ICT in educational organizations to promote accessible learning environments -- 6.5. The transformation of teaching -- 6.6. Learners becoming accountable for their learning -- 6.7. Conclusion -- 6.8. References -- 7 The Reconfiguration of the Teaching Profession within the Dynamics of Accessibility -- 7.1. Introduction -- 7.2. From the "special" professional to the educational accessibility professional. 327 $a7.3. A new professionalism that reconfigures teaching legitimacy -- 7.4. New dimensions of the profession -- 7.5. Teachers' requests and concerns -- 7.6. Conclusion: new issues, new questions -- 7.7. References -- PART 3 Accessibility, or Reconfiguration of Academic Difficulties -- 8 Modes of Accessibilization and the Redefinition of Schooling in Accessibility -- 8.1. Introduction -- 8.2. Accessibility as a source of democratization through compensatory policies? -- 8.3. Accessibility as a source of efficiency and equity, in the name of combating exclusion? -- 8.4. Accessibility as a source of inclusion, to maximize opportunities? -- 8.4.1. A profusion of categories and devices -- 8.4.2. An individualizing and essentializing reading of school productions -- 8.4.3. Transformation of the curriculum and school culture -- 8.5. Conclusion -- 8.6. References -- 9 Externalized Teaching Units: A Tool for Making School Institutions More Accessible? -- 9.1. Introduction -- 9.2. Making the school environment more accessible through subcontracting -- 9.3. Hierarchical access to the facility -- 9.4. Conclusion -- 9.5. References -- 10 Social Figures of Allophony, Approaches to Accessibility and Social Inequalities -- 10.1. Introduction -- 10.2. Two approaches to accessibility: a dual staging of school legitimacy -- 10.3. The principles of justice underlying the various approaches to school accessibility -- 10.4. Conclusion: accessibilization strategies as a source of educational inequalities -- 10.5. References -- 11 The Grammar of Accessibility -- 11.1. Introduction -- 11.2. Access as social visibility -- 11.2.1. Access as "taking part" -- 11.2.2. Access as "being part" -- 11.2.3. Access as "acting on" -- 11.2.4. Access as a "sense of existing" -- 11.3. Accessibility as social legibility -- 11.3.1. A finalist approach to the concept of accessibility. 327 $a11.3.2. A procedural approach to the concept of accessibility -- 11.3.3. An ergonomic approach to the concept of accessibility -- 11.4. The concept of accessibilization as social legitimacy -- 11.4.1. Accessibilization refers to the institutional legitimization of facilities -- 11.4.2. Accessibilization builds upon the legitimization of the schooling process -- 11.4.3. Accessibilization results from the driving force of conventions -- 11.4.4. Accessibilization is correlated with agents' art of creating -- 11.5. Conclusion -- 11.6. References -- List of Authors -- Index -- EULA. 606 $aChildren with disabilities$xEducation 606 $aEducational equalization 608 $aElectronic books. 615 0$aChildren with disabilities$xEducation. 615 0$aEducational equalization. 676 $a379.26 702 $aEbersold$b Serge 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910554874303321 996 $aAccessibility or reinventing education$92818246 997 $aUNINA LEADER 00834nam a22002411i 4500 001 991002721969707536 005 20030801090519.0 008 030925s1970 gr a||||||||||||||||gre 035 $ab12329514-39ule_inst 035 $aARCHE-037705$9ExL 040 $aBiblioteca Interfacoltà$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a881 100 1 $aRitsos, Giannes$0444474 245 13$aTo parathyro /$cGiannes Ritsos 250 $a2. ekd. 260 $aAthena :$bKedros,$c1970 300 $a16 p. :$bill. ;$c25 cm 907 $a.b12329514$b02-04-14$c08-10-03 912 $a991002721969707536 945 $aLE002 Busta B 47/15$g1$i2002000773562$lle002$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i12730117$z08-10-03 996 $aParathyro$9160457 997 $aUNISALENTO 998 $ale002$b08-10-03$cm$da $e-$fgre$ggr $h3$i1 LEADER 04062nam 22006375 450 001 996543164403316 005 20231206232936.0 010 $a3-8394-6172-3 024 7 $a10.1515/9783839461723 035 $a(CKB)27588459700041 035 $a(DE-B1597)634590 035 $a(DE-B1597)9783839461723 035 $a(MiAaPQ)EBC7268868 035 $a(EXLCZ)9927588459700041 100 $a20230808h20232023 fg 101 0 $ager 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aRessource »Schriftträger« $eMaterielle Praktiken der Literatur zwischen Verschwendung und Nachhaltigkeit /$fhrsg. von Sergej Rickenbacher, Yashar Mohagheghi, Martin Bartelmus 210 1$aBielefeld : $ctranscript Verlag, $d[2023] 210 4$d©2023 215 $a1 online resource (304 p.) 225 0 $aLettre 311 $a9783837661729 327 $tFrontmatter -- $tInhalt -- $tZur Poetologie, Ökonomie und Ökologie der Ressource »Schriftträger« -- $tI. Poetologien des Schriftträgers: Zwischen Sprach- und Artefaktmaterialität -- $tCrossreading, Crosswriting, Makulatur-Lektüre -- $tDie Nachhaltigkeit der Prachtausgabe -- $tRessource Müll -- $tPapier als elastisches Medium -- $tII. Agentialität und Affordanz: Schriftträger in Schreibverfahren -- $tLeicht wie Stein -- $tFranz Fühmanns Klebetyposkripte -- $tFreund, Fetisch, Phantasma -- $tIII. Kreisläufe: Recycling, Serialisierung und Zerstörung von Schriftträgern -- $tKosmischer Müll -- $tDas UNIKAT in SERIE -- $tEugenische Publikations-Szene -- $tDas Korpus der Autor*in -- $tIV. Transformationen: Ressourcen und Nachhaltigkeit -- $tErzählstoff Papier -- $tDie Ressourcen der Interlinearversion und der nachhaltige Umgang mit dem Original bei Goethe, Pannwitz und Benjamin -- $t»Papierbedarf: 0,3 Tonnen« -- $tDie Rückkehr des Schriftträgers -- $tAnhang -- $tAbbildungsverzeichnis -- $tAutor*innen 330 $aBeinahe alles kann als Schriftträger dienen. Auch können Bücher wieder zur Grundlage für neue Texte oder Material im Schreibprozess werden. Gleichzeitig sind alle Schriftträger endlich: Sie werden verbraucht, zersetzt oder zerstört. In diesem Zyklus von Entstehen und Vergehen sind Bücher, Hefte, Blätter, Fächer oder Wände nicht nur Medium, sondern die stoffliche Bedingung der Schrift. Die Beiträger*innen plädieren dafür, Schriftträger als Ressourcen zu verstehen. Damit lässt sich ihrer materiellen Existenzweisen, ihren Transformationen sowie den dazugehörigen ökonomischen, ästhetischen und ökologischen Praktiken im Spannungsfeld von Nachhaltigkeit und Verschwendung Rechnung tragen. 606 $aLITERARY CRITICISM / General$2bisacsh 610 $aAesthetics. 610 $aBook. 610 $aCultural History. 610 $aEcology. 610 $aEconomy. 610 $aGerman Literature. 610 $aLiterary Studies. 610 $aLiterature. 610 $aMedium. 610 $aResource. 610 $aSustainability. 615 7$aLITERARY CRITICISM / General. 702 $aAssmann$b David-Christopher, $4ctb$4https://id.loc.gov/vocabulary/relators/ctb 702 $aBartelmus$b Martin, $4ctb$4https://id.loc.gov/vocabulary/relators/ctb 702 $aBartelmus$b Martin, $4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aBasten$b Laura, $4ctb$4https://id.loc.gov/vocabulary/relators/ctb 702 $aBosse$b Anke, $4ctb$4https://id.loc.gov/vocabulary/relators/ctb 702 $aErdmann$b Dominik, $4ctb$4https://id.loc.gov/vocabulary/relators/ctb 702 $aMohagheghi$b Yashar, $4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aRickenbacher$b Sergej, $4edt$4http://id.loc.gov/vocabulary/relators/edt 712 02$aUniversitäts- und Landesbibliothek Düsseldorf$4fnd$4http://id.loc.gov/vocabulary/relators/fnd 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a996543164403316 996 $aRessource »Schriftträger«$93519270 997 $aUNISA