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Figuerola Institute of Social Science History$d2018 210 1$aMadrid, Spain :$cDykinson, S. L.,$d[2018] 210 4$d©2018 215 $a1 recurso en li?nea (273 pa?ginas) 225 1 $aHistoria de las Universidades 300 $aContiene i?ndice. 311 $a84-9148-738-7 320 $aContiene bibliografi?a. 330 $aEn esta obra, dedicada a explorar los significados del objeto científico educativo, se han contemplado diversos factores. Primero, se ha tenido en cuenta la influencia de las políticas educativas en el establecimiento de condiciones formales y materiales que permitieran la consolidación de un determinado modelo de enseñanza científico-técnica en España. Segundo, se ha examinado la influencia de la industria en las representaciones de la ciencia y de la técnica, las cuales circulaban junto con los instrumentos por diferentes países con patrones culturales análogos. A estos elementos se ha sumado otro que constituye el motivo central de la obra: el examen de las contribuciones y modificaciones que realizaban los educadores en los procesos de asimilación de esos objetos estandarizados en los centros. Así, para llevar a cabo una aproximación a estas aportaciones y a su dinámica se han analizado no solo elementos relativos al conocimiento explícito (los manuales y las instrucciones de manejo de los aparatos) sino de manera más atenta los que proporcionan evidencias sobre el conocimiento tácito y sobre las interacciones de los docentes con los materiales. A estas interpretaciones personales de los objetos científicos, dependientes de los contextos de trabajo, se unían los valores que los aparatos contribuían a transmitir mediante su uso o construcción: entre otros, la utilidad tecnológica y social de la ciencia, la existencia de estándares universales en el conocimiento de la naturaleza, la precisión, la objetividad y la creatividad. 606 $aScience$xStudy and teaching (Secondary) 606 $aTechnical education 610 $aHistoria de la educación 610 $aEnseñanza secundaria 610 $aEpistemología del conocimiento práctico 610 $aPrácticas educativas 610 $aUniversidades 610 $aPolíticas educativas en España 610 $aHistoria 610 $aInstrumentos científicos demostrativos 610 $aEnseñanza científica y técnica 615 0$aScience$xStudy and teaching (Secondary) 615 0$aTechnical education. 676 $a370.946 700 $aGuijarro Mora$b Vi?ctor$01439009 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910346791603321 996 $aArtefactos y accio?n educativa$93601254 997 $aUNINA LEADER 01819nam 2200493 450 001 9910792635003321 005 20170509164146.0 035 $a(CKB)3710000001024777 035 $a(MiAaPQ)EBC4791149 035 $a(DLC) 2017002347 035 $a(EXLCZ)993710000001024777 100 $a20170118h20172017 uy| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aArgument realisation in complex predicates and complex events $everb-verb constructions at the syntax-semantic interface /$fedited by Brian Nolan, Elke Diedrichsen 210 1$aAmsterdam ;$aPhiladelphia :$cJohn Benjamins Publishing Company,$d[2017] 210 4$d©2017 215 $a1 online resource (464 pages) $cillustrations (some color) 225 1 $aStudies in language companion series,$x0165-7763 ;$vvolume 180 311 $a90-272-5945-3 311 $a90-272-6612-3 320 $aIncludes bibliographical references and index. 410 0$aStudies in language companion series ;$vv. 180. 606 $aGrammar, Comparative and general$xVerb phrase 606 $aGrammar, Comparative and general$xAugmentatives 606 $aGrammar, Comparative and general$xSyntax 606 $aConstruction grammar 615 0$aGrammar, Comparative and general$xVerb phrase. 615 0$aGrammar, Comparative and general$xAugmentatives. 615 0$aGrammar, Comparative and general$xSyntax. 615 0$aConstruction grammar. 676 $a415/.6 702 $aNolan$b Brian$f1952- 702 $aDiedrichsen$b Elke 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910792635003321 996 $aArgument realisation in complex predicates and complex events$93808224 997 $aUNINA LEADER 04020oam 22006134a 450 001 996309079803316 005 20230921200706.0 010 $a90-485-3291-4 035 $a(CKB)4100000009194733 035 $a(OAPEN)1005807 035 $a(OCoLC)1181851996 035 $a(MdBmJHUP)muse78673 035 $a(DE-B1597)535266 035 $a(OCoLC)1111662128 035 $a(DE-B1597)9789048532919 035 $a(MiAaPQ)EBC6637575 035 $a(Au-PeEL)EBL6637575 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/32935 035 $a(MiAaPQ)EBC30793562 035 $a(Au-PeEL)EBL30793562 035 $a(EXLCZ)994100000009194733 100 $a20200723e20202019 uy 0 101 0 $aeng 135 $auuuuu---auuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aHorizontal Learning in the High Middle Ages$ePeer-to-Peer Knowledge Transfer in Religious Communities /$fedited by Micol Long, Tjamke Snijders, and Steven Vanderputten 205 $a1st ed. 210 $aAmsterdam$cAmsterdam University Press$d2019 210 1$aBaltimore, Maryland :$cProject Muse,$d2020 210 4$d©2020 215 $a1 online resource (280 p.) 225 0 $aKnowledge communities ;$v7 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tTable of Contents --$tAcknowledgments --$t1. Introduction /$rLong, Micol / Vanderputten, Steven --$t2. Communal Learning and Communal Identities in Medieval Studies /$rSnijders, Tjamke --$t3. Condiscipuli Sumus /$rLong, Micol --$t4. Ut Fiat Aequalitas /$rGiraud, Cédric --$t5. Truth as Teaching /$rDiehl, Jay --$t6. Making Space for Learning in the Miracle Stories of Peter the Venerable /$rSaurette, Marc --$t7. Teaching through Architecture /$rPatrick Kinsella, Karl --$t8. Men and Women in the Life of the Schools /$rJaeger, C. Stephen --$t9. Heloise's Echo /$rHellemans, Babette --$t10. Forms of Transmission of Knowledge at Saint Gall (Ninth to Eleventh Century) /$rD'Acunto, Nicolangelo --$t11. Horizontal Learning in Medieval Italian Canonries /$r?enocak, Neslihan --$t12. Concluding Observations /$rSteckel, Sita --$tBibliography --$tIndex 330 $aThe history of medieval learning has traditionally been studied as a vertical transmission of knowledge from a master to one or several disciples. *Horizontal Learning in the High Middle Ages: Peer-to-Peer Knowledge Transfer in Religious Communities* centres on the ways in which cohabiting peers learned and taught one another in a dialectical process - how they acquired knowledge and skills, but also how they developed concepts, beliefs, and adapted their behaviour to suit the group: everything that could mold a person into an efficient member of the community. This process of 'horizontal learning' emerges as an important aspect of the medieval learning experience. Progressing beyond the view that high medieval religious communities were closed, homogeneous, and fairly stable social groups, the essays in this volume understand communities as the product of a continuous process of education and integration of new members. The authors explore how group members learned from one another, and what this teaches us about learning within the context of a high medieval community. 410 0$aKnowledge communities (Amsterdam, Netherlands) ;$v7. 606 $aLearning and scholarship$zEurope$xHistory$yMedieval, 500-1500 606 $aEducation, Medieval 610 $aLearning, education, medieval culture, medieval religious history. 615 0$aLearning and scholarship$xHistory 615 0$aEducation, Medieval. 676 $a370.902 700 $aLong$b Micol$4edt$0620713 702 $aVanderputten$b Steven 702 $aSnijders$b Tjamke$f1981- 702 $aLong$b Micol 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a996309079803316 996 $aHorizontal Learning in the High Middle Ages$93558804 997 $aUNISA LEADER 03732nam 22008055 450 001 9910254885803321 005 20240322080344.0 010 $a9781137471338 010 $a1137471336 024 7 $a10.1057/9781137471338 035 $a(CKB)3710000000653543 035 $a(SSID)ssj0001669009 035 $a(PQKBManifestationID)16461481 035 $a(PQKBTitleCode)TC0001669009 035 $a(PQKBWorkID)13261130 035 $a(PQKB)10738059 035 $a(DE-He213)978-1-137-47133-8 035 $a(MiAaPQ)EBC4716853 035 $a(PPN)224234560 035 $a(Perlego)3499298 035 $a(EXLCZ)993710000000653543 100 $a20160126d2016 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aFree Money for All $eA Basic Income Guarantee Solution for the Twenty-First Century /$fby Mark Walker 205 $a1st ed. 2016. 210 1$aNew York :$cPalgrave Macmillan US :$cImprint: Palgrave Macmillan,$d2016. 215 $a1 online resource (XI, 249 p.) 225 1 $aExploring the Basic Income Guarantee,$x2662-3811 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9781137471321 311 08$a1137471328 311 08$a9781349561254 311 08$a1349561258 320 $aIncludes bibliographical references and index. 327 $aBasic income guarantee -- Paying for basic income guarantee -- Fulltime capitalism : basic income guarantee as a dividend from state capital -- Capitalism : consequentialism versus rights -- Peace, robots, and technological unemployment -- Basic income guarantee happiness -- Basic income guarantee freedom -- A basic income guarantee future -- Concluding unscientific postscript -- . 330 $aA basic income guarantee (BIG) is a payment by the federal government to all adult citizens. This book uses the United States as its model and sets the minimum income at $10,000 USD. Free Money for All seeks to show that not only is a basic income guarantee a feasible model for public policy, it is a morally attractive proposal. In this exciting new volume, Walker argues that BIG promotes three positive outcomes - social stability, gross national happiness, and gross national freedom - unlike alternate proposals such as socialism, laissez-faire capitalism, and the traditional welfare state. He uses a philosophical perspective to defend BIG against the claim that the promotion of social goals egregiously infringes the requirements of justice. 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