LEADER 01233nas a2200325 i 4500 001 991002829479707536 005 20231114121017.0 008 011205m19791992riu|| | |eng 022 $a0197-6788 035 $ab11714153-39ule_inst 035 $aPERLE008304$9ExL 040 $aBibl. Dip.le Aggr. Matematica e Fisica - Sez. Matematica$beng 080 $aCDU 51 229 0$aSoviet mathematics. Doklady 245 00$aSoviet mathematics. Doklady /$cAmerican Mathematical Society. - 1979-1992 246 11$aDoklady Akademii nauk SSSR 260 $aProvidence,$c1979-1992 500 $aTraduzione di: Doklady Akademii Nauk SSSR 591 $aCodice CNR: P 00149853 592 $aLE013 1979-1992. 710 2 $aAmerican Mathematical Society$eauthor$4http://id.loc.gov/vocabulary/relators/aut$0289747 740 0 $aSov. Math. Dokl. 780 00$tSoviet mathematics 785 00$tRussian Academy of Sciences. Doklady. Mathematics 907 $a.b11714153$b28-07-15$c08-07-02 912 $a991002829479707536 945 $aLE013$g1$lle013$o-$pE0.00$q-$rn$so $t18$u0$v0$w0$x0$y.i11951771$z08-07-02 996 $aSoviet mathematics. Doklady$91453752 997 $aUNISALENTO 998 $ale013$b01-01-01$cs$da $e-$feng$griu$h0$i1 LEADER 02797nam 2200589Ia 450 001 9910777045703321 005 20230721031231.0 010 $a1-281-07916-2 010 $a9786611079161 010 $a1-84663-577-2 035 $a(CKB)1000000000412535 035 $a(EBL)320648 035 $a(OCoLC)182548912 035 $a(SSID)ssj0000673588 035 $a(PQKBManifestationID)11931836 035 $a(PQKBTitleCode)TC0000673588 035 $a(PQKBWorkID)10659629 035 $a(PQKB)11473493 035 $a(MiAaPQ)EBC320648 035 $a(Au-PeEL)EBL320648 035 $a(CaPaEBR)ebr10196411 035 $a(OCoLC)935266001 035 $a(EXLCZ)991000000000412535 100 $a20000815d2007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aActivity theory and workplace learning$b[electronic resource] /$fguest editors: Yrjo Engestrom and Hannele Kerosuo 210 $aBradford, England $cEmerald Group Publishing$dc2007 215 $a1 online resource (80 p.) 225 0 $aJournal of Workplace Learning ;$v19, no. 6 300 $aDescription based upon print version of record. 311 $a1-84663-576-4 327 $aCover; CONTENTS; Editorial advisory board; From workplace learning to inter-organizational learning and back: the contribution of activity theory; Inter-organizational learning across levels: an object-oriented approach; Workplace learning in the New Zealand apple industry network; Analysing third generation activity systems: labour-power, subject position and personal transformation; E-learning in a large organization 330 $aWorkplace learning and organizational learning as areas of inquiry stem from different and still quite separate disciplinary backgrounds and commitments. Workplace learning has largely emerged as an extension of educational research stepping beyond the confines of schools and other institutions of formal learning. The commitment of studies of workplace learning is commonly pedagogical: improvement of conditions and practices of learning and instruction in work settings. Organizational learning emerged as a sub-field of organization and management studies, trying to find explanatory mechanisms 410 0$aJournal of workplace learning ;$vv. 19, no. 6. 606 $aEmployees$xTraining of 606 $aOccupational training 615 0$aEmployees$xTraining of. 615 0$aOccupational training. 676 $a331.1330973 701 $aEngestrom$b Yrjo$0382118 701 $aKerosuo$b Hannele$01548777 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910777045703321 996 $aActivity theory and workplace learning$93806089 997 $aUNINA