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[null,"1.","Record Nr.",null,"UNINA9910455810603321"]
[null,null,"Autore",null,"Howe Robert Brian"]
[null,null,"Titolo",null,"Empowering children : children's rights education as a pathway to citizenship / / R. Brian Howe and Katherine Covell"]
[null,null,"Pubbl/distr/stampa",null,"Toronto, [Ontario] ; ; Buffalo, [New York] ; ; London, [England] : , : University of Toronto Press, , 2005"]
[{"$nulls":4},"©2005"]
[null,null,"ISBN",null,"1-4426-8797-5"]
[{"$nulls":4},"0-8020-9523-2"]
[{"$nulls":4},"1-282-02365-9"]
[{"$nulls":4},"1-4426-7438-5"]
[null,null,"Descrizione fisica",null,"1 online resource (256 p.)"]
[null,null,"Disciplina",null,"323.3/520971"]
[null,null,"Soggetti",null,"Children's rights"]
[{"$nulls":4},"Children's rights - Study and teaching"]
[{"$nulls":4},"Citizenship - Study and teaching"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Frontmatter -- Contents -- Acknowledgments -- Chapter One. Denying Children's Rights -- Chapter Two. Fulfilling an Obligation -- Chapter Three. Recognizing Children as Citizens -- Chapter Four. Educating for Citizenship -- Chapter Five. Catching Citizenship -- Chapter Six. Confronting the Challenges -- APPENDIX. The United Nations Convention on the Rights of the Child -- References -- Index"]
[null,null,null,"Sommario/riassunto","Approved by the General Assembly of the United Nations in 1989, the United Nations Convention on the Rights of the Child affirms that children in all countries have fundamental rights, including rights to education. To date, 192 states are signatories to or have in some form ratified the accord. Children are still imperilled in many countries, however, and are often not made aware of their guaranteed rights.In Empowering Children, R. Brian Howe and Katherine Covell assert that educating children about their basic rights is a necessary means not only of fulfilling a country?s legal obligations, but also of advancing education about democratic principles and the practice of citizenship. The authors contend that children?s rights education empowers children as persons and as rights-respecting citizens in democratic "]
[{"$nulls":4},"societies. Such education has a ?contagion effect? that brings about a general social knowledge on human rights and social responsibility.Although there remain obstacles to the implementation of children?s rights in many countries, Howe and Covell argue that reforming schools and enhancing teacher education are absolutely essential to the creation of a new culture of respect toward children as citizens. Their thorough and passionate work marks a significant advance in the field."]
[null,"2.","Record Nr.",null,"UNINA9910504308703321"]
[null,null,"Autore",null,"Volková Bronislava"]
[null,null,"Titolo",null,"Forms of Exile in Jewish Literature and Thought : Twentieth-Century Central Europe and Migration to America / / Bronislava Volková"]
[null,null,"Pubbl/distr/stampa",null,"Academic Studies Press, 2021"]
[{"$nulls":4},"Boston, MA : , : Academic Studies Press, , [2021]"]
[{"$nulls":4},"©2021"]
[null,null,"ISBN",null,"9781644694060"]
[{"$nulls":4},"1644694069"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (120 p.)"]
[null,null,"Disciplina",null,"809.933552"]
[null,null,"Soggetti",null,"Alienation (Philosophy) in literature"]
[{"$nulls":4},"Central European literature - Jewish authors - History and criticism"]
[{"$nulls":4},"Central European literature - 20th century - History and criticism"]
[{"$nulls":4},"Exile (Punishment) in literature"]
[{"$nulls":4},"Exiles in literature"]
[{"$nulls":4},"LITERARY CRITICISM / Jewish"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Frontmatter -- Contents -- Acknowledgements -- Introduction: A General History of Concepts of Exile -- 1. Exile as Expulsion and Wandering: Joseph Roth, Sholem Aleichem, Stefan Zweig -- 2. Exile as Aesthetic Revolt and an Inward Turn: Hugo von Hofmannsthal, Robert Musil, Hermann Broch -- 3. Exile as Social Renewal: Theodor Herzl, Max Nordau -- 4. Exile as Resistance and a Moral Stance: Karl Kraus, Arthur Schnitzler -- 5. Exile as Gender Marginalization and the Independence of the Femme Fatale: Alma Mahler -- 6. Exile as an Escape from Patriarchal Oppression: Franz Werfel -- 7. Exile as Anxiety and Involuntary Memory: Franz Kafka, Sigmund Freud, Marcel Proust, Bruno Schulz -- 8. Exile as Doom and Revenge: Hermann Ungar -- 9. Exile as a Loss of Identity: Saul Friedländer -- 10. Exile as Abandonment: Peter Weiss -- 11. Exile as Bearing Witness: Elie Wiesel -- 12. Exile as Dehumanization: Primo Levi -- 13. Exile as an Awakening of Consciousness: Jiří Weil, Ladislav Fuks, Arnošt Lustig -- 14. Exile as a Feeling of Meaninglessness: Egon Hostovský -- 15. Exile as Transformation and a Will to Meaning: Viktor Frankl, Simon "]
[{"$nulls":4},"Wiesenthal -- Conclusion -- Bibliography -- Index"]
[null,null,null,"Sommario/riassunto","Forms of Exile in Jewish Literature and Thought deals with the concept of exile on many levels-from the literal to the metaphorical. It combines analyses of predominantly Jewish authors of Central Europe of the twentieth century who are not usually connected, including Kafka, Kraus, Levi, Lustig, Wiesel, and Frankl. It follows the typical routes that exiled writers took, from East to West and later often as far as America. The concept and forms of exile are analyzed from many different points of view and great importance is devoted especially to the forms of inner exile. In Forms of Exile in Jewish Literature and Thought, Bronislava Volková, an exile herself and thus intimately familiar with the topic through her own experience, develops a unique typology of exile that will enrich the field of intellectual and literary history of twentieth-century Europe and America."]
[null,"3.","Record Nr.",null,"UNINA9910557883303321"]
[null,null,"Titolo",null,"Edukace žáků se speciálními vzdělávacími potřebami v českém jazyce a literatuře – zaměření na žáky s SPU a zdravotním znevýhodněním, Metodická příručka"]
[null,null,"Pubbl/distr/stampa",null,"Brno [Czech Republic], : Masarykova univerzita nakladatelství, 2020"]
[null,null,"ISBN",null,"80-210-9834-1"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 electronic resource (410 p.)"]
[null,null,"Soggetti",null,"School education"]
[{"$nulls":4},"Educational psychology"]
[{"$nulls":4},"Cognitive psychology"]
[{"$nulls":4},"Developmental psychology"]
[{"$nulls":4},"Personality"]
[{"$nulls":4},"Behaviorism"]
[{"$nulls":4},"Inclusive Education / Inclusion"]
[{"$nulls":4},"Pedagogy"]
[null,null,"Lingua di pubblicazione",null,"Ceco"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Collezione"]
[null,null,"Nota di contenuto",null,"Intro -- Obsah -- Úvod -- 1 TEORETICKÁ ČÁST -- 1.1 Teoretická východiska vzdělávání žáků se speciálními vzdělávacími potřebami -- 1.1.1 Vymezení základní terminologie -- 1.1.1.1 Didaktika českého jazyka a komunikační a slohové výchovy -- 1.1.1.2 Didaktika literární výchovy -- 1.1.1.3 Speciální vzdělávací potřeby (specifické poruchy učení, zdravotní znevýhodnění) -- 1.1.2 Typy specifických poruch učení s ohledem na úspěšnost žáků v českém jazyce a literatuře -- 1.1.2.1 Jazyková, slohová a komunikační výchova -- 1.1.2.2 Literární výchova -- 1.1.3 Typy zdravotního znevýhodnění s ohledem na úspěšnost žáků -- 1.1.3.1 Jazyková, slohová a komunikační výchova -- 1.1.3.2 Literární výchova -- 1.2 Výuka českého jazyka a literatury se zřetelem k cílové skupině -- 1.2.1 Výukové strategie, kompenzační individuální přístupy k žákům se specifickými poruchami učení a zdravotním postižením (znevýhodněním) v českém jazyce a slohové a komunikační výchově -- 1.2.2 Výukové strategie, kompenzační individuální přístupy k žákům se specifickými poruchami učení a zdravotním znevýhodněním v literární výchově -- 1.3 Zpracování konkrétních témat didaktiky českého jazyka a literatury -- 1.3.1 "]
[{"$nulls":4},"Jazyková, slohová a komunikační výchova -- 1.3.1.1 Motivace žáků cílové skupiny k psanému a mluvenému projevu -- 1.3.1.2 Rozšiřování slovní zásoby prostřednictvím zajímavých a netradičních metod vedoucích k souvislému jazykovému projevu -- 1.3.2 Literární výchova -- 1.3.2.1 Překonávání recepčních bariér a zvyšování motivace žáků cílové skupiny ke čtení -- 1.3.2.2 Sdílení čtenářských zážitků (estetických a emočních) jako překonávání komunikačních a sociálních bariér v kolektivu -- 1.3.2.3 Vlastní slovesná tvořivost a její individuální a kolektivní reflexe -- 2 METODICKÉ A ORGANIZAČNÍ ASPEKTY VÝUKY ČESKÉHO JAZYKA A LITERATURY V INKLUZIVNÍ TŘÍDĚ."]
[{"$nulls":4},"2.1 Prostředí realizace metodické intervence -- 2.2 Užívané metody a formy práce ve sledovaném třídním kolektivu -- 2.2.1 Úvodní metodické a informativní poznámky k lekcím -- 2.2.2 Výukové lekce jazykové, slohové a komunikační výchovy -- 2.2.3 Výukové lekce literární výchovy -- 3 VÝZKUMNÁ ČÁST -- 3.1 Výsledky celkového kvantitativního výzkumného šetření -- 3.2 Výsledky výzkumného šetření na škole s metodickou podporou v českém jazyce a literatuře -- 3.3 Závěr -- Závěrečná část -- Summary -- Literatura -- Seznam obrázků -- Jmenný rejstřík -- Věcný rejstřík -- Přílohy."]
[null,null,null,"Sommario/riassunto","The aim of the text is supporting the inclusive education at the first stage of elementary school, a choice of suitable methods and strategies during the lessons of Czech language and literature. It deals with the topic of dyslexia, dysgraphia and dysorthography. The partial part is focused on Asperger syndrome. The main part of the text is consisted of the training lectures of all three parts of the Czech language. The text emphasizes the approaches in terms of which the educational goals are achieved together with the appropriate interaction between the participants of the educational process, the support of independence and creativity. The work describes activities focusing on the development of the key competences and accessing the subject overlap and application in terms of the cross-curricular topics."]