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[null,"1.","Record Nr.",null,"UNINA9910786556003321"]
[null,null,"Autore",null,"Bruce Steve <1954->"]
[null,null,"Titolo",null,"Scottish Gods : religion in modern Scotland, 1900-2012 / / Steve Bruce [[electronic resource]]"]
[null,null,"Pubbl/distr/stampa",null,"Edinburgh : , : Edinburgh University Press, , 2014"]
[null,null,"ISBN",null,"0-7486-8290-2"]
[null,null,"Descrizione fisica",null,"1 online resource (x, 244 pages) : digital, PDF file(s)"]
[null,null,"Disciplina",null,"274.11"]
[null,null,"Soggetti",null,"Religion and culture - History - 20th century - Scotland"]
[{"$nulls":4},"Religion and culture - Scotland - History - 20th century"]
[{"$nulls":4},"Religion and culture"]
[{"$nulls":4},"Religion"]
[{"$nulls":4},"HISTORY / Europe / Western"]
[{"$nulls":4},"Scotland Religion 20th century"]
[{"$nulls":4},"Scotland Religion 21st century"]
[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","Title from publisher's bibliographic system (viewed on 02 Oct 2015)."]
[null,null,"Nota di contenuto",null,"Title page; Copyright; Contents; Preface; Acknowledgements; Tables; CHAPTER 1 The Cast List; CHAPTER 2 Three Islands Compared; CHAPTER 3 Scots Catholic Growth; CHAPTER 4 The Irony of Catholic Success; CHAPTER 5 Scotland Orange and Protestant; CHAPTER 6 The Post-war Kirk; CHAPTER 7 Serious Religion in a Secular Culture; CHAPTER 8 From Community to Association: The New Churches; CHAPTER 9 Tibetans in a Shooting Lodge; CHAPTER 10 The English on the Moray Riviera; CHAPTER 11 Scots Muslims; CHAPTER 12 Sex and Politics; Addendum: Scotland's Religion, 2011; Statistical Appendix; Index"]
[null,null,null,"Sommario/riassunto","Steve Bruce explores Scotland's transformation from the largely devout Presbyterian country of 1900, with the church as a major social force, to the diverse, more secular society of today, when less than 10 per cent of Scots attend church. He bases his study on a career's worth of historical, ethnographic and statistical research, to provide both a coherent description of Scotland's current religious complexion and a considered explanation of the forces that shaped it. Scottish Gods is both a fascinating summary of over a century of religious and cultural change, and a searing analysis of the state of religion in Scotland today by one of our leading social historians."]
[null,"2.","Record Nr.",null,"UNINA9910484451403321"]
[null,null,"Titolo",null,"Developing Sustainability Competences Through Pedagogical Approaches : Experiences from International Case Studies / / edited by Rodrigo Lozano, Maria Barreiro-Gen"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021"]
[null,null,"ISBN",null,"3-030-64965-2"]
[null,null,"Edizione",null,"[1st ed. 2021.]"]
[null,null,"Descrizione fisica",null,"1 online resource (284 pages) : illustrations"]
[null,null,"Collana",null,"Strategies for Sustainability, , 2452-1582"]
[null,null,"Disciplina",null,"333.7071"]
[null,null,"Soggetti",null,"Environmental education"]
[{"$nulls":4},"Sustainability"]
[{"$nulls":4},"Science - Social aspects"]
[{"$nulls":4},"Education, Higher"]
[{"$nulls":4},"Environmental and Sustainability Education"]
[{"$nulls":4},"Science and Technology Studies"]
[{"$nulls":4},"Higher Education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Chapter 1-Introduction -- Chapter 2-Sustainability in curricula-assessment tools, competences, pedagogical approaches, and frameworks, and the methods used in the case studies -- Chapter 3-Central University of Technology (CUT), South Africa -- Chapter 4-European University of Lefke, North Cyprus -- Chapter 5-Nyíregyháza University, Hungary -- Chapter 6-Open University, Portugal -- Chapter 7-Universidad Autonoma de Madrid, Spain -- Chapter 8-Universidade de a Coruña -- Chapter 9-Universidad de Ciencieas Aplicadas y Politicas Ambientales -- Chapter 10-Universidad de Las Américas Puebla, México -- Chapter 11-University of Belgrade, Serbia -- Chapter 12-University of Gävle, Sweden -- Chapter 13-University of Helsinki, Finland -- Chapter 14-University of Parma, Italy -- Chapter 15-University of Zaragoza, Spain -- Chapter 16-Warsaw University of Technology, Poland -- Chapter 17-Conclusions-synthesing curricula contribution to sustainability, sustainability competences, and pedagogical approaches."]
[null,null,null,"Sommario/riassunto","This book is aimed at developing sustainability competences through pedagogical approaches by comparing 15 case studies from 12 "]
[{"$nulls":4},"countries in 4 continents (Africa, America, Australia, and Europe) analysing how Sustainable Development (SD) is being taught in their courses, which competences are being developed, and which pedagogical approaches are being used to develop the competences. The book brings together practice-based original research on the connection between developing sustainability competences and the pedagogical approaches used, utilizing a framework aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. Compared to previous works addressing SD in education, which often mostly cover tools for improving the sustainability of campus operations, this approach uses assessment tools to uniquely focus on how courses and programmes (i.e. curricula) incorporate SD. Through the case studies, readers will learn about how the 3 major groups of pedagogical approaches have been used: (1) Universal, meaning broadly applicable pedagogies that have been used in many disciplines and contexts; (2) Community and social justice, which are pedagogies developed specifically for use in addressing social justice and community-building; and (3) Environmental education, which are pedagogies emerging from environmental sciences and environmental education practices. ."]