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[null,"1.","Record Nr.",null,"UNINA9910452448403321"]
[null,null,"Titolo",null,"Contested territories [[electronic resource] ] : native Americans and non-natives in the lower Great Lakes, 1700-1850 / / edited by Charles Beatty-Medina and Melissa Rinehart"]
[null,null,"Pubbl/distr/stampa",null,"East Lansing, : Michigan State University Press, c2012"]
[null,null,"ISBN",null,"1-62895-065-X"]
[{"$nulls":4},"1-60917-341-4"]
[null,null,"Descrizione fisica",null,"1 online resource (256 p.)"]
[null,null,"Disciplina",null,"977.00497"]
[null,null,"Soggetti",null,"Indians of North America - Land tenure - Great Lakes Region (North America)"]
[{"$nulls":4},"Indians of North America - First contact with Europeans - Great Lakes Region (North America)"]
[{"$nulls":4},"Indians of North America - Great Lakes Region (North America) - History"]
[{"$nulls":4},"Electronic books."]
[{"$nulls":4},"Great Lakes Region (North America) History"]
[{"$nulls":4},"Great Lakes Region (North America) Race relations"]
[{"$nulls":4},"Great Lakes Region (North America) Politics and government"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Contents; Foreword by Greg O'Brien; Acknowledgments; Introduction by Melissa Rinehart and Charles Beatty-Medina; A Year at Niagara: Negotiating Coexistence in the Eastern Great Lakes, 1763-1764 - Daniel Ingram; \"Foolish Young Men\" and the Contested Ohio Country, 1783- 1795 - Sarah E. Miller; Native American- French Interactions in Eighteenth-Century Southwest Michigan: The View from Fort St. Joseph - Michael S. Nassaney, William M. Cremin, and LisaMarie Malischke; Old Friends in New Territories: Delawares and Quakers in the Old Northwest Territory - Dawn Marsh"]
[{"$nulls":4},"Delawares in Eastern Ohio after the Treaty of Greenville: The Goshen Mission in Context - Amy C. SchuttMiami Resistance and Resilience during the Removal Era - Melissa Rinehart; The Politics of Indian Removal on the Wyandot Reserve, 1817- 1843 - James Buss; Bibliography; Contributors; Index"]
[null,null,null,"Sommario/riassunto","A remarkable multifaceted history, Contested Territories examines a "]
[{"$nulls":4},"region that played an essential role in America''s post-revolutionary expansion-the Lower Great Lakes region, once known as the Northwest Territory. As French, English, and finally American settlers moved westward and intersected with Native American communities, the ethnogeography of the region changed drastically, necessitating interactions that were not always peaceful. Using ethnohistorical methodologies, the seven essays presented here explore rapidly changing cultural dynamics in  the region and reconstruct in engaging"]
[null,"2.","Record Nr.",null,"UNINA9910797371003321"]
[null,null,"Titolo",null,"Diplomacy for the 21st century : embedding a culture of science and technology throughout the department of state / / Committee on Science and Technology Capabilities at the Department of State, Development, Security, and Cooperation, Policy and Global Affairs ; National Research Council of the National Academies"]
[null,null,"Pubbl/distr/stampa",null,"Washington, District of Columbia : , : The National Academies Press, , [2015]"]
[{"$nulls":4},"©2015"]
[null,null,"ISBN",null,"0-309-37314-X"]
[null,null,"Descrizione fisica",null,"1 online resource (190 p.)"]
[null,null,"Soggetti",null,"Science - International cooperation"]
[{"$nulls":4},"Technology - International cooperation"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Front Matter; Preface and Acknowledgments; Contents; Abbreviations and Acronyms; Summary; 1 Introduction; 2 A Rapidly Changing World; 3 A Whole-of-Society Approach in Incorporating Science and Technology into 21st Century Diplomacy; 4 Support of Science and Technology Policies, Programs, and Outreach by U.S. Embassies; 5 Enhancing Organizational and Personnel Capabilities; 6 Findings, Conclusions, and Recommendations; Appendixes; Appendix A: Request for Study from the Department of State; Appendix B: Biographies Of Committee Members"]
[{"$nulls":4},"Appendix C: Interim Recommendations of the Committee (April 2014)Appendix D: The Quadrennial Diplomacy and Development Review, 2011; Appendix E: Issues That Deserve Additional Analyses by Others; Appendix F: Committee Meeting Agendas; Appendix G: Organizations with Extensive International S&T Programs and Activities That Provided Data and Information on Relevant Programs to the Committee; Appendix H: Selected References; Appendix I: Global Investments in Science and Engineering-A Dynamic Landscape; Appendix J: Interagency Challenges Set Forth in the 1999 Report"]
[{"$nulls":4},"Appendix K: International Engagement Activities of the National Science Foundation Appendix L: Environment, Science, Technology, and Health Officers Posted Overseas; Appendix M: Results of Department State's "]
[{"$nulls":4},"Questionnaire to ESTH Officers; Appendix N: Science and Technology Agreements Currently In Force; Appendix O: Regional ESTH Hub Locations and Staffing"]
[null,"3.","Record Nr.",null,"UNINA9910808262303321"]
[null,null,"Autore",null,"El Berhoumi Mathias"]
[null,null,"Titolo",null,"Le Régime Juridique de la Liberté d'enseignement à l'épreuve des Politiques Scolaires / / Mathias El Berhoumi, Hugues Dumont"]
[null,null,"Pubbl/distr/stampa",null,"[Place of publication not identified] : , : Bruylant, , [2013]"]
[{"$nulls":4},"©2013"]
[null,null,"ISBN",null,"2-8027-4325-2"]
[null,null,"Descrizione fisica",null,"1 online resource (1530 p.)"]
[null,null,"Disciplina",null,"378.1213"]
[null,null,"Soggetti",null,"Academic freedom"]
[{"$nulls":4},"Education"]
[{"$nulls":4},"School management and organization"]
[null,null,"Lingua di pubblicazione",null,"Francese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,"Nota di contenuto",null,"Couverture; Titre; Copyright; Préface; Sommaire; Introduction générale; I. L'objet; II. La méthode; III. Le plan; Partie I. La construction du système de liberté d'enseignement; Chapitre 1. De la Révolution à l'unionisme scolaire (179-1842); Section 1. L'enseignement sous les dominations française et hollandaise; Section 2. La consécration de la liberté d'enseignement; Section 3. La première loi organique de l'instruction primaire; Chapitre 2. L'instruction sous l'ère libérale (1842-1884); Section 1. Les équivoques confessionnelles de la loi « Nothomb »; Section 2. La montée des périls"]
[{"$nulls":4},"Section 3. Vers la première guerre scolaireChapitre 3. Pax catholica (1884-1914); Section 1. La contre-attaque catholique; Interlude : l'entrée en scène des socialistes; Section 2. La loi « Schollaert » de 1895; Section 3. Le projet de bon scolaire et l'instruction obligatoire; Chapitre 4. Les prémices de la pacification (1914-1950); Section 1. Statu quo et consolidation sous l'Union sacrée; Section 2. L'âge des coalitions; Section 3. Les compromis des années 40; Chapitre 5. La seconde guerre scolaire (1950-1958); Section 1. Le ministère Harmel; Section 2. Le ministère Collard"]
[{"$nulls":4},"Section 3. Le Pacte scolaireChapitre 6. L'école pacifiée (1958-1988) ?; Section 1. Rationalisation; Section 2. Rénovation; Section 3. Communautarisation; Conclusion de la Partie I; Partie II. Le régime juridique de la liberté d'enseignement et ses évolutions; Titre 1. La liberté organisationnelle; Chapitre 1. Les principes généraux de la "]
[{"$nulls":4},"liberté organisationnelle; Chapitre 2. L'effectivité de la liberté : le droit aux subsides; Chapitre 3. Les corollaires de l'identité philosophique, religieuse ou pédagogique; Conclusion du Titre 1 : que reste-t-il de la liberté organisationnelle ?"]
[{"$nulls":4},"Titre 2. Le libre choixChapitre 1. Les principes généraux du libre choix; Chapitre 2. Le choix d'une école; Chapitre 3. Le choix du cours philosophique; Chapitre 4. L'effectivité du libre choix; Conclusion du Titre 2 : que reste-t-il du libre choix ?; Conclusion de la Partie II; Partie III. Le changement de politique scolaire, cause de l'érosion de la liberté d'enseignement; Titre 1. L'égalité entre les élèves, justification des restrictions de la liberté d'enseignement; Chapitre 1. Les sources matérielles de la dynamique égalitaire"]
[{"$nulls":4},"Chapitre 2. La réalisation de l'égalité entre les élèves par le droitConclusion du Titre 1; Titre 2. Le pilotage, instrument de diminution de la liberté d'enseignement; Chapitre 1. La régulation de l'enseignement selon le modèle consociatif; Interlude. La crise de l'institution scolaire; Chapitre 2. L'enseignement saisi par le droit des politiques publiques; Chapitre 3. Le pilotage et la légalité; Conclusion du Titre 2; Conclusion de la Partie III; Conclusion générale; I. Évaluation de la légalité des restrictions de la liberté d'enseignement"]
[{"$nulls":4},"a) La liberté d'enseignement à la lumière de la jurisprudence constitutionnelle"]
[null,null,null,"Sommario/riassunto","Si les premiers mots de l'article 24 de la Constitution (« L'enseignement est libre ») ont traversé près de deux siècles sans jamais être modifiés, le principe de liberté d'enseignement qu'ils consacrent a connu une évolution remarquable. Les polémiques autour de la règlementation des inscriptions qui, de 2007 à 2010, ont rythmé la vie politique de la Communauté française, sont particulièrement révélatrices des tensions qui entourent ce principe constitutionnel et qui en ont entraîné la mutation. Entre la liberté de choix des parents et la mixité sociale, deux conceptions de l'école s'oppose"]