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[null,"1.","Record Nr.",null,"UNISA990006018390203316"]
[null,null,"Autore",null,"BARTOLINI, Francesco <1942- >"]
[null,null,"Titolo",null,"L' amministrazione di sostegno nell'interpretazione della giurisprudenza : il bilancio del primo decennio di applicazione ... / Claudio Tagliaferri ; prefazione di Paolo Cendon : guida operativa dopo il D.L.vo n. 154 del 28 dicembre 2013"]
[null,null,"Pubbl/distr/stampa",null,"Piacenza, : CELT, 2015"]
[null,null,"ISBN",null,"978-88-6689-553-4"]
[null,null,"Edizione",null,"[3. ed.]"]
[null,null,"Descrizione fisica",null,"405 p. ; 24 cm"]
[null,null,"Collana",null,"Tribuna Juris , Diritto di famiglia"]
[null,null,"Disciplina",null,"344.450324"]
[null,null,"Soggetti",null,"Minorati - Assistenza - Legislazione"]
[null,null,"Collocazione",null,"XXV.1.D. 148"]
[null,null,"Lingua di pubblicazione",null,"Italiano"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910787632803321"]
[null,null,"Autore",null,"Lewis William E"]
[null,null,"Titolo",null,"Cracking the Common Core [[electronic resource] ] : Choosing and Using Texts in Grades 6-12"]
[null,null,"Pubbl/distr/stampa",null,"New York, : Guilford Publications, 2009"]
[null,null,"ISBN",null,"1-4625-1318-2"]
[null,null,"Descrizione fisica",null,"1 online resource (256 p.)"]
[null,null,"Disciplina",null,"808.0420712"]
[{"$nulls":4},"808/.0420712"]
[null,null,"Soggetti",null,"English language -- Composition and exercises -- Study and teaching (Secondary)"]
[{"$nulls":4},"Language arts (Secondary) -- Curricula -- United States"]
[{"$nulls":4},"Language arts (Secondary) -- Standards -- United States"]
[{"$nulls":4},"English language - Study and teaching (Secondary) - Composition and exercises - United States"]
[{"$nulls":4},"Language arts (Secondary) - Curricula - United States"]
[{"$nulls":4},"Language arts (Secondary) - Standards"]
[{"$nulls":4},"Education"]
[{"$nulls":4},"Social Sciences"]
[{"$nulls":4},"Theory & Practice of Education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,"Nota di contenuto",null,"Cover; Half Title Page; Title Page; Copyright Page; Dedication; About the Authors; Foreword; Preface; Contents; Chapter 1. Embracing the Common Core; A Brief Description of the CCSS Initiative; Why Embrace the Standards?; Necessary Changes Related to the Standards; The CCSS: Their Format and Implications for Instruction; Chapter 2. Understanding Adolescent Readers; The Scope of the Challenge; Defining Adolescent Literacy; A Time of Change; Motivating Adolescents to Read; Take-Away Suggestions; Chapter 3. Understanding Challenging Texts; Seminal Works in the Disciplines"]
[{"$nulls":4},"Quantitative Measures of Text DifficultyQualitative Measures of Text Difficulty; Readers and Texts; A Possible Process for Choosing and Using Texts; Final Thoughts; Chapter 4. Designing Challenging Text Sets; An Expanded Understanding of Content-Area Texts; A Word about \"Texts\"; Text Representation Theory; Building Background Knowledge through Intertextual Connections; The Quad Text Set in Action: An "]
[{"$nulls":4},"Example from ELA; The Quad Text Set in Action: An Example from History/Social Studies; The Quad Text Set in Action: An Example from Science; Final Thoughts"]
[{"$nulls":4},"Chapter 5. Building Background KnowledgeWhat Is Background Knowledge and How Do We Get It?; Moving to Instruction; Teaching Technical Vocabulary; Strategies for Previewing; Incorporating Writing; Final Thoughts; Chapter 6. Supporting Students during Reading; Choosing a Stance for Adolescent Readers; Recent Large-Scale Efforts; Rationale for Collaboration; Reading Guides; Peer-Assisted Learning Strategies; Reciprocal Teaching; Jigsawed Text Sets; Making Accommodations; Final Thoughts; Chapter 7. Implementing High-Quality Discussions after Reading; Common Core Requirements for Discussion"]
[{"$nulls":4},"Characteristics of an Effective DiscussionWho's in Control?; Reciprocal Questioning; Reciprocal Teaching; Questioning the Author; Collaborative Reasoning; Discussion Web; Devil's Advocate; Final Thoughts; Chapter 8. Text-Based Writing to Support Understanding; Barriers to Text-Based Writing; Why Text-Based Writing-and Why Me?; Writing Activities That Work; Summary Writing; Argumentative Writing; Final Thoughts; Chapter 9. Research in the Content Areas; A Short History of Research in the Content Areas; \"Real Research\"; Data Collection Tools; Data Analysis Tools; Data Evaluation Tools"]
[{"$nulls":4},"Data Sharing ToolsA Word about Collaboration as a Tool of Inquiry; Final Thoughts; Chapter 10. Leading for Change; Changing or Tweaking; Barriers; Creating a Specific Vision; Gathering the Resources Your Vision Demands; Final Thoughts: Making It All Make Sense; Appendix 1. Text Set Examples from English Language Arts; Appendix 2. Text Set Examples from History/Social Studies; Appendix 3. Text Set Examples from Science; References; Index"]
[null,null,null,"Sommario/riassunto","This book guides teachers in grades 6-12 to strategically combine a variety of texts--including literature, informational texts, and digital sources--to meet their content-area goals and the demands of the Common Core State Standards (CCSS). It presents clear-cut ways to analyze text complexity, design challenging text sets, and help students get the most out of what they read. Provided are practical instructional ideas for building background knowledge, promoting engagement, incorporating discussion and text-based writing, and teaching research skills. Appendices offer sample unit plans"]
[null,"3.","Record Nr.",null,"UNINA9910616367203321"]
[null,null,"Autore",null,"Emde Boas P. van"]
[null,null,"Titolo",null,"Analyzing the Logic of Sun Tzu in “The Art of War”, Using Mind Maps / / by Peter van Emde Boas, Ghica van Emde Boas, Kaibo Xie, Bonan Zhao"]
[null,null,"Pubbl/distr/stampa",null,"Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022"]
[null,null,"ISBN",null,"981-19-6250-2"]
[null,null,"Edizione",null,"[1st ed. 2022.]"]
[null,null,"Descrizione fisica",null,"1 online resource (416 pages)"]
[null,null,"Collana",null,"Logic in Asia: Studia Logica Library, , 2364-4621"]
[null,null,"Disciplina",null,"371.320973"]
[null,null,"Soggetti",null,"Logic"]
[{"$nulls":4},"Historical linguistics"]
[{"$nulls":4},"Historical Linguistics"]
[{"$nulls":4},"History of China"]
[{"$nulls":4},"Lògica"]
[{"$nulls":4},"Processament de dades"]
[{"$nulls":4},"Llibres electrònics"]
[{"$nulls":4},"China History"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Introduction -- Sun Tzu and the Art of War -- Diagramming Ancient Text -- The Making of a Mind Map -- Logic -- Patterns -- Conditional Sentences -- The Linguistic Perspective -- Game Theory and Strategic Thinking -- The Mind Mapping Perspective -- Start Planning -- Waging War -- Planning Attack -- Tactical Dispositions -- Energy -- Weak Points and Strong -- Contending -- Nine Variations -- The Army on the March -- Terrain -- The Nine Situations -- The Attack by Fire -- The Use of Spies -- List of All Patterns -- Translations of The Art of War."]
[null,null,null,"Sommario/riassunto","The book you have just opened is probably unlike anything you have ever read so far. It offers you a path to direct contact with “The Art of War”, the masterpiece of Sun Tzu, a classical theorist of warfare in Ancient China. This book examines an ancient Chinese work on strategy and warfare: Sun Tzu, “The Art of War”, from the perspectives of logic, mathematics, and computer science. Sun Tzu’s book has been studied and translated many times before, with viewpoints from historians, military- and business strategists, philosophers, and in the context of modern computer strategy games. This book takes a new "]
[{"$nulls":4},"approach to study this 2500-year-old text. It uses modern mind mapping techniques to show a new dimension that uncovers meaning and structure not easily seen before. Mind maps are semantic diagrams of related concepts: they are used in this book in a restricted form, defined as Text Tree Mind Maps. A chapter covering the theoretical side of diagramming ancient text, explains the making of the mind maps used in this book and why showing old text in this way is so useful. ."]
[null,"4.","Record Nr.",null,"UNINA9910682535503321"]
[null,null,"Autore",null,"Holford John"]
[null,null,"Titolo",null,"Lifelong Learning, Young Adults and the Challenges of Disadvantage in Europe / / edited by John Holford, Pepka Boyadjieva, Sharon Clancy, Günter Hefler, Ivana Studená"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2023"]
[null,null,"ISBN",null,"9783031141096"]
[{"$nulls":4},"3031141091"]
[null,null,"Edizione",null,"[1st ed. 2023.]"]
[null,null,"Descrizione fisica",null,"1 online resource (XXXVIII, 467 p. 27 illus.)"]
[null,null,"Collana",null,"Palgrave Studies in Adult Education and Lifelong Learning, , 2524-6321"]
[null,null,"Classificazione",null,"EDU002000EDU031000EDU034000EDU040000SOC026000"]
[null,null,"Disciplina",null,"370"]
[{"$nulls":4},"374.94"]
[null,null,"Soggetti",null,"Education"]
[{"$nulls":4},"Education and state"]
[{"$nulls":4},"Educational sociology"]
[{"$nulls":4},"Professional education"]
[{"$nulls":4},"Vocational education"]
[{"$nulls":4},"Education Policy"]
[{"$nulls":4},"Educational Policy and Politics"]
[{"$nulls":4},"Sociology of Education"]
[{"$nulls":4},"Professional and Vocational Education"]
[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","Includes index."]
[null,null,"Nota di contenuto",null,"Part I Lifelong Learning for an Inclusive and Vibrant Europe -- Lifelong Learning, the European Union, and the Social Inclusion of Young Adults: Rethinking Policy -- Bounded Agency in Policy and Action: Empowerment, Agency and Belonging -- Part II Policies, Programmes and Participation -- Vulnerability in European Lifelong Learning Policies 1992-2018: Seeing Young People as a Problem to be Fixed? -- Participation in Adult Learning: System Characteristics and Individuals’ Experiences -- Participation of Vulnerable Young Labour Market Groups in Job-Related Training: The Effect of Macro-Structural and Institutional Characteristics -- Gender Gaps in Participation in Adult Education in Europe: Examining Factors and Barriers -- Adult Education as a Pathway to Empowerment: Challenges and Possibilities -- Governing Adult Learning through Influencing Public Debate: How the "]
[{"$nulls":4},"Media use PIAAC Data in Denmark, Italy and the United Kingdom -- Policy, Practice and Praxis: Computer-Aided Decision Support to Enable Policy Making in Lifelong Learning -- Part III Young Adults’ Learning in the Workplace and Beyond -- The Interplay of Organisational and Individual Bounded Agency in Workplace Learning: A Framework Approach -- Working and Learning in the Retail Sector: A Cross-Country Comparative View -- Organisational and Individual Agency in Workplace Learning in the European Metal Sector -- Work and Learning in the Adult Education Sector: A Cross Country Comparative View -- Speaking Up: How Early Career Workers Engage in Fighting for Better Working Conditions by Joining Youth-Led Social Movement Organisations -- Early Career Workers’ Agency in the Workplace: Learning And Beyond in Cross-Country Comparative Perspective -- Part IV Conclusion -- Adult Education, Learning Citizens, andthe Lessons of Enliven."]
[null,null,null,"Sommario/riassunto","This open access book challenges international policy ‘groupthink’ about lifelong learning. Adult learning – too long a servant of business competitiveness – should be reimagined as central to democratic society. Young adults, especially from disadvantaged backgrounds, engage more in education and training, and learn more day-to-day at work, if provision is democratically organised and based on enduring and inclusive institutional networks, and when jobs encourage and reward the acquisition of skills. Using innovative qualitative and quantitative methods, the contributors develop a critical perspective on dominant policies, investigating – across the European Union and Australia – how ‘vulnerable’ young adults experience programmes designed to improve their ‘employability’, and how ‘skills for jobs’ policies squeeze out wider – and wiser – ideas of what education and training should do. Chapters show why some provision works for those with poor educational backgrounds, why labour market and educational institutions matter so much, how adult education can empower and expand people’s agency, and the challenges of using artificial intelligence in lifelong learning policy-making. Several investigate the pivotal role of workplace learning in organisational life, and in learning during ‘emerging adulthood’. Important comparative studies of workplace learning in the metals, retail and adult education sectors show the role of management, trade unions and social movements in young adults’ learning."]