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Digital tools for knowledge construction in the secondary grades / / Michael Blocher
| Digital tools for knowledge construction in the secondary grades / / Michael Blocher |
| Autore | Blocher Michael |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , 2016 |
| Descrizione fisica | 1 online resource (143 p.) |
| Disciplina | 371.33/44678 |
| Soggetto topico |
Education, Secondary - Computer-assisted instruction
Educational technology Student-centered learning |
| ISBN | 1-4758-2848-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents; Preface; Introduction; Part 1: Foundations; Chapter 1: Perspective; Chapter 2: Instructional Strategies; Chapter 3: Standards and Assessment; Part 2: Digital Tools for Learning; Chapter 4: Technology Operations; Chapter 5: Global Digital Citizenship; Chapter 6: Communication and Collaboration; Chapter 7: Research, Data Collection, and Analysis; Chapter 8: Creating and Publishing; Chapter 9: Thinking Critically: Solving Problems and Making Decisions; Chapter 10: Digital Games for Learning; Index; About the Author |
| Record Nr. | UNINA-9910798672503321 |
Blocher Michael
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| Lanham, Maryland : , : Rowman & Littlefield, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Digital tools for knowledge construction in the secondary grades / / Michael Blocher
| Digital tools for knowledge construction in the secondary grades / / Michael Blocher |
| Autore | Blocher Michael |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , 2016 |
| Descrizione fisica | 1 online resource (143 p.) |
| Disciplina | 371.33/44678 |
| Soggetto topico |
Education, Secondary - Computer-assisted instruction
Educational technology Student-centered learning |
| ISBN | 1-4758-2848-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents; Preface; Introduction; Part 1: Foundations; Chapter 1: Perspective; Chapter 2: Instructional Strategies; Chapter 3: Standards and Assessment; Part 2: Digital Tools for Learning; Chapter 4: Technology Operations; Chapter 5: Global Digital Citizenship; Chapter 6: Communication and Collaboration; Chapter 7: Research, Data Collection, and Analysis; Chapter 8: Creating and Publishing; Chapter 9: Thinking Critically: Solving Problems and Making Decisions; Chapter 10: Digital Games for Learning; Index; About the Author |
| Record Nr. | UNINA-9910814293103321 |
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Blocher Michael
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| Lanham, Maryland : , : Rowman & Littlefield, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Flipped instruction : breakthroughs in research and practice / / Information Resources Management Association
| Flipped instruction : breakthroughs in research and practice / / Information Resources Management Association |
| Pubbl/distr/stampa | Hershey, PA : , : Business Science Reference, , [2017] |
| Descrizione fisica | 1 online resource (ix, 446 pages) : illustrations |
| Disciplina | 371.39 |
| Collana |
Critical explorations
Gale eBooks |
| Soggetto topico |
Student-centered learning
Active learning Blended learning |
| Soggetto non controllato |
Educational technologies
Flexible learning Hybrid teaching Online learning environments Student engagement Teacher education |
| ISBN |
9781522518044
9781522518037 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Student rates of outside preparation before class discussion of new course topics: a case study of a flipped classroom / Clare A. Francis -- Blending face-to-face and technology: implementing flipped K-12 classrooms / Philip G. Pulley -- Strategies to promote pedagogical knowledge interplay with technology / Prince Hycy Bull, Gerrelyn C. Patterson -- The acrobatics of flipping: reorienting the learning experience of the first accounting course / David Starr-Glass -- Employing active learning and the flipped classroom model in developing countries: opportunities and challenges / Ajlan M. Alshehri -- Active learning strategies for online and blended learning environments / Cynthia Cummings [and 3 others] -- Pedagogical rationale for flipped learning and digital technology in second language acquisition / Edo Forsythe -- Flipped instruction for language learning / Hilda Galvez -- Academic writing in the flipped EFL classroom: a case study on student engagement in Oman / Afef Ahmed Gasmi, Michael Thomas -- Integrating recent CALL Innovations into flipped instruction / Edo Forsythe -- Studies of flipping classes with Asian students / John Paul Loucky -- Motivating and empowering students' language learning in flipped integrated English classes / John Paul Loucky -- Gain time and differentiate to meet student needs in university learning environments: a flipped learning approach / Lauren Beth Rosen, Magara Maeda, Natalia Roberts --
Flipped university classrooms: using technology to enable sound pedagogy / Michael Sankey, Lynne Hunt -- Harnessing technology to help students reveal an authentic research process: pictorial and video research steps / Lisa Beckelhimer -- Designing a flipped classroom in a higher/teacher education context in the Caribbean / Jacqueline A. Morris, Ayles-Anne Wilson -- Evaluating the "flipped" face to face classroom and the online classroom in teacher education / Lori Severino, Mary Jean Tecce DeCarlo -- Flipping the constitutional law classroom: engaging first year law students in active learning / Julia L. Ernst -- Ideation to execution: flipping an undergraduate pre-calculus course to create significant learning experiences / Denise Natasha Brewley, Priya Shilpa Boindala, Jennifer L. Sinclair -- Hybrid, online, and flipped classrooms in health science: enhanced learning environments / Lynda Tierney Konecny -- Student-driven education with flipped learning and 20-time / Thomas F. Driscoll III, Katherine A. Petty -- The flipped approach: past research, practical applications, and experiences in K-12 science and math classrooms / Meghan Bagby -- The flipped model in an advanced placement United States history course / Ronald H. Kotlik -- Global kitchen project: promoting healthy eating habits and developing 21st century skills among children through a flipped classroom model / Melda N. Yildiz, Altagracia Petela, Brianne Mahoney. |
| Record Nr. | UNINA-9910159445103321 |
| Hershey, PA : , : Business Science Reference, , [2017] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Flipped learning : gateway to student engagement. / / Jonathan Bergmann and Aaron Sams
| Flipped learning : gateway to student engagement. / / Jonathan Bergmann and Aaron Sams |
| Autore | Bergmann Jonathan |
| Pubbl/distr/stampa | Eugene, Oregon ; ; Washington, District of Columbia : , : International Society for Technology in Education, , [2014] |
| Descrizione fisica | 1 online resource (xii, 169 pages) : illustrations |
| Disciplina | 371.394 |
| Soggetto topico |
Student-centered learning
Active learning |
| ISBN | 1-56484-539-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910793353203321 |
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Bergmann Jonathan
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| Eugene, Oregon ; ; Washington, District of Columbia : , : International Society for Technology in Education, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Flipped learning : gateway to student engagement. / / Jonathan Bergmann and Aaron Sams
| Flipped learning : gateway to student engagement. / / Jonathan Bergmann and Aaron Sams |
| Autore | Bergmann Jonathan |
| Pubbl/distr/stampa | Eugene, Oregon ; ; Washington, District of Columbia : , : International Society for Technology in Education, , [2014] |
| Descrizione fisica | 1 online resource (xii, 169 pages) : illustrations |
| Disciplina | 371.394 |
| Soggetto topico |
Student-centered learning
Active learning |
| ISBN | 1-56484-539-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910817113903321 |
|
Bergmann Jonathan
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||
| Eugene, Oregon ; ; Washington, District of Columbia : , : International Society for Technology in Education, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From entitlement to engagement : affirming millennial students' egos in the higher education classroom / / Dave S. Knowlton, Kevin Jack Hagopian, editors
| From entitlement to engagement : affirming millennial students' egos in the higher education classroom / / Dave S. Knowlton, Kevin Jack Hagopian, editors |
| Pubbl/distr/stampa | San Francisco : , : Jossey-Bass, , [2013] |
| Descrizione fisica | 1 online resource (114 p.) |
| Disciplina | 374 |
| Altri autori (Persone) |
KnowltonDave S
HagopianKevin Jack |
| Collana | New directions for teaching and learning |
| Soggetto topico |
Active learning
Education, Higher - Aims and objectives Student-centered learning Generation Y - Education (Higher) |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-77003-X
1-118-77008-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Contents; From the Series Editor; About This Publication; About This Volume; Editors' Notes; Purpose of This Volume; Theoretical Frame of This Volume; Overview of the Chapters in This Volume; Theory and Empiricism.; Practice and Application.; Conclusion; 1: Rethinking the Structural Architecture of the College Classroom; Entitlement in the Professorial Psyche; The Foundations of Entitlement in Classrooms; The Psychological Architecture of Conventional Classrooms; Rigid Demarcation.; Regulatory Thinking.; A Checklist for Structuring an Ego-Engaged Classroom
Acknowledge That Entitlement Cuts Two Ways.Be Comfortable with "Why Do We Need to Know This?"; Understand That Classroom Form also Functions as Content.; Rethink Disciplinary Thinking.; Accept Student Discomfort.; Aim for Relevance, Not Intellectual Ease.; Transforming Entitlement into Engagement; 2: Navigating the Paradox of Student Ego; Ego Entitlement as Closed Aloofness; Behavioral and Psychological Definitions.; Causes and Influences of Ego Entitlement.; Ego Engagement as Opened Allowing; State of Being.; Process.; Do Professors Have Ownership in Perpetuating Ego Entitlement? Guidelines for Leveraging Student Ego in the ClassroomPromote Students as the Source of Ego-Engaged Learning.; Broaden Habits of Mind Beyond Comfort Zones.; Focus on the Spiritual.; Conclusion; 3: What Students Say about Their Own Sense of Entitlement; Focus Group Participants and Format; Customer Service and Consumer Mentality; Classroom Environment, Rules, and Courtesy; The Role of the Student; The Role of the Professor; Implications for the Classroom; 4: The Syllabus: A Place to Engage Students' Egos; Tone and Style; Plain and Direct Language.; Friendliness.; Humility.; Conceptual Unity Syllabus Introduction.Course Objectives.; Grading.; Creating Early-Semester Engagement with the Syllabus; Conclusion; 5: Facilitating Class Sessions for Ego-Piercing Engagement; Require and Grade Participation; Learn and Use Students' Names; Invoke the Orienting Reflex; Inject Humor.; Be Provocative.; Correct Common Belief.; Conclusion; 6: Immersion in Political Action: Creating Disciplinary Thinking and Student Commitment; Introduction; Millennial Students, Immersive Activities, and Nursing; The Political Activities Assignment; Assignment Initiation.; Process-Based Planning. Written Documentation and Reflection.Assignment Outcomes.; Implications of Immersion Assignments; 7: Selves, Lives, and Videotape: Leveraging Self-Revelation through Narrative Pedagogy; Digital Stories to Build a Collective Understanding of Culture; Assignment Overview.; Office Meetings and Consultations.; Commenting on Drafts.; Production.; Screening.; Narrative Pedagogy across the Higher Education Curriculum; Conclusion; 8: Activating Ego Engagement through Social Media Integration in the Large Lecture Hall; Ubiquitous Technologies in Perspective; Ubiquitous Media in the College Classroom Media-Driven Lectures. |
| Record Nr. | UNINA-9910452532503321 |
| San Francisco : , : Jossey-Bass, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From entitlement to engagement : affirming millennial students' egos in the higher education classroom / / Dave S. Knowlton, Kevin Jack Hagopian, editors
| From entitlement to engagement : affirming millennial students' egos in the higher education classroom / / Dave S. Knowlton, Kevin Jack Hagopian, editors |
| Pubbl/distr/stampa | San Francisco : , : Jossey-Bass, , [2013] |
| Descrizione fisica | 1 online resource (114 p.) |
| Disciplina | 374 |
| Altri autori (Persone) |
KnowltonDave S
HagopianKevin Jack |
| Collana | New directions for teaching and learning |
| Soggetto topico |
Active learning
Education, Higher - Aims and objectives Student-centered learning Generation Y - Education (Higher) |
| ISBN |
1-118-77003-X
1-118-77008-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Contents; From the Series Editor; About This Publication; About This Volume; Editors' Notes; Purpose of This Volume; Theoretical Frame of This Volume; Overview of the Chapters in This Volume; Theory and Empiricism.; Practice and Application.; Conclusion; 1: Rethinking the Structural Architecture of the College Classroom; Entitlement in the Professorial Psyche; The Foundations of Entitlement in Classrooms; The Psychological Architecture of Conventional Classrooms; Rigid Demarcation.; Regulatory Thinking.; A Checklist for Structuring an Ego-Engaged Classroom
Acknowledge That Entitlement Cuts Two Ways.Be Comfortable with "Why Do We Need to Know This?"; Understand That Classroom Form also Functions as Content.; Rethink Disciplinary Thinking.; Accept Student Discomfort.; Aim for Relevance, Not Intellectual Ease.; Transforming Entitlement into Engagement; 2: Navigating the Paradox of Student Ego; Ego Entitlement as Closed Aloofness; Behavioral and Psychological Definitions.; Causes and Influences of Ego Entitlement.; Ego Engagement as Opened Allowing; State of Being.; Process.; Do Professors Have Ownership in Perpetuating Ego Entitlement? Guidelines for Leveraging Student Ego in the ClassroomPromote Students as the Source of Ego-Engaged Learning.; Broaden Habits of Mind Beyond Comfort Zones.; Focus on the Spiritual.; Conclusion; 3: What Students Say about Their Own Sense of Entitlement; Focus Group Participants and Format; Customer Service and Consumer Mentality; Classroom Environment, Rules, and Courtesy; The Role of the Student; The Role of the Professor; Implications for the Classroom; 4: The Syllabus: A Place to Engage Students' Egos; Tone and Style; Plain and Direct Language.; Friendliness.; Humility.; Conceptual Unity Syllabus Introduction.Course Objectives.; Grading.; Creating Early-Semester Engagement with the Syllabus; Conclusion; 5: Facilitating Class Sessions for Ego-Piercing Engagement; Require and Grade Participation; Learn and Use Students' Names; Invoke the Orienting Reflex; Inject Humor.; Be Provocative.; Correct Common Belief.; Conclusion; 6: Immersion in Political Action: Creating Disciplinary Thinking and Student Commitment; Introduction; Millennial Students, Immersive Activities, and Nursing; The Political Activities Assignment; Assignment Initiation.; Process-Based Planning. Written Documentation and Reflection.Assignment Outcomes.; Implications of Immersion Assignments; 7: Selves, Lives, and Videotape: Leveraging Self-Revelation through Narrative Pedagogy; Digital Stories to Build a Collective Understanding of Culture; Assignment Overview.; Office Meetings and Consultations.; Commenting on Drafts.; Production.; Screening.; Narrative Pedagogy across the Higher Education Curriculum; Conclusion; 8: Activating Ego Engagement through Social Media Integration in the Large Lecture Hall; Ubiquitous Technologies in Perspective; Ubiquitous Media in the College Classroom Media-Driven Lectures. |
| Record Nr. | UNINA-9910790547403321 |
| San Francisco : , : Jossey-Bass, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From entitlement to engagement : affirming millennial students' egos in the higher education classroom / / Dave S. Knowlton, Kevin Jack Hagopian, editors
| From entitlement to engagement : affirming millennial students' egos in the higher education classroom / / Dave S. Knowlton, Kevin Jack Hagopian, editors |
| Pubbl/distr/stampa | San Francisco : , : Jossey-Bass, , [2013] |
| Descrizione fisica | 1 online resource (114 p.) |
| Disciplina | 374 |
| Altri autori (Persone) |
KnowltonDave S
HagopianKevin Jack |
| Collana | New directions for teaching and learning |
| Soggetto topico |
Active learning
Education, Higher - Aims and objectives Student-centered learning Generation Y - Education (Higher) |
| ISBN |
1-118-77003-X
1-118-77008-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Contents; From the Series Editor; About This Publication; About This Volume; Editors' Notes; Purpose of This Volume; Theoretical Frame of This Volume; Overview of the Chapters in This Volume; Theory and Empiricism.; Practice and Application.; Conclusion; 1: Rethinking the Structural Architecture of the College Classroom; Entitlement in the Professorial Psyche; The Foundations of Entitlement in Classrooms; The Psychological Architecture of Conventional Classrooms; Rigid Demarcation.; Regulatory Thinking.; A Checklist for Structuring an Ego-Engaged Classroom
Acknowledge That Entitlement Cuts Two Ways.Be Comfortable with "Why Do We Need to Know This?"; Understand That Classroom Form also Functions as Content.; Rethink Disciplinary Thinking.; Accept Student Discomfort.; Aim for Relevance, Not Intellectual Ease.; Transforming Entitlement into Engagement; 2: Navigating the Paradox of Student Ego; Ego Entitlement as Closed Aloofness; Behavioral and Psychological Definitions.; Causes and Influences of Ego Entitlement.; Ego Engagement as Opened Allowing; State of Being.; Process.; Do Professors Have Ownership in Perpetuating Ego Entitlement? Guidelines for Leveraging Student Ego in the ClassroomPromote Students as the Source of Ego-Engaged Learning.; Broaden Habits of Mind Beyond Comfort Zones.; Focus on the Spiritual.; Conclusion; 3: What Students Say about Their Own Sense of Entitlement; Focus Group Participants and Format; Customer Service and Consumer Mentality; Classroom Environment, Rules, and Courtesy; The Role of the Student; The Role of the Professor; Implications for the Classroom; 4: The Syllabus: A Place to Engage Students' Egos; Tone and Style; Plain and Direct Language.; Friendliness.; Humility.; Conceptual Unity Syllabus Introduction.Course Objectives.; Grading.; Creating Early-Semester Engagement with the Syllabus; Conclusion; 5: Facilitating Class Sessions for Ego-Piercing Engagement; Require and Grade Participation; Learn and Use Students' Names; Invoke the Orienting Reflex; Inject Humor.; Be Provocative.; Correct Common Belief.; Conclusion; 6: Immersion in Political Action: Creating Disciplinary Thinking and Student Commitment; Introduction; Millennial Students, Immersive Activities, and Nursing; The Political Activities Assignment; Assignment Initiation.; Process-Based Planning. Written Documentation and Reflection.Assignment Outcomes.; Implications of Immersion Assignments; 7: Selves, Lives, and Videotape: Leveraging Self-Revelation through Narrative Pedagogy; Digital Stories to Build a Collective Understanding of Culture; Assignment Overview.; Office Meetings and Consultations.; Commenting on Drafts.; Production.; Screening.; Narrative Pedagogy across the Higher Education Curriculum; Conclusion; 8: Activating Ego Engagement through Social Media Integration in the Large Lecture Hall; Ubiquitous Technologies in Perspective; Ubiquitous Media in the College Classroom Media-Driven Lectures. |
| Record Nr. | UNINA-9910818620403321 |
| San Francisco : , : Jossey-Bass, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From school delusion to design : subtitle mixed-age groups and values-led transformation / / Peter A. Barnard
| From school delusion to design : subtitle mixed-age groups and values-led transformation / / Peter A. Barnard |
| Autore | Barnard Peter A. |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , [2015] |
| Descrizione fisica | 1 online resource (221 pages) |
| Disciplina | 371.39/4 |
| Soggetto topico |
Tutors and tutoring
Group work in education Ability grouping in education Student-centered learning School improvement programs |
| ISBN |
1-4758-1535-2
1-4758-1536-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | . the way we think we think isn't the way we think we think -- The five disciplines -- Complexity and demand in systems thinking -- A letter, some thoughts, and some math -- The real problem is the way we see the problem -- Problems, purpose, energy, and complexity -- The systems thinking process to seeing -- Background to the checking process -- Counter-intuitive truths and the nature of leverage points -- Learning in loops -- Unlearning and training a school -- Psychology and design for learning -- Psychology as the arbiter of design -- Drawing up a design spec -- Learning from finland and other jurisdictions -- Learning about customers -- Managing the change process: the implementation of vertical tutoring -- The journey from delusion to design. |
| Record Nr. | UNINA-9910788145903321 |
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Barnard Peter A.
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| Lanham, Maryland : , : Rowman & Littlefield, , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From school delusion to design : subtitle mixed-age groups and values-led transformation / / Peter A. Barnard
| From school delusion to design : subtitle mixed-age groups and values-led transformation / / Peter A. Barnard |
| Autore | Barnard Peter A. |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , [2015] |
| Descrizione fisica | 1 online resource (221 pages) |
| Disciplina | 371.39/4 |
| Soggetto topico |
Tutors and tutoring
Group work in education Ability grouping in education Student-centered learning School improvement programs |
| ISBN |
1-4758-1535-2
1-4758-1536-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | . the way we think we think isn't the way we think we think -- The five disciplines -- Complexity and demand in systems thinking -- A letter, some thoughts, and some math -- The real problem is the way we see the problem -- Problems, purpose, energy, and complexity -- The systems thinking process to seeing -- Background to the checking process -- Counter-intuitive truths and the nature of leverage points -- Learning in loops -- Unlearning and training a school -- Psychology and design for learning -- Psychology as the arbiter of design -- Drawing up a design spec -- Learning from finland and other jurisdictions -- Learning about customers -- Managing the change process: the implementation of vertical tutoring -- The journey from delusion to design. |
| Record Nr. | UNINA-9910808375203321 |
|
Barnard Peter A.
|
||
| Lanham, Maryland : , : Rowman & Littlefield, , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
