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Acta politica
| Acta politica |
| Pubbl/distr/stampa | Basingstoke, : Palgrave McMillan |
| Descrizione fisica | 1 online resource : illustrations |
| Soggetto topico |
Political science
Politics and government Ciències polítiques |
| Soggetto genere / forma |
Periodicals.
Revistes electròniques. |
| ISSN | 1741-1416 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | dut |
| Record Nr. | UNINA-9910481979803321 |
| Basingstoke, : Palgrave McMillan | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Itinerario
| Itinerario |
| Pubbl/distr/stampa | [Leyden], : [Leiden Centre for the History of European Expansion] |
| Disciplina | 325.305 |
| Soggetto topico |
Colonies - History
Imperialism - History Colonies Imperialism Netherlandish colonies Imperialisme Colònies |
| Soggetto genere / forma |
History
Periodicals. Internet resources. Revistes electròniques. |
| ISSN | 2041-2827 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996426348003316 |
| [Leyden], : [Leiden Centre for the History of European Expansion] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
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Itinerario
| Itinerario |
| Pubbl/distr/stampa | [Leyden], : [Leiden Centre for the History of European Expansion] |
| Disciplina | 325.305 |
| Soggetto topico |
Colonies - History
Imperialism - History Colonies Imperialism Netherlandish colonies Imperialisme Colònies |
| Soggetto genere / forma |
History
Periodicals. Internet resources. Revistes electròniques. |
| ISSN | 2041-2827 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910407552603321 |
| [Leyden], : [Leiden Centre for the History of European Expansion] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Personalized specialty care : value-based healthcare frontrunners from the Netherlands / / Nico van Weert, Jan Hazelzet, editors
| Personalized specialty care : value-based healthcare frontrunners from the Netherlands / / Nico van Weert, Jan Hazelzet, editors |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (VIII, 172 p. 29 illus., 28 illus. in color.) |
| Disciplina | 615.7 |
| Soggetto topico |
Precision medicine
Medicina personalitzada |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-63746-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Personalized care as value-driven care -- Evidence Based Medicine and personalized care -- The IBD coach for person-oriented care -- Onco-geriatric MDO is based on treatment goals of older oncology patients -- I repair: EHealth application in the interest of the patient, healthcare professional and the BV. The Netherlands. a school example of value-driven care! -- Metabolic network for customized prevention and treatment -- Personal attention for the patient in Zorgpad Pituitary tumor -- Value-driven care for chronic kidney damage -- From process improvement aimed at quality and safety to a change process with care providers and patients to achieve personalized care: Radboudumc Basis op Orde -- Care monitor supports outcome-oriented care for patients with head and neck cancer -- Cleft lip and palate -- Turner -- Breast Cancer in the Region with Dashboard / The State of Patient-Centered Breast Cancer Care: an Academic Center's Experience and Perspective -- Pregnancy and childbirth care -- Better experiences of rheumatism patients through value-driven patient journey -- Organizational bed for person-centered care -- Interprofessional learning and working -- With regional funding towards transparent and personalized care. . |
| Record Nr. | UNINA-9910484582503321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Police Conflict Management, Volume I : Challenges and Opportunities in the 21st Century
| Police Conflict Management, Volume I : Challenges and Opportunities in the 21st Century |
| Autore | Staller Mario S |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2024 |
| Descrizione fisica | 1 online resource (458 pages) |
| Disciplina | 363.2 |
| Altri autori (Persone) |
KoernerSwen
ZaiserBenni |
| Soggetto topico |
Gestió de conflictes
Policia |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-41096-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- List of Figures -- List of Tables -- Introduction: Twenty-First-Century Policing-Between Evidence-Based Practice and Reflexivity -- 1 The Project -- 2 A Specific Look at This Volume -- References -- Police Trust and Legitimacy in Modern Societies: Fairness in Interactions as a Key -- 1 Trust in Modern, Complex Societies -- 2 Trust as a Predictor of Legitimacy -- 3 How Can Trust (Building) Be Explained? -- Trust in the Performance of the Police: Effectiveness and Procedural Fairness -- Policing Crowds: Social Identity in Group Contexts -- Policing Marginalised and Vulnerable Groups -- 4 Conclusion -- References -- Danger, Fighting, and Badassness: A Social Systems Perspective on Narratives and Codes in Police Conflict Management -- 1 Introduction -- 2 The Danger Narrative -- 3 The Fighting Narrative -- 4 A Social Systems Perspective on Narratives -- Narratives as Succesful Communcation -- Narratives as System Reproducing Elements -- 5 The Code of Badassness -- 6 Concluding Alternative Observations -- References -- Policing in the Light of Social Dominance Theory and the Social Distance Theory of Power -- 1 Policing as Social Interaction -- 2 An Explanatory Approach to Group-Based Hierarchies: Social Dominance Theory -- The Three Axes of Social Hierarchy -- Empiricism of Inequality -- Mechanisms of Group-Based Dominance Hierarchies -- 3 Social Distance Theory of Power -- Power and Social Distance -- Empiricism of Interaction Design -- Mechanisms of Power: Submission and Violence -- 4 SDT and SDTP: Police Perspectives -- SDTP and the Police -- Problem Analysis -- Potential Solutions -- SDT and Policing -- Problem Analysis -- Potential for Solutions -- 5 Conclusion -- References -- Psychological Aspects of the Use of Firearms by the Police -- 1 Introduction -- 2 Situation -- The Analytical Case of Germany.
Comparison with Europe -- 3 Aspects Prior to the Use of Firearms: Basic and Advanced Training -- 4 Aspects During the Use of Firearms -- Influences on the Decision to Shoot and Decision-Making -- Experiencing the Use of Firearms -- Hitting the Target -- 5 Consequences of the Use of Firearms -- Consequences for Targeted Persons -- Consequences for Shooters -- 6 Problems During the Use of Firearms -- Selectivity with Regard to Targeted Persons -- Unauthorized Use of Firearms -- Unintentional Discharge of Firearms -- Disarming of Police Officers -- Friendly Fire and Collateral Damage -- 7 Conclusion -- References -- Prevalence and Correlates of Violence Against Law Enforcement Officers in the United States: A National Portrait -- 1 Introduction -- The US Context for VAO -- Overall Rates of VAO and Trends Over Time -- Fatalities Against LEOs -- Agency and Community Risk Factors for VAO -- Gaps in the Literature -- 2 Methods -- Agency Survey Methodology and Sample -- Measures -- Incidents and Rates of Violence Against Officers (VAO) -- Incidents and Rates of Officers Shot at by Subjects (OIS) -- Covariates -- Agency Characteristics -- Community Characteristics -- Agency Policies, and Trainings -- Community Policing -- Analysis Plan -- Step 1: Fitting Intercept-Only Models to Determine the Best-Fitting Model Types -- Step 2: Conducting Multiple Imputation -- Step 3: Adding Covariates -- 3 Results -- Descriptive Statistics -- Violence Against Officers -- Subject Shootings of Officers -- 4 Discussion -- 5 Limitations -- 6 Conclusion -- References -- Police Conflict Management and the Phenomenon of Suicide-By-Cop in North America -- 1 Decision-Making and the Police Use of Force -- 2 Suicide-By-Cop -- 3 Why Suicide-By-Cop? -- 4 Research and Suicide-By-Cop -- 5 Suicide During Police Confrontations -- 6 The Police Response to Suicide-By-Cop Encounters. 7 Sentinel Event Reviews -- References -- A Feminist Ethics of Care Approach to De-escalation in Policing -- 1 Introduction -- 2 Women in Policing -- A Brief History -- Explanations for Gender Differences -- 3 A Feminist Approach -- Ethics of Care -- The Feminist Ethics of Care Approach to De-escalation -- 4 Conclusion -- References -- Barriers to Effective De-escalation -- 1 Introduction: Why De-escalate? -- 2 Why De-escalation Is Neither Trained Nor Practiced Sufficiently -- Misconception 1: De-escalation Increases the Risk to Officer Safety -- Misconception 2: De-escalation Requires Collaboration -- 3 Barriers to De-escalation -- Input: How Officers Perceive, Process, and Make Sense of Information -- Action Bias -- Inattentional Bias, Cognitive Tunneling, and Task Fixation -- Attentional Bias, Confirmation Bias, and Availability Bias -- Summary: Input -- Output: How Officers Make Decisions and Act in Naturalistic Environments -- Organizational Context -- De-escalation Training: Lack of Conceptual and Didactical Clarity -- De-escalation Training: Insufficient Time and Resources Allocated -- Summary: Catch-22 -- 4 Conclusion -- References -- Applying the Interpersonal Circumplex Model to De-escalative Communication in Police Services -- 1 Introduction -- 2 The Interpersonal Circumplex Model -- Basic Assumptions of Interpersonal Behaviour -- Measurement of Interpersonal Behaviour -- 3 Discussion -- Mindset -- Police Training -- 4 Conclusion -- References -- The Nonverbal Behavior and Appearance of Police Officers in the Police Service -- 1 Introduction -- 2 Nonverbal Behavior and Appearance -- 3 Effects of Police Officers' Nonverbal Behavior and Appearance When in Service -- Perceptions and First Impressions -- Information Processing and Decision-Making -- Attitudes and Behavior -- Mission Outcomes. 4 Effects of Attributes of Nonverbal Behavior and Appearance on Attitudes and Behavior -- Uniform -- Command and Control Devices -- Hair and Beard Style, Body Modifications, and Body Accessories -- Face -- Vocal Cues -- Body Movements, Gesture and Postures, Proxemics and Touch -- References -- Effective Police Negotiation: Synthesising the Strategies and Techniques that Promote Success Within Hostage or Crisis Situations -- 1 Introduction and Contextual Scene Setting -- 2 What Works When Negotiating with Hostage Takers or Individuals-in-Crisis and Why? Dissecting the Negotiation Process: The Journey to Success -- De-escalation of Intense Emotions -- Theoretical Principles and Research Underpinning the Need to De-escalate Emotions in Crisis Negotiation Contexts -- 3 Relationship/Rapport/Quasi-Therapeutic Alliance Building -- Theoretical Principles and Research Underpinning the Importance of Relationship Building Within Negotiation Contexts -- 4 Behavioural Influence and Behavioural Change -- Theoretical Underpinnings for Behavioural Influence Applied to Negotiation Contexts -- Models of Behaviour Change -- The Psychology of Persuasion -- Principles of Influence and Social Influence Tactics -- 5 Conclusion -- References -- Community Relations and Policing: A Communication Accommodation Theory Perspective -- 1 Police-Community Relations -- 2 Communication Accommodation Theory -- Accommodation -- Nonaccommodation -- 3 Implications -- 4 Conclusion -- References -- Policing Hate Rallies -- 1 Policing Hate Rallies -- 2 Literature Review -- Hate -- Hate Groups -- Hate Rallies -- 3 Three Case Studies -- Phoenix, Arizona -- Portland, Oregon -- Coeur d'Alene, Idaho -- 4 Discussion -- Theory and Research from the Study of Crowds -- Lessons from the Three Case Studies -- 5 Conclusion -- References. Police Conflict Management in South Africa: An Autoethnographic Reconnaissance -- 1 Introduction -- 2 Background -- South Africa's History: The Four Phases -- The Pre-Colonial Phase -- The Colonial Phase -- The Post-Colonial Phase: Apartheid -- The Post-Colonial Phase: Democratic Government -- Notes on the History -- Motivation for the Study -- 3 Description of Method -- Autoethnography as Method -- Why Autoethnography? Choosing Autoethnography as a Research Method for This Study -- The Research Narrative of This Chapter -- Two Genres -- Four Stories, Working Collectively -- Data Collection -- Data Analysis -- 4 The Narratives -- First Story: My Narrative -- Growing Up in Conflict: My Afrikaner Heritage -- Working in Conflict: My Life in the SAP -- Learning about Conflict: Becoming a Policing Acaprac at Unisa -- Working in Conflict Again: My Life in the SAPS -- Being an Independent Policing Pracademic -- Second Story: The Narratives of My Study Associates -- The Personal Dimension Visible in the Stories -- The Interpersonal Dimension of the Stories -- The Organisational Dimension of the Stories -- Ending the Stories -- 5 Insights -- The Emerging Theme -- Contextualising the Emerging Theme: Politics and Policing in Other Research Findings -- 6 Returning to the Research Question: What Have I Learnt? -- 7 Closing with the Fourth Story: Balancing Interwovenness with Reflection -- References -- Police Crowd Management in South Africa: Efforts and Challenges of De-escalation -- 1 Introduction -- 2 Background -- The Need for De-escalation in SA -- Public Order Policing in South Africa -- Regulatory Framework for SAPS -- 3 Methodology -- 4 Findings -- SAPS Response to Address Police Officer Violence when Responding to Protests -- Sympathy for Protestors -- Grasp for First Responder Responsibility -- Deployment of POP Units. SAPS Efforts to Reform Public Order Policing. |
| Record Nr. | UNINA-9910768195903321 |
Staller Mario S
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| Cham : , : Springer International Publishing AG, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Police Conflict Management, Volume II : Training and Education
| Police Conflict Management, Volume II : Training and Education |
| Autore | Staller Mario S |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2024 |
| Descrizione fisica | 1 online resource (430 pages) |
| Disciplina | 363.2 |
| Altri autori (Persone) |
KoernerSwen
ZaiserBenni |
| Soggetto topico |
Policia
Gestió de conflictes Educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-41100-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- List of Figures -- List of Tables -- Introduction: Training and Education for Police Conflict Management -- Reference -- Criteria for the High Quality Training of Police Officers -- 1 Well-Designed Practice Situation -- Realism -- Evoking Desirable Actions by Design -- Self-Efficacy -- 2 Clear Assignment -- 3 High Quality Instruction -- 4 Model Learning -- 5 Variation and Differentiation -- 6 Self-Regulation of the Learning Process -- 7 Constructive, Motivating Feedback -- 8 Conclusion -- References -- Empowering Police Trainers: Introducing the Constraints-Led Approach for the Design of Effective Learning Environments in Police Training -- 1 Pedagogical Demands of Police Training -- 2 Constraints-Led Approach -- Guiding Assumptions and Key Concepts -- Constraints -- Perception-Action Coupling -- Non-Linearity and Non-Identity -- Practical Application -- Representative Learning Design -- Individuality -- Empirical Data -- 3 Conclusion -- References -- Coaching Police Conflict Management -- 1 A Broad Conceptualization of Learning -- 2 Coaching in Police Conflict Management -- 3 A Coaching Model -- Knowledge Dimension 1: Understanding the "Who" -- Knowledge Dimension 2: Understanding the "What" -- Knowledge Dimension 3: Understanding the "How" -- The Functional Relationship Between Learners and Police Trainers -- Expectations and Perceptions of Learners -- Designing Effective Learning Environments in Police Training -- Knowledge Dimension 4: Understanding the "Context" -- Knowledge Dimension 5: Understanding the "Self" -- Knowledge Dimension 6: Understanding the "Process" -- 4 Conclusion -- References -- Sport Psychology Applied to the Tactical Training of Law Enforcement Officers -- 1 Introduction -- 2 Theory and Research -- Sport and Performance Psychology -- Use of Deadly Force -- Medical Errors, Risk, and Decision Making.
3 Training Program Overview -- From Theory to Practice -- Program Overview -- Didactic Training -- High-Fidelity Simulation -- Psychological Debriefing -- Training as Stress Inoculation -- 4 Concluding Comments -- References -- Moral Injury as a Challenge in a Value-Driven Profession: Insights from Ethics for the Education and Training of Police Agents -- 1 Introduction -- 2 The Significance of Moral Injury -- Moral Values, Norms, Judgements, and Ethics -- Moral Injury -- Defining "Moral Distress" -- Defining Moral Injury and the Demarcation from Moral Distress -- Another Demarcation: Moral Injury and PTSD -- Conscience, Moral Conflict, and Moral Dilemma -- Why Do Police Officers Transgress Their Morals At All? -- Conscience as Moral Compass -- Conscience and Difficult Choices -- 3 Ethics: Education and Training -- The Importance of Ethics -- A Key Challenge: What Ethics, and How Taught and Trained? -- An Ethical Framework -- Consequentialism and Utilitarianism -- Deontology -- Virtue Ethics and Stoicism -- Integrating Ethical Insights into One Framework -- Perspectives of Police Organisations' Influence on Moral Injury -- 4 Conclusions -- References -- Martial Arts Myths in Police Use-of-Force Training -- 1 Martial Arts Myths as a Legitimization Strategy -- Zoomorphic Movement -- Anchoring in Geometry -- Genesis "On the Battlefield" -- Mixed Forms and Function -- 2 Martial Arts Myths in Modern Fighting Systems -- The Close Quarter Combat Expert: A Mythical Founder Figure -- "Natural Reflexes": Anthropology Instead of Zoomorphic Movement -- 3 Reference to "Reality": Anchoring in Geometry and "Reality Based" Systems -- SWAT Teams and Navy Seals: Genesis on and Suitability for the Battlefield -- 4 Conclusion -- References. Police Checks and Arrests Escalating into Conflict: Coping Principles and Strategies Taught in Swiss Police Academies Drawn from Research in Social Psychology -- 1 Introduction -- 2 The Identity Attack in the Interaction Between the Police and the Person Being Checked/Arrested -- 3 The Police Officer's Mental Preparation and Approach -- 4 Reducing the "Identity Attack" -- 5 Seek to Establish a Relationship -- 6 De-escalation in the Face of an Aggressive and/or Angry Person -- 7 Facing a Refusal to Comply -- 8 Self-Regulation -- Reattribution -- Self-Instructions -- Timeout -- 9 Discussion -- References -- How Officers Perform and Grow under Stress: Police Training in Virtual Reality -- 1 Introduction -- 2 Conflict Management Behavior under Stress -- 3 Police Training under Stress -- 4 Virtual Reality as a Tool to Leverage Training under Stress -- 5 Conclusion -- References -- Trialogic Interventions: An Innovative Anti-Stigma Module for De-escalation Trainings -- 1 Introduction -- 2 Justification for a Contact-Based Anti-Stigma Intervention in Police Use-of-Force Training -- 3 Empirical Evidence for Contact-Based Anti-Stigma Interventions -- 4 The Trialogue: Co-creation and New Ideas through Encounter and Conversation -- The Origin and Concept of the Trialogic Approach -- Application of Trialogic Interventions -- 5 Trialogic Interventions for Police Officers: Background and Intervention -- Training Part 1: Frequent Diagnoses of Individuals in Crisis -- Training Part 2: Psychosis and Crisis -- Training Part 3: Mania, Depression, and Crisis -- Training Part 4: Borderline Personality Disorder and Crisis -- Training Part 5: The Complexity of the Human Psyche -- Training Part 6: The Experience of Hearing Voices -- Training Part 7: Personal Accounts and Open Discussion -- 6 Experiences: Statements by Participants and Workshop Moderators -- 7 Conclusion. References -- A Practical Guide for Developing De-escalation Training -- 1 Deciding on Which Knowledge, Skills, and Abilities to Target in Training -- Reviews of Internal Materials -- Cognitive Task Analysis -- Community Consultation -- Potential KSAs from Previous Research -- 2 Designing a Training Progression and Implementing Training -- Principle 1: Concept-Case Coupling -- Principle 2: Complexity Preservation -- Principle 3: Case-Proficiency Scaling -- Principle 4: Tough Case Time Compression -- Principle 5: Active Reflection -- Principle 6: Flexibility-Focused Feedback -- Tracking and Updating -- 3 Putting It All Together: Designing a De-escalation Training Programme -- Identifying KSAs to Target -- Designing a Training Progression and Implementing Training -- Scenario Creation -- Active Reflection and Provision of Feedback -- Tracking and Updating -- References -- De-escalation Fundamentals -- 1 Introduction -- 2 Conflict and Conflict Dynamics -- Intra-Psychological, Inter-Personal, and Inter-Group Conflict -- Self-Image, Face, and Ego -- Escalation -- De-escalation -- Path Dependency vs. Non-Linearity -- 3 Levels of Interaction -- Presence -- Body Language -- Verbal Communication -- Paralinguistic Communication -- 4 Authenticity and Congruence -- 5 Self-Concept and Attitude -- Guardian Mindset -- Empathy and Unconditional Commitment to Changing Perspective -- Unconditional Respect -- 6 Conclusion -- References -- Police Hostage and Crisis Negotiation Training: Foci, Protocols, and Best Practice Principles -- 1 Introduction and Chapter Synopsis -- 2 Negotiator Training: Origins and Current Protocols -- 3 Hostage and Crisis Negotiation Training Curricula: What Content Is Covered within Negotiator Training Programmes? -- 4 Hostage and Crisis Negotiation Training Methods: What Methods Are Used and How Are Negotiators Trained?. 5 Best Practice Principles for Negotiator Training: Key Concepts within the Negotiator Training Arena -- Use of Active, Experiential, Scenario-Based Learning/Role-Playing -- Clinical Utility, Clinical Fertility, Ecological Validity, and Responsivity -- The Role of Regular Refresher/Maintenance/Recurrent Training ("Practice Makes Perfect") -- The Importance of Engagement with Regular Continuing Professional Development Opportunities -- Stress Management and Resilience Building for Negotiators -- 6 Salient Constructs/Foci within Contemporary Negotiation Training and Practice -- Advances in Technology and the Use of Communications Media within Negotiations -- The Role and Significance of Mental Health in Negotiation -- References -- Tactical Gaze Control and Visual Attention in Law Enforcement -- 1 Visual Perception and Attention -- 2 Tactical Aspects -- Threat Detection -- Tactical Gaze Control and Visual Attention -- 3 Law Enforcement Training -- 4 Conclusion and Recommendations -- References -- Professional Shooting Tests in South Africa: A Qualitative-Descriptive Study and Critique -- 1 Introduction -- 2 The Scientific Nature of This Study -- 3 Background of Establishing Firearm Shooting Tests -- 4 South Africa's Firearm Categories and the Firearm Users That Must Do Shooting Tests -- 5 Professional PFTC Shooting Tests -- 6 Firearm Training Recognition Levels -- 7 Practical Firearm Competency Training Tests -- Handgun -- Shotgun -- Self-Loading Rifle or Carbine -- Rifle (Manually Operated or Carbine) -- Critique -- 8 Competency Training for Those Working in Law Enforcement -- Handgun Business Purposes -- Shotgun Business Purposes -- Self-Loading Rifle or Carbine Business Purposes -- Manually Operated Rifle or Carbine Business Purposes -- Critique -- 9 South Africa's Professional Firearm Instructors -- 10 PFTC Grading Shoots for Instructors. Handgun (Qualification Shoot). |
| Record Nr. | UNINA-9910799237103321 |
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Staller Mario S
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| Cham : , : Springer International Publishing AG, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Theory and practice : a history of two centuries of Dutch mathematics education / / Harm Jan Smid
| Theory and practice : a history of two centuries of Dutch mathematics education / / Harm Jan Smid |
| Autore | Smid Harm Jan |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (323 pages) |
| Disciplina | 551.48 |
| Collana | International Studies in the History of Mathematics and Its Teaching |
| Soggetto topico |
Mathematics - Study and teaching
Ensenyament de la matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031218736
9783031218729 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Contents -- Contents -- Contents -- List of Abbreviations and Acronyms -- Chapter 1: Introduction -- 1.1 A Short Bibliography of the History of Dutch Mathematics Education -- Chapter 2: Prologue -- 2.1 Primary Schools -- 2.2 Latin Schools -- 2.3 French and Vocational Schools -- 2.4 Societies -- 2.5 Universities and Polytechnics Avant la Lettre -- 2.6 An Exceptional Country -- 2.7 On the Threshold of a New Era -- 2.8 Reform in a European Context -- 2.9 Conclusion -- Chapter 3: The Emergence of Mathematics as a School Topic -- 3.1 Latin Schools 1815-1826 -- 3.1.1 The Decree of 1815 -- 3.1.2 The Teachers -- 3.1.3 Content and Organisation -- 3.1.4 Lesson Plans -- 3.1.5 Textbooks -- 3.1.6 Jacob de Gelder -- 3.1.7 A Conflict at the Latin School of Leiden -- 3.1.8 Towards a Step Forward -- 3.2 Latin Schools 1826-1838 -- 3.2.1 The Decrees of 1826 and 1827 -- 3.2.2 Textbooks and Didactical Publications by Jacob de Gelder -- 3.2.3 The Effect of the Measures -- 3.2.4 Some More Details: Amsterdam, Leiden and Rotterdam -- 3.2.5 Teachers and Didactics -- 3.2.6 Some Form of Teacher Training -- 3.2.7 Conclusion -- 3.3 Latin Schools 1838-1876 -- 3.3.1 The Second Departments -- 3.3.2 The Curricula at the Gymnasia -- 3.3.3 Teachers -- 3.3.4 Textbooks -- 3.3.5 The State Exam and Afterwards -- 3.4 Mathematics Teaching at Other Schools -- 3.4.1 Primary Schools -- 3.4.2 French Schools -- 3.4.3 Vocational Schools -- 3.5 Summary and Analysis -- Chapter 4: The HBS and the New Gymnasia -- 4.1 The First Decades of the HBS -- 4.1.1 The Law on Secondary Education of 1863 -- 4.1.2 The Schools for Secondary Education -- 4.1.3 The Mathematics Curriculum at the HBS -- 4.1.4 Teachers -- 4.1.5 Textbooks -- 4.1.6 Jan Versluys -- 4.1.7 In a Wider Perspective -- 4.2 Reform of Latin Schools -- 4.2.1 The Curriculum -- 4.2.2 Teachers and Textbooks.
4.3 Classical Versus Realistic Education -- 4.3.1 Gymnasia and HBS in a European Context -- 4.3.2 The Prussian Example -- Chapter 5: Stagnation and Reform: Curricula 1900-1968 -- 5.1 A Patchwork of Laws and Schools -- 5.1.1 Lycea -- 5.1.2 HBS-A -- 5.1.3 Extended Primary and Vocational Schools -- 5.1.4 Summary -- 5.2 HBS and Gymnasia in the First Decades of the Twentieth Century -- 5.2.1 Arithmetic -- 5.2.2 Algebra, Geometry and Trigonometry -- 5.2.3 Failed Reform in the HBS -- 5.2.4 Reform at the Gymnasia -- 5.3 The Third and Fourth Decade -- 5.3.1 Eduard Jan Dijksterhuis -- 5.3.2 The Beth-Dijksterhuis Proposals -- 5.3.3 The Reception of the Report -- 5.3.4 The Curriculum of 1937 -- 5.4 After the War -- 5.4.1 The Wimecos Curriculum -- 5.5 Extended Primary Schools and Vocational Schools -- 5.6 Summary and Analysis -- Chapter 6: Teachers, Textbooks and Didactics 1900-1968 -- 6.1 Teachers -- 6.1.1 Teacher Education -- 6.1.2 Teacher Organisations -- 6.1.3 Liwenagel -- 6.1.4 Wimecos -- 6.1.5 Other Organisations -- 6.1.6 An Outsider: The Wiskunde Werkgroep -- 6.2 Journals for Teachers -- 6.2.1 Wiskundig Tijdschrift -- 6.2.2 Euclides -- 6.3 Textbooks and Didactics -- 6.3.1 Pieter Wijdenes -- 6.3.2 Aside from the Mainstream -- 6.3.3 After the War -- Chapter 7: Modern Mathematics -- 7.1 Prelude -- 7.1.1 Van Dantzig -- 7.1.2 Modern Mathematics -- 7.1.3 The Dutch at Royaumont -- 7.2 The CMLW -- 7.2.1 Hans Freudenthal -- 7.2.2 The Early Years of the CMLW -- 7.2.3 A Complication: A New Law on Secondary Education -- 7.2.4 New Experts -- 7.2.5 Wiskobas -- 7.2.6 From CMLW to IOWO -- 7.3 New Curricula and Textbooks -- 7.3.1 The Problem of the Textbooks -- 7.3.2 The New Curricula and Exam Programs -- 7.3.3 Motivation and Criticism -- 7.4 After 1968 -- 7.4.1 Results and Effects of the New Curriculum -- 7.4.2 Didactical Activities -- 7.5 In Hindsight. 7.5.1 Stagnation Versus Reform -- 7.5.2 The Role of Freudenthal -- Chapter 8: Realistic Mathematics Education -- 8.1 The IOWO and OW& -- OC -- 8.1.1 Realistic Mathematics Education (RME): Wiskobas -- 8.1.2 RME: Wiskivon -- 8.2 RME: Mathematics A -- 8.2.1 The Hewet Report -- 8.2.2 The Hewet Project -- Chapter 9: Epilogue -- 9.1 After Hewet -- 9.1.1 The W12-16 Project -- 9.1.2 The 'Profiles': New Exam Programs -- 9.2 Changing Times -- 9.2.1 Criticism of Arithmetic Skills -- 9.2.2 Criticism of Algebraic Skills -- 9.2.3 The Freudenthal Institute -- 9.3 The Success of Realistic Mathematics Education: An Analysis -- 9.3.1 A Tradition of Usability? -- 9.3.2 The Practical Character of the HBS -- 9.3.3 Officials, Experts and Professionals -- 9.4 In a Bird's-Eye View -- References -- Author Index -- Subject Index. |
| Record Nr. | UNINA-9910637740803321 |
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Smid Harm Jan
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| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Soggetto geografico
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- Escandinàvia (2)
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