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Books on the topic 'Didactic environments'

Author: Grafiati

Published: 28 June 2021

Last updated: 6 February 2022

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Consult the top 32 books for your research on the topic 'Didactic environments.'

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1

Listening to teach: Beyond didactic pedagogy. Albany: State University of New York Press, 2015.

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2

Așevschi, Valentin. Ecologie și protecția mediului cu elemente de lucrări practice în laborator și pe teren: Suport didactic. Chișinău: ULIM, 2007.

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3

Hudson, Brian, Peter Schürz, and Rauni Räsänen. Crossing boundaries: Pedagogical and didactical issues in the social and natural sciences. Linz: Pädagogische Akademie, 1999.

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4

American georgics: Economy and environment in early American literature. Philadelphia: University of Pennsylvania Press, 2002.

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5

Corsani, Gabriele, and Marco Bini, eds. La Facoltà di Architettura di Firenze fra tradizione e cambiamento. Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-8453-416-3.

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The volume comprises the proceedings of the study days in the Faculty of Architecture (29-30 April 2004) broken down into four thematic sections: The original characteristics of the Florentine school, From Higher School to Faculty, the Florentine school and the contributions from outside, Contemporary metamorphoses. The contributions focus the phases of formation and evolution of the Higher School (1926) and later Faculty (1936) of Architecture, underlining the most significant passages, starting from the initial consolidation of the didactic structure and the emergence of a "Florentine school" characterised by the two strands traceable to Raffaello Fanoni and Giovanni Michelucci. A parallel experience is provided by the contribution of the external teachers, in particular of the Roman school, with lively and at times conflicting approaches. The present situation, albeit with the necessary disciplinary dialectic, features a settlement of the divergences around themes of the relations between architecture, environment and landscape.

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6

Redefining moral education: Life, Le Guin, and language. San Francisco: Austin & Winfield, 1996.

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7

Bill, Walther, ed. Creating responsible learners: The role of a positive classroom environment. Washington, DC: American Psychological Association, 1995.

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8

1940-, Estes Thomas H., and Schwab Jan Hasbrouck 1932-, eds. Instruction: A models approach. 2nd ed. Boston: Allyn and Bacon, 1995.

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9

Gunter, Mary Alice. Instruction: A models approach. 3rd ed. Boston: Allyn and Bacon, 1999.

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10

1940-, Estes Thomas H., and Mintz Susan L, eds. Instruction: A models approach. 5th ed. Boston, Mass: Pearson, A and B, 2007.

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11

1940-, Estes Thomas H., and Schwab Jan Hasbrouck 1932-, eds. Instruction: A models approach. Boston: Allyn and Bacon, 1990.

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12

1940-, Estes Thomas H., and Schwab Jan Hasbrouck 1932-, eds. Instruction: A models approach. 4th ed. Boston: Allyn and Bacon, 2003.

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13

Fritsch, Andreas, Andreas Lischewski, and Uwe Voigt, eds. Comenius-Jahrbuch. Academia – ein Verlag in der Nomos Verlagsgesellschaft, 2020. http://dx.doi.org/10.5771/9783896659576.

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What can Comenius contribute to the solution of problems in the Anthropocene? Uwe Voigt sees these problems as qualitative and seeks reflections in Comenius. For narratives in earth-history, Thomas Schmaus discovers impulses in the garden-motif of Comenius. Věra Schifferová, Iveta Marešová und Dalibor Vik refer to Comenius as “open soul”. Joachim Rathmann pleas for environmental virtue ethics, to be practiced in didactic gardens. The “true refinement of man” called for by Comenius (Jiří Beneš) is supported, facing the challenges of new media, by the universality and autonomy fostered by Comenius’ didactics, according to Claudia Schmidt-Dietrich. With contributions by Jiří Beneš, Claudia Schmidt-Dietrich, Iveta Marešová, Joachim Rathmann, Věra Schifferová, Thomas Schmaus, Dalibor Vik and Uwe Voigt.

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14

CIFISAM, ed. Didactica de la ecología: Simposio interinstitucional : memorias. [Bogotá?]: Céntro de Información, Formación e Investigación para el Servicio Amazónico, 1995.

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15

Lang, Birgit. Erich Wulffen and the case of the criminal. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9780719099434.003.0005.

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State Prosecutor and legal reformer Erich Wulffen used the case study genre for legal and largely didactic purposes. Chapter 4 illustrates the adoption of the conventions of sexological case writing by the legal fraternity in twentieth-century Central Europe, and ways in which Wulffen brought the case study genre from the hidden world of the court to the wider public. In doing this, Wulffen carved a niche for himself as an expert in legal reform and sexology in Wilhelmine and Weimar Germany. He embraced different kinds of case modalities over the course of his professional career, targeting professional, middle-class audiences and the wider reading public during his thirty years in the role of prosecutor. The changing success of Wulffen’s publications highlights the intensifying crisis of the expert case study as a modality able to ‘speak the truth’ about modern sexuality and deviance. While Wulffen’s expert case studies about con men and other criminals were highly successful during the Wilhelmine era, the same approach and model for case writing met a more critical audience after 1918. Wulffen embraced the challenge of a new democratic environment by writing implicitly didactical popular crime novels. However, eventually his criminal subjects literally ‘wrote back’ after their sensationalised trials, using case studies in an attempt to narrate their own versions of events. The accounts of these criminals-turned-writers such as convicted paedophile Edith Cadivec. Thus the popularisation of sensationalist case studies, written, for instance, by perpetrators of crime, was an important factor in the case study genre’s loss of respectability.

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16

Jenkins, Thomas E. The Reception of Hesiod in the Twentieth and Twenty-first Centuries. Edited by Alexander C. Loney and Stephen Scully. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190209032.013.53.

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This chapter traces the reception of the Works and Days and Theogony in various media throughout the twentieth and twenty-first centuries, including film, television, video games, novels, essays, illustrations, and children’s literature. It argues that the Theogony’s greater emphasis on extended narrative episodes—particularly the violent Titanomachy—has spawned a comparatively greater number of receptions, while the Works and Day’s didactic tone and structure have lent themselves more readily to adaptations that stress the environment and/or management. Hesiod’s representation of women—both mortal and immortal—has engendered some of the most strongly ideological and passionate receptions, especially those concerning Athena, Gaia, and Pandora. The chapter concludes with a glance at the surprising reception of Hesiod in today’s newest media, including Twitter hashtags.

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17

Babor, Thomas F., Jonathan Caulkins, Benedikt Fischer, David Foxcroft, Keith Humphreys, María Elena Medina-Mora, Isidore Obot, et al. Preventing illicit drug use by young people. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818014.003.0008.

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Amongst the plethora of school, education, and community-based prevention programmes, there is evidence that some approaches can delay the initiation of drug and alcohol use. A small number of high quality studies find evidence of protection from specific family-based or classroom-management programmes in preventing drug or alcohol use. It is notable that these programmes do not focus exclusively or specifically on drug or alcohol use per se. Rather, their aim is to improve behaviour and social skills more generally, within the family or classroom environment. These programmes also show evidence of wider effect beyond drugs or alcohol. In contrast, purely didactic prevention programmes have no evidence of effectiveness, whether delivered through the mass media, in the community, or in the classroom.

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18

Siniawer, Eiko Maruko. Discarding Cultures. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190240400.003.0017.

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This chapter analyzes the Japanese social critique of overconsumption by way of addressing how the issue of food waste was linked to broader concerns, such as environmental degradation and the low rate of national food self-sufficiency. It describes how bureaucrats, citizens, corporations, and social critics are mobilized to dissuade the consuming public from their tastes for convenience and disposability. Using examples from didactic materials, such as the conservationist cartoons of High Moon and children's books, the chapter reveals national anxieties around food issues and the recourse to nostalgia as a solution for contemporary waste. Critics sought to imbue consumers with the spirit of earlier times, when consumers respected whole foods, produced through the sweat of farmers and prepared with motherly love, rather than relying on processed convenience foods.

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19

Sweet, Timothy. American Georgics: Economy and Environment in American Literature, 1580-1864. University of Pennsylvania Press, 2001.

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20

Shrock, Dennis. Choral Repertoire as Pedagogy. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.17.

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The study includes 1) a discussion of historical choral repertoire that was conceived with a main or substantial pedagogical intent and 2) a discussion of repertoire and programming that can be of beneficial value to choruses. The first part of the study represents and explores choral genres such as Gregorian chant, the Lutheran chorale, and the Baroque oratorio (both sacred and secular). It then moves on to modern-era compositions with didactic purposes, including works to promote nationalism but also an antiwar message. The second part of the study addresses choral programming for a) choral development that relies on transfer of learning, b) recruitment and retention of singers and audiences, c) environmental customs and expectations, d) psychological management of time in regards to ontology and flow, and e) performance practices. In summary, repertoire that serves a pedagogical purpose has the opportunity to elevate the aesthetic value of the choral experience.

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21

Freitas, Lisiane dos Santos, Roberta Menezes Santos, Diego Fonseca Bispo, Thainara Bovo Massa, Thiago Vinícius Barros, Lucio Cardozo Filho, Alberto Wisniewski Jr., et al. Energia da Biomassa: termoconversão e seus produtos. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-079-3.

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In this book, the authors briefly present a description of the main pyrolysis process, the pretreatment of biomass, the characteristics of biomass, and pyrolysis products through an upgraded methods and its application. The book is divided into ten chapters dedicated to showing the potential of the thermochemical process to convert biomass into biogas, bio-oil, pyrolysis water, and biochar, which are products that can be used as intermediates in the chemical industry, in agriculture, or as biofuels. The critical knowledge of the characteristics of the biomass and possible pretreatment methods before pyrolysis can be used to help determine the routes to obtain products with superior economic value. The main types of thermal conversion, the technologies, reactors, and catalyst used to upgrade the bio-oil into biofuels, is presented is a didactic form. The characterization of classic and new techniques is addressed in order to clarify the main information obtained about the chemical characteristics of biomass and pyrolysis products. The content also shows the importance and main applications of pyrolysis products for the economy and the environment.

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22

Obiakor, Festus E. It Even Happens in "Good" Schools: Responding to Cultural Diversity in Today's Classrooms. Corwin Press, 2001.

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23

It Even Happens in "Good" Schools: Responding to Cultural Diversity in Today's Classrooms. Corwin Press, 2001.

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24

Evelina, Orteza y. Miranda, and Magsino Romulo F, eds. Teaching, schools, and society. London: Falmer Press, 1990.

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25

Estes, Thomas H., Mary Alice Gunter, and Jan Hasbrouck Schwab. Instruction: A Models Approach (4th Edition). Allyn & Bacon, 2002.

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26

Estes, Thomas H., Mary Alice Gunter, and Jan Hasbrouck Schwab. Instruction: A Models Approach. Allyn & Bacon, 1994.

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27

Estes, Thomas H., Mary Alice Gunter, and Susan L. Mintz. Instruction: A Models Approach (5th Edition). 5th ed. Allyn & Bacon, 2006.

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28

Instruction: A Models Approach, Enhanced Pearson EText with Loose-Leaf Version -- Access Card Package. Pearson Education, 2015.

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29

Estes, Thomas H., and Mary Alice Gunter. Instruction: A Models Approach. Allyn & Bacon, 1991.

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30

Estes, Thomas H., Mary Alice Gunter, and Susan L. Mintz. Instruction: A Models Approach, Enhanced Pearson EText -- Access Card. Pearson Education, Limited, 2014.

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31

Estes, Thomas H., Mary Alice Gunter, and Susan L. Mintz. Instruction: A Models Approach, Loose-Leaf Version. Pearson, 2015.

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32

Estes, Thomas H., Mary Alice Gunter, and Jan Hasbrouck Schwab. Instruction: A Models Approach (3rd Edition). Allyn & Bacon, 1998.

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