Libros: "School transmission"

1

Stevens, R. H. Transmission of Shigella sonnei between school children. Salford: University of Salford Department of Mathematics and Computer Science, 1995.

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2

International School-Seminar Nonequilibrium Processes and Their Applications (1994 Minsk, Belarus). International School-Seminar Nonequilibrium Processes and Their Applications: Minsk, Belarus, September 8-13, 1994 : contributed papers. [Minsk]: A.V. Luikov Heat and Mass Transfer Institute, 1994.

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3

Cagney, Michael Gerard. Lay principles: The role of the aly principal in the transmission of catholic values in a Christian Brothers' school. Dublin: University College Dublin, 1997.

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4

Takeda, Bin. Ningen kyōiku to shite no eizu kyōiku. Tōkyō: Dōbun Shoin, 1989.

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5

Vincenzo, Fera, Ferraú Giacomo, Rizzo Silvia, Università di Messina. Centro di studi umanistici. y International School for the Study of Written Records (12th : 1998 : Erice, Italy), eds. Talking to the text: Marginalia from papyri to print : proceedings of a confernece held at Erice, 26 september-3 october 1998, as the 12th Course of International School for the Study of Written Records. Messina: Centro interdipartimentale di studi umanistici, 2002.

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6

Labor, United States Congress House Committee on Education and. Ensuring preparedness against the flu virus at school and work: Hearing before the Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, first session, hearing held in Washington, DC, May 7, 2009. Washington: U.S. G.P.O., 2009.

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7

Labor, United States Congress House Committee on Education and. Ensuring preparedness against the flu virus at school and work: Hearing before the Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, first session, hearing held in Washington, DC, May 7, 2009. Washington: U.S. G.P.O., 2009.

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8

Ensuring preparedness against the flu virus at school and work: Hearing before the Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, first session, hearing held in Washington, DC, May 7, 2009. Washington: U.S. G.P.O., 2009.

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9

Christensen, John E. Telefacsimile outreach by academic law libraries in mid-America: A report on the 1985-86 project sponsored by the American Association of Law Libraries and Mid-America Law School Library Consortium, Inc. : submitted to the AALL Executive Board. [United States]: The Consortium, 1987.

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10

A, Neugebauer y Istituto italiano per gli studi filosofici., eds. Macromolecular interplay in brain associative mechanisms: Proceedings of the International School of Biocybernetics, Casamicciola, Napoli, Italy, 16-21 October 1995. Singapore: World Scientific, 1995.

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11

Mario, De Nonno, De Paolis Paolo, Holtz Louis y International School for the Study of Written Records (11th : 1997 : Erice, Italy), eds. Manuscripts and tradition of grammatical texts from antiquity to the Renaissance: Proceedings of a conference held at Erice, 16-23 October 1997, as the 11th course of International School for the Study of Written Records. Cassino [Italy]: Edizioni dell'Università degli studi di Cassino, 2000.

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12

Moen, William E. The Government Information Locator Service (GILS): Expanding research and development on the ANSI/NISO Z39.50 information retrieval standard : final report of the cooperative research study between the School of Information Studies, Syracuse University, and the United States Geological Survey. Bethesda, MD: NISO Press, 1994.

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13

Myracle, Lauren. Ttyl. S.l: Amulet Books, 2005.

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14

Ttyl. New York: Amulet Books, 2005.

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15

Ttyl. New York: Amulet Books, 2004.

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16

Myracle, Lauren. Ttyl. New York: Harry N. Abrams, 2004.

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17

Yasumoto, Hiroshi. Koria-kei ijūsha no minzoku keishō o megutte: Kyōiku senryaku to bunka dentatsu = Succession strategies of Korean ethnic identity in Japan : focusing on education, cultural transmission. Tōkyō: Hitsuji Shobō, 2019.

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18

Sacred knowledge: Schools or revelation? : master-apprentice system of oral transmission in the music of the Turkic speaking world. Köln: Lambert Academic Publishing, 2009.

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19

Ivanishchev, Viktor (Victor). Molecular biology. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/01857-6.

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The textbook presents the main range of issues in molecular biology — the most rapidly developing area of biological science. The logic of the presentation of the material includes sequential coverage of the structural organization and functions of DNA, RNA, proteins. Important attention is paid to the mechanisms of signal transmission in living systems, the problems of creating and using genetically engineered organisms. Each chapter ends with control questions and assignments for independent work. The textbook includes a set of laboratory and practical works that do not require specialized equipment and materials. The new edition has been supplemented and clarified, reflecting the current state of science. The content of the textbook corresponds to a number of competencies, the development of which is provided for by the Federal State Educational Standard of Higher Education in the preparation of bachelors in the fields of "Pedagogical Education" (profiles "Biology" and "Chemistry"), "Biology". Certain topics can be used in the preparation of masters in the fields of "Biology", "Chemistry", "Natural Science Education". The book is intended for students studying in natural sciences, and will also be useful for teachers of biology and chemistry of high school.

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20

Silver, Allen Eli. Culture transmission in a Jewish day school: An ethnographic case study. 1993.

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21

Essays on Cultural Transmission (London School of Economics Monographs on Social Anthropology). Berg Publishers, 2005.

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22

Bloch, Maurice. Essays on Cultural Transmission (London School of Economics Monographs on Social Anthropology). Berg Publishers, 2005.

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23

Jinpa, Thupten Thupten. Stages of the Path and the Oral Transmission: Selected Teachings of the Geluk School. Wisdom Publications, 2022.

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24

Stages of the Path and the Oral Transmission: Selected Teachings of the Geluk School. Wisdom Publications, 2022.

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25

Sciences et Technologie CM: Transmission et entretien de la vie - Environnement physique et technologique. Paris, France: Editions Magnard, 1987.

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26

Gardelle, Linda y Camille Jacob. School and National Identities in French-Speaking Africa: Political Choices, Means of Transmission and Appropriation. Taylor & Francis Group, 2020.

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27

School and National Identities in French-Speaking Africa: Political Choices, Means of Transmission and Appropriation. Taylor & Francis Group, 2020.

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28

School and National Identities in French-Speaking Africa: Political Choices, Means of Transmission and Appropriation. Taylor & Francis Group, 2020.

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29

Gardelle, Linda y Camille Jacob. School and National Identities in French-Speaking Africa: Political Choices, Means of Transmission and Appropriation. Taylor & Francis Group, 2020.

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30

JI HONG YANG HUA YONG YANG SHU ZI LI PEI GEN. common institutions of higher learning, Eleventh Five-Year Plan Ordinary High School Textbook School of Mechanical quality materials: Hydraulic pressure transmission and control. Huazhong University of Science and Technology Pres, 1991.

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31

Information, and Library Studies Rutgers University School of Communication (Corporate Author) y Jana Varlejs (Editor), eds. Safeguarding Electronic Information: Proceedings of the Thirty-Second Annual Symposium of the Graduate Alumni and Faculty of the Rutgers School of Communication, Information and Library. McFarland & Company, 1996.

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32

The Berenstain Bears Come Clean For School. HarperFestival, 2011.

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33

Meyer, Kuno. Learning in Ireland in the Fifth Century and the Transmission of Letters: A Lecture Delivered Before the School of Irish Learning in Dublin on September 18th, 1912 / by Kuno Meyer. Creative Media Partners, LLC, 2018.

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34

Krugly-Smolska, Eva Teodosia. Science education and the transmission of culture in Ontario's secondary schools. 1985.

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35

Otto, Jennifer. Christians Reading Philo. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198820727.003.0002.

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It is widely assumed amongst scholars that Clement of Alexandria’s citations of Philo demonstrate continuity between Philo’s Jewish community and early Christians in ancient Alexandria. This chapter argues that the assumed continuity between Jewish synagogue and Christian church in Alexandria is problematical. This is due to two factors. The first is the Jewish uprisings against Rome under Trajan and Hadrian at the beginning of the second century and the second the mobility of people and texts in the Roman Empire. The frequent copying and easy circulation of texts among students of philosophy in the Roman world suggests that Clement may have encountered Philo’s writings in a philosophical school rather than via transmission in an institution such as a Jewish-Christian synagogue or catechetical school.

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36

Baxter, David, Gill Marsh y Sam Ghebrehewet. Measles. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198745471.003.0010.

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This chapter describes a case of measles in a school child who contracted measles following travel to a high-risk area. The case resulted in a measles outbreak in the school and further cases in the community. Background information on the epidemiology and clinical features of measles and the public health response to a single case, an outbreak of measles in a school, and measles exposure in a healthcare setting are discussed. Case definitions risk assessment, identification of close contacts including priority groups and the required public health actions including post exposure prophylaxis (PEP) with Human Normal Immunoglobulin (HNIG) and/or MMR vaccine, are described in detail. ‘Top tips’ are given to provide practical tips for the reader to think through the public health management of the case study, and ‘tools of the trade’ list the laboratory and epidemiological components of the investigation. Finally, the chapter encourages exploration of other potential scenarios, including the possibility of measles transmission in a nursery.

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37

Mross, Michaela. Prayer Beads in Japanese Sōtō Zen. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190469290.003.0004.

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This chapter illuminates some of the functions and interpretations of the rosary in Japanese Sōtō Zen. It analyzes how its uses and meanings changed throughout history and were adapted to fit the agenda of the Sōtō school at certain times. Before examining rosaries in Zen Buddhism, it provides a general overview of Buddhist prayer beads in India, China, and Japan. It also examines Chinese Chan monastic codes before turning to Japanese Sōtō Zen and analyzing the history of the rosary starting with Dōgen (1200–1253) and extending to kirigami (esoteric transmission documents) from the early Tokugawa period (1603–1868). A final section on the functions of prayer beads since the Meiji era (1868–1912) concludes the study.

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38

Sanders, Valerie. ‘Things Pressing to be said’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737827.003.0008.

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Unlike many of the other authors discussed in this collection, Martineau has rarely been read for pleasure in the artistry of her wordplay. When she mentions her writing it is with a sense, declared in her Autobiography, that ‘Things were pressing to be said.’ Her purpose was to educate, popularize, and simplify, her words essentially a vehicle for the transmission of information. Focusing on examples of her journalism, this chapter challenges the view that Martineau’s style was essentially functional, by exploring her acute rhetorical self-awareness. Building on the classical mode of composition she had learned at school, with its systematic structures and aphoristic statements, her writing is also homely, commonsensical, even volatile, often culminating in a cry of ‘What is to be done?’ as she urges her readers to embrace their social responsibilities.

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39

Gardelle, Linda y Camille Jacob. Schools and National Identities in French-Speaking Africa: Political Choices, Means of Transmission and Appropriation. Taylor & Francis Group, 2022.

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40

Heine, Steven. From Chinese Chan to Japanese Zen. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190637491.001.0001.

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This work provides a survey and critical investigation of the remarkable century from 1225 to 1325, during which the transformation of the Chinese Chan school into the Japanese Zen sect was successfully completed. The cycle of transfer began with a handful of Japanese pilgrims traveling to China, including Eisai, Dōgen, and Enni, in order to discover authentic Buddhism. They quickly learned that Chan, with the strong support of the secular elite, was well organized in terms of the intricate teaching techniques of various temple lineages. After receiving Dharma transmission through face-to-face meetings with prominent Chinese teachers, the Japanese monks returned with many spiritual resources. However, foreign rituals and customs met with resistance, so by the end of the thirteenth century it was difficult to imagine the success Zen would soon achieve. Following the arrival of a series of émigré monks, who gained the strong support of the shoguns for their continental teachings, Zen became the mainstream religious tradition in Japan. The transmission culminated in the 1320s when prominent leaders Daitō and Musō learned enough Chinese to overcome challenges from other sects with their Zen methods. The book examines the transcultural conundrum: how did Zen, which started half a millennium earlier as a mystical utopian cult primarily for reclusive monks who withdrew from society, gain a broad following among influential lay followers in both countries? It answers this question by developing a focus on the main mythical elements that contributed to the overall effectiveness of this transition, especially the Legend of Living Buddhas.

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41

Teoh, Karen M. Barrier against Evil, Encouragement for Good. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.003.0003.

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The development of English-language girls’ schools in Malaya and Singapore began with their origins as providers of social welfare services and was tied to their role in overseas Chinese socioeconomic mobility. This chapter looks at the role of Catholic and Protestant missionaries, particularly the Order of the Infant Jesus, as well as the British administration in founding a large network of English girls’ schools. Although they introduced new possibilities for women, these schools also reinforced imperial hierarchies of gender, class, and race. While significant portions of the overseas Chinese community saw these schools as opportunities for improving their social status, other factions saw them as foreign institutions that undermined the integrity of Chinese identity. English-educated overseas Chinese women became committed to a path of linguistic and cultural transmission that led them closer to a new hybrid colonial identity and further from their Chinese-educated peers, causing the growth of intra-ethnic tension.

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42

Ttyl. Amulet Books, 2007.

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43

Myracle, Lauren. ttyl (Talk to You Later-Internet Girls). Harry N. Abrams, Inc., 2005.

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44

Myracle, Lauren. Ttyl. Abrams, Inc., 2014.

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45

Ttyl. Amulet Books, 2014.

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46

Anno, Mariko. Piercing the Structure of Tradition. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781939161079.001.0001.

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What does freedom sound like in the context of traditional Japanese theater? Where is the space for innovation, and where can this kind of innovation be located in the rigid instrumentation of the Noh drama? This book investigates flute performance as a space to explore the relationship between tradition and innovation. This first English-language monograph traces the characteristics of the Noh flute (nohkan), its music, and transmission methods and considers the instrument's potential for development in the modern world. The book examines the musical structure and nohkan melodic patterns of five traditional Noh plays and assesses the degree to which Issō School nohkan players maintain to this day the continuity of their musical traditions in three contemporary Noh plays influenced by William Butler Yeats. The book's ethnographic approach draws on interviews with performers and case studies, as well as the author's personal reflection as a nohkan performer and disciple under the tutelage of Noh masters. The book argues that traditions of musical style and usage remain influential in shaping contemporary Noh composition and performance practice, and the existing freedom within fixed patterns can be understood through a firm foundation in Noh tradition.

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47

Hadjimichael, Theodora A. The Emergence of the Lyric Canon. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198810865.001.0001.

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This book explores the process of canonization of Greek lyric, as well as the textual transmission, and preservation of the lyric poems from the archaic period through to their emergence from the Library at Alexandria as edited texts. It takes into account a broad range of primary material, and focuses on specific genres, authors, philosophical schools, and scholarly activities that played a critical role in the survival and canonization of lyric poetry: comedy, Plato, Aristotle’s Peripatos, and the Hellenistic scholars. It explores therefore the way in which fifth- and fourth-century sources received and interpreted lyric material, and the role they played both in the scholarly work of the Alexandrians and in the creation of what we conventionally call the Hellenistic Lyric Canon by considering the changing contexts within which lyric songs and texts operated. With the exception of Bacchylides, whose reception and Hellenistic reputation is analysed separately, it becomes clear that the canonization of the lyric poets follows a pattern of transmission and reception. The overall analysis demonstrates that the process of canonization was already at work in the fifth- and fourth-centuries BC and that the Lyric Canon remained stable and unchanged up to the Hellenistic era, when it was inherited by the Hellenistic scholars.

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48

Conway, Colleen M. Teaching Music in Higher Education. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190945305.001.0001.

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This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on learner-centered pedagogy or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of teaching as transmission is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, the book relies on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching.

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49

Davis, Virginia. Andrew Reeves, Religious Education in Thirteenth-Century England: The Creed and Articles of Faith (Leiden: Brill, 2015), 218pp. ISBN: 9789004294431. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198807025.003.0010.

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This chapter reviews the book Religious Education in Thirteenth-Century England: The Creed and Articles of Faith (2015), by Andrew Reeves. The book explores how the church ensured that laymen and women in the thirteenth century acquired at least a basic understanding of the doctrines of the Christian religion as exemplified in the Apostles Creed and Articles of Faith. In particular, Reeves examines the nature and extent of the transmission of the theological education developed in the Schools, particularly of Paris, to local parish priests and to their parishioners in the thirteenth century. The focus is on the period between the Fourth Lateran Council of 1215 and 1281. The author also highlights the emphasis placed by thirteenth-century pastoral care on sin and its remedies.

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50

Micle, Maria y Gheorghe Clitan, eds. Innovative Instruments for Community Development in Communication and Education. Trivent Publishing, 2021. http://dx.doi.org/10.22618/tp.pcms.20216.

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The multiple facets of this volume belong to five large themes. The first theme, that of persuasion and manipulation, is studied here through electoral campaigns (i.e., mental filters used in voting manipulation, the mechanisms of vote mobilisation, manipulation and storytelling models). The institutionalization of education represents the second theme, approached here through specific interdisciplinary instruments: the intersection of higher education with public learning, the answers of the knowledge society to the issues of contemporary work problems, the institutional relationships used to solve educational problems specific to childhood and adolescence, as well as the role of media competencies in professional development. The third theme is related to the inheritance and transmission of cultural identity, instrumentalized through issues such as: the duty of intergenerational justice with regard to cultural heritage, education and vocational training in library science, the social inclusion role of public and digital libraries. The collective and cultural identity of communities represents the fourth large theme, being approached through a triple perspective: the philosophical background of restoring the political dignity of communities, the communication space as a point of a needle towards the community space, and the communicational issue of the European capital of culture programmes. Lastly, the fifth theme belongs to practical and applied philosophy, specifically philosophical counselling, debating issues such as: the identification of the communicational background for this type of counselling, the secular approach to the problem of evil from a philosophical counselling perspective, the discussion of Platon’s attitude towards suicide and of frank speech in the Epicurean school, the socio-anthropological perspective of immortality, as well as the formal approach of the relationship between real and imaginary.

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Libros sobre el tema "School transmission"

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