Cultura, tecnologia, progresso. Corso di educazione tecnica. Modulo B. Per la Scuola media PDF Download

Author: G. Piero Benente
Publisher:
ISBN: 9788839507211
Category : Juvenile Nonfiction
Languages : it
Pages : 288

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Author: G. Piero Benente
Publisher:
ISBN: 9788839507228
Category : Juvenile Nonfiction
Languages : it
Pages : 264

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Author: G. Piero Benente
Publisher:
ISBN: 9788839507204
Category : Juvenile Nonfiction
Languages : it
Pages : 464

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Author: Cesare Leone
Publisher:
ISBN: 9788883920615
Category : Juvenile Nonfiction
Languages : it
Pages : 304

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Author: Cesare Leone
Publisher:
ISBN: 9788883920073
Category : Juvenile Nonfiction
Languages : it
Pages : 800

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Author: Cesare Leone
Publisher:
ISBN: 9788883920608
Category : Juvenile Nonfiction
Languages : it
Pages : 192

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Author: Cesare Leone
Publisher:
ISBN: 9788883920622
Category : Juvenile Nonfiction
Languages : it
Pages : 304

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Author: Robert S. Pomeroy
Publisher: IUCN
ISBN: 2831707358
Category : Business & Economics
Languages : en
Pages : 234

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Book Description
Guidebook which aims to improve MPA management by providing a framework that links the goals and objectives of MPAs with indicators that measure management effectiveness. The framework and indicators were field-tested in 18 sites around the world, and results of these pilots were incorporated into the guidebook. Published as a result of a 4-year partnership of IUCN's World Commission on Protected Areas-Marine, World Wildlife Fund, and the NOAA National Ocean Service International Program Office.

Author: Aldo Rossi
Publisher: Cambridge, Mass. : MIT Press
ISBN:
Category : Architects
Languages : en
Pages : 136

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Book Description
Postscript by Vincent Scully Based on notebooks composed since 1971, Aldo Rossi's memoir intermingles his architectural projects, including discussion of the major literary and artistic influences on his work, with his personal history. His ruminations range from his obsession with theater to his concept of architecture as ritual. The illustrations-photographs, evocative images, as well as a set of drawings of Rossi's major architectural projects prepared particularly for this publicationwere personally selected by the author to augment the text.

Author: James J. Heckman
Publisher: University of Chicago Press
ISBN: 022610012X
Category : Business & Economics
Languages : en
Pages : 469

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Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin–Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin–Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities