Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Culture --- Study and teaching --- Study and teaching.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

On 7 November 1921, the new Institute of Physics of the Royal Institute of Higher, Practical and Advanced Studies of Florence was inaugurated in Arcetri. Three years later, with the establishment of the University of Florence, the Degree Course in Physics would start: as such an adventure in research and scientific training began, which would take us to the present day. To mark the centenary of the inauguration of the Institute of Physics in Arcetri, the book takes the opportunity to retrace a part of those years. The period chosen ranged from the arrival of Garbasso in 1913 to the end of the 1960s. The book contains a first part, documenting the history of the Institute of Physics during the above mentioned years. This is followed by a second part, outlining the biographies of some of the protagonists of that history. In the final part, there is an index of the holders of the courses of Physics and Astronomy in Florence from 1876 to 1969. This landscape is the result of research work conducted in the University's Historical Archives of the University.

Physics --- Study and teaching.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This volume, born from the fifteen-year-long experience of teaching in classes of monolingual students from North American Universities, and born from many years of training in the fields of philosophy, linguistics and analysis, aims at meeting the students' essential linguistic needs, while also considering the improvement of the motivational framework as its main educational goal. To this aim, the text's structure is based on communication, and features a wide range of interactive activities in order for the students to be directly in contact with the real context and to be able to use the target language in an authentic way. The manual includes both a Textbook and a Workbook, as well as a section in English with grammar cards and a general glossary. In addition to the activities for the classroom, each unit includes a part dedicated to home exercises and a partial glossary, which the students have to fill in. The text does not offer separated cultural inserts, which are rarely integrated into the didactic programming; on the contrary, it features very short and simple cultural notes.

Literature --- Study and teaching.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The volume aims to provide an updated overview of School Geography as an inclusive knowledge. As teachers and citizens, we daily deal with the differences we meet. Working and living with a group of students implies, in fact, working and living in contact with the difference, defined by its dimensions: gender, physical ability, cultural heritage, social or economic backgrounds. Following this perspective, the "Officine didattiche" are thought of as a powerful opportunity in fostering the integration between methodological frameworks and educational practices. Inspired by the experience of the "Officine didattiche", organized during the 59° Convegno Nazionale AIIG (held from September 29th to October 3rd, 2016 at the Facoltà di Lettere e Filosofia - Università La Sapienza), the book has been set as an operative tool for teachers. The authors of the contributions integrated theoretical reflections with the didactic relevance emerged from their training experiences. The main aim of this volume is to provide methodological and practical supports and to act as an operative source in planning and conducting training courses for teachers. The contributions are organized in three parts: "Corpi", "Strumenti" and "Narrazioni", re-proposing the guiding themes of the "Officine" set in Rome. Furthermore, these three "parts" work as thematic axes connecting the book to the contemporary debate on school and children Geographies.

Geography --- Study and teaching.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Young pre-teens attending junior high schools are going through a very delicate period: they are not just engaged in a new and more complex school career but they are also engaged in their daily tasks of training and negotiating their identities and their roles in the different peer groups. This complex scenario is expanded by their first experiences, far from the eyes of adults, with technologies: tools that add, on the relational universe just described, an existential dimension that opens up new forms of communication mediated by digital contexts. Do technologies have an influence between on the relational dynamics that take place between students and their peers and between students and teachers? Which kind of influence? What dynamics are involved? What kind of technology is at stake? Is there a relationship of influence between the relationships mediated by the digital contexts and the social climate of a learning environment? What kind of influence? How much do students rely on digital-enriched relationships to satisfy their relationship needs? What perception do students and teachers have of relational dynamics mediated by digital contexts? And what role do they give to the school in this problem? To try to provide an answer to these questions, the volume presents a phenomenology of the witness of 21 teachers and 365 boys and girls belonging to two Italian and two French schools.

Education --- Study and teaching.