Sergej Ivanov – författare
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3 produkter
3 produkter
E-bok
Ryska, 201516 kr
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Stiv Dzhobs — chelovek-legenda mira cifrovyh tekhnologij, osnovatel'' kompanij Apple i Next, glava studii Pixar. On umel inache smotret'' na veshchi i ponimal, chto budet nuzhno lyudyam zavtra. Imenno ehti kachestva pozvolili ego kompaniyam nachat'' otschet «novogo vremeni» v istorii komp''yuternoj otrasli. Dzhobs byl despotichnym rukovoditelem i chasto stavil svoim sotrudnikam nevypolnimye zadachi. On byl dalek ot sovershenstva v lichnyh otnosheniyah i ne zhelal schitat''sya s chelovecheskimi slabostyami. Poroj Dzhobs ne prinimal mir takim, kakov on est'', i vse zhe prodolzhal zarazhat'' okruzhayushchih svoim uporstvom i fanatizmom, vdohnovlyaya na preodolenie trudnostej i sozdanie novatorskih produktov. On dumal ne tak, kak vse. Udivlyal. Voskhishchal. Vsyu zhizn'' sluzhil idee sovershenstva.
E-bok
Ryska, 201516 kr
Läs direkt efter köp
Al''bert EHjnshtejn, laureat Nobelevskoj premii po fizike, avtor znamenitoj formuly E = mc2.Sozdatel'' teorii otnositel''nosti, odin iz osnovatelej sovremennoj teoreticheskoj fiziki, napisal bolee 300 nauchnyh rabot, mnozhestvo knig i statej v oblasti istorii i filosofii nauki. Vsyu zhizn'' on podderzhival universal''nost'' prav cheloveka, protivostoyal vojnam i nacionalizmu. Poslednim ego trudom stalo vozzvanie s prizyvom predotvratit'' yadernuyu vojnu. Emu prinadlezhit velikoe vyskazyvanie: «CHelovek nachinaet zhit'' lish'' togda, kogda emu udaetsya prevzojti samogo sebya».Dannaya kniga — popytka otvetit'' na vopros, v chem fenomen Al''berta EHjnshtejna, uveryavshego, chto «est'' tol''ko dva sposoba prozhit'' zhizn''. Pervyj — budto chudes ne sushchestvuet. Vtoroj — budto krugom odni chudesa».
Del 33 - Umeå Studies in Language and Literature
A Transnational Study of Criticality in the History Learning Environment
Häftad, Engelska, 2016
331 kr
Skickas inom 5-8 vardagar
This study examines conceptions of criticality and its instruction in the History learning environment in Sweden, Russia, and Australia as evidenced in one sample upper secondary class in each country. Transnational findings from an analysis of educational policy documents, teacher and student interview data, together with data from classrooms, reveal varied interpretations of the term criticality. While criticality is conceptualised as a generic skill of questioning at the overarching curriculum level, it is reconceptualised as a discipline-specific skill at the subject level. Discipline-specific conceptions include criticality as source criticism, as meaning making from historical evidence, as questioning historical narratives, and as educating for citizenship. The findings indicate that the visionary criticality objectives of the curricula might be more limited at the local policy level both as a result of interviewees' conceptions of criticality and classroom practicalities. This transnational study proposes some policy harmonisation measures towards equity of education with regard to criticality instruction for all upper secondary students, as required in the national curricula.