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1000 tulosta hakusanalla Melissa G. Post

Formal and Informal Approaches to Food Policy

Formal and Informal Approaches to Food Policy

William Aspray; George Royer; Melissa G. Ocepek

Springer International Publishing AG
2014
nidottu
Formal approaches are those taken by government bodies through laws, court decisions and actions of government regulatory bodies. Informal approaches are those taken by individuals, non profit organizations, industries working at self-regulation, etc. Because the formal means are tied to a particular legal system, this kind of approach is nation-specific and the book focuses on the United States. But many of the things the authors have to say about US food policy and the interactions between formal and informal approaches would also be of interest to policymakers and food industry professionals in other countries. Coverage includes the regulation of food advertising on children's television and the internet, regulation of school lunch programs and the influence of Eleanor Roosevelt and Michelle Obama.
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Derivada por definición

Derivada por definición

Melecio Paragua Morales; Carlos A Paragua M; Melissa G Paragua M

Editorial Academica Espanola
2017
pokkari
Derivada por definici n: M todo cuatro pasos, es la aplicaci n pr ctica del m todo indicado como ayuda did ctica para el aprendizaje de la derivada por definici n que exige un dominio ptimo del lgebra y temas afines de la matem tica; lo dicho, es producto del trabajo de campo de una investigaci n cient fica en la Universidad Nacional Hermilio Valdiz n en Hu nuco y, presentado en forma de libro incluyendo un ejemplo de proyecto en el paradigma positivista de los autores que sirve de ejemplo para los investigadores tanto del pre-grado como a los de posgrado; en este sentido, la identificaci n del problema en el rea de dominio del investigador es importante para darle una alternativa de soluci n pertinente, que permite una planificaci n y ejecuci n coherente de la investigaci n, como en este caso.
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Melissa

Melissa

M G Scultetus

Books on Demand
2017
pokkari
Der vorliegende Roman ist zweifellos durch E. T. A. Hoffmann, den Altmeister des Grauens, inspiriert und eine Hommage an seinen umstrittenen Roman Die Elixiere des Teufels. M. G. Scultetus hat Hoffmanns Roman, ohne die Elixiere auch nur ein einziges Mal aufzuschlagen, in eigener moderner Sprache umgestaltet, um das Werk inhaltlich und formal v llig neu zu fassen. Der gr te Unterschied zu den Elixieren besteht schon darin, dass er bei durchaus gesteigertem oder gar neuem Grauen dennoch spukfrei ist; scheinbare Spukszenen spielen sich dann auch nur im Inneren des wahnsinnigen M nchs ab.
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Das Konzept des Empowerments einer mexikanischen Studentin

Das Konzept des Empowerments einer mexikanischen Studentin

Melissa Perea Vargas; Laura G Sánchez-Soto; María Luz Sánchez-Soto

Verlag Unser Wissen
2024
pokkari
Diese Untersuchung zeigt die falsche Darstellung des Konzepts der Erm chtigung durch Gewaltdiskurse auf. Es gibt eine gro e Anzahl von Gender-Studien, die eine Analyse der Gewalt gegen Frauen pr sentieren, aber nur sehr wenige Forschungen betonen die aktive Rolle der Frauen bei der Gewalt als T terinnen. Wir arbeiteten an einer Einzelfallstudie mit einem qualitativen Ansatz mit einer 27-j hrigen Frau, die wirtschaftlich unabh ngig ist und eine hohe hierarchische Position in einem bekannten Unternehmen in der Stadt Durango, Mexiko, innehat, und verwendeten eine halbstrukturierte Interviewtechnik. Die Ergebnisse der Interviews enth llten das falsche Empowerment der Teilnehmerin sowie den sexistischen Diskurs gegen ber M nnern, der zur Aus bung psychischer Gewalt f hrt, und die Kosten und Anforderungen, die eine Frau erf llen muss, um in eine Machtposition aufzusteigen; das unerwartete Ergebnis war jedoch die Schwesternschaft, die die Teilnehmerin in einem bestimmten Sektor von Frauen f hrt.
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Concept of empowerment in a Mexican university woman

Concept of empowerment in a Mexican university woman

Melissa Perea Vargas; Laura G Sánchez-Soto; María Luz Sánchez-Soto

Our Knowledge Publishing
2024
pokkari
This research exposes the misrepresentation of the concept of empowerment through violent discourses. There is a large number of gender studies that present an analysis of violence against women; however, very little research emphasises the active role of women in violence as perpetrators. We worked on a single case study with a qualitative approach, with a 27-year-old woman, economically independent and with a high hierarchical position in a well-known company in the city of Durango, Mexico, using a semi-structured interview technique. The results of the interviews exposed the false empowerment of the participant, as well as the sexist discourse towards men, which leads to the exercise of psychological violence, and the costs and requirements that a woman needs to ascend to a position of power; however, the unexpected result was the sorority that the participant manages in a specific sector of women.
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Concept d'empowerment chez une universitaire mexicaine

Concept d'empowerment chez une universitaire mexicaine

Melissa Perea Vargas; Laura G Sánchez-Soto; María Luz Sánchez-Soto

Editions Notre Savoir
2024
pokkari
Cette recherche met en vidence la repr sentation erron e du concept d'autonomisation travers des discours violents. Il existe un grand nombre d' tudes de genre qui pr sentent une analyse de la violence l' gard des femmes; cependant, tr s peu de recherches mettent l'accent sur le r le actif des femmes dans la violence en tant qu'auteurs. Nous avons travaill sur une tude de cas unique avec une approche qualitative, avec une femme de 27 ans, conomiquement ind pendante et occupant une position hi rarchique lev e dans une entreprise bien connue de la ville de Durango, au Mexique, en utilisant une technique d'entretien semi-structur e. Les r sultats des entretiens ont mis en vidence le faux pouvoir de la participante, ainsi que le discours sexiste l' gard des hommes, qui conduit l'exercice de la violence psychologique, et les co ts et exigences qu'une femme doit remplir pour acc der une position de pouvoir; cependant, le r sultat inattendu a t la sororit que la participante g re dans un secteur sp cifique de femmes.
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Concetto di empowerment in una donna universitaria messicana

Concetto di empowerment in una donna universitaria messicana

Melissa Perea Vargas; Laura G Sánchez-Soto; María Luz Sánchez-Soto

Edizioni Sapienza
2024
pokkari
Questa ricerca espone il travisamento del concetto di empowerment attraverso discorsi violenti. Esiste un gran numero di studi di genere che presentano un'analisi della violenza contro le donne; tuttavia, pochissime ricerche sottolineano il ruolo attivo delle donne nella violenza come autrici. Abbiamo lavorato su un singolo caso di studio con un approccio qualitativo, con una donna di 27 anni, economicamente indipendente e con una posizione gerarchica elevata in una nota azienda della citt di Durango, in Messico, utilizzando una tecnica di intervista semi-strutturata. I risultati delle interviste hanno messo in luce il falso empowerment della partecipante, cos come il discorso sessista nei confronti degli uomini, che porta all'esercizio della violenza psicologica, e i costi e i requisiti di cui una donna ha bisogno per ascendere a una posizione di potere; tuttavia, il risultato inaspettato stata la sorellanza che la partecipante gestisce in un settore specifico di donne.
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Conceito de empowerment numa mulher universitária mexicana

Conceito de empowerment numa mulher universitária mexicana

Melissa Perea Vargas; Laura G Sánchez-Soto; María Luz Sánchez-Soto

Edicoes Nosso Conhecimento
2024
pokkari
Esta investiga o exp e a deturpa o do conceito de empoderamento atrav s de discursos violentos. Existe um grande n mero de estudos de g nero que apresentam uma an lise da viol ncia contra as mulheres; no entanto, muito pouca investiga o enfatiza o papel ativo das mulheres na viol ncia como perpetradoras. Trabalh mos num estudo de caso nico com uma abordagem qualitativa, com uma mulher de 27 anos, economicamente independente e com uma posi o hier rquica elevada numa empresa de renome na cidade de Durango, M xico, utilizando uma t cnica de entrevista semi-estruturada. Os resultados das entrevistas expuseram o falso empoderamento da participante, bem como o discurso sexista em rela o aos homens, que leva ao exerc cio da viol ncia psicol gica, e os custos e requisitos que uma mulher necessita para ascender a uma posi o de poder; no entanto, o resultado inesperado foi a sororidade que a participante gere num sector espec fico de mulheres.
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Complex Cases in Student Affairs

Complex Cases in Student Affairs

Michael G. Ignelzi; Melissa A. Rychener; Molly A. Mistretta; Stacy A. Jacob

Routledge
2017
sidottu
Complex Cases in Student Affairs provides students and professionals with a deeper understanding of how problems in student affairs might be addressed through the application of relevant theory/research and practical considerations of professional practice. Featuring 22 original cases situated at a range of different types of institutions, this important text covers many functional areas, represents the experiences of a diverse set of student populations, and addresses a variety of complex and intersecting issues that student affairs professionals regularly face. A clear process for applying theory to practice along with case-specific questions prompts readers to engage with the issues presented in the cases, identify and analyze problems, and construct robust solutions. Whether you are a student affairs or higher education graduate student, faculty member, early student affairs professional, or staff supervisor, reading, analyzing, and crafting resolutions to the cases in this book will better prepare you to effectively consider and address the challenges of the field.
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Complex Cases in Student Affairs

Complex Cases in Student Affairs

Michael G. Ignelzi; Melissa A. Rychener; Molly A. Mistretta; Stacy A. Jacob

Routledge
2017
nidottu
Complex Cases in Student Affairs provides students and professionals with a deeper understanding of how problems in student affairs might be addressed through the application of relevant theory/research and practical considerations of professional practice. Featuring 22 original cases situated at a range of different types of institutions, this important text covers many functional areas, represents the experiences of a diverse set of student populations, and addresses a variety of complex and intersecting issues that student affairs professionals regularly face. A clear process for applying theory to practice along with case-specific questions prompts readers to engage with the issues presented in the cases, identify and analyze problems, and construct robust solutions. Whether you are a student affairs or higher education graduate student, faculty member, early student affairs professional, or staff supervisor, reading, analyzing, and crafting resolutions to the cases in this book will better prepare you to effectively consider and address the challenges of the field.
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Scaling Social Innovation Through Cross-Sector Social Partnerships

Scaling Social Innovation Through Cross-Sector Social Partnerships

Thomas G. Pittz; Melissa L. Intindola

Emerald Publishing Limited
2021
sidottu
This book is designed to illuminate the features of cross-sector partnerships that make them powerful vehicles to drive social change. Partnerships across market sectors, involving for-profit, non-profit, and government entities, work because they leverage the advantages of each type of organization to arrive at novel solutions to social problems. Unlike previous work that has discussed cross-sector, multi-sector, or public-private partnerships at a conceptual level, this book scours the existing literature and explores real-life examples to demonstrate the practical characteristics that render these partnerships effective at tackling obstreperous social problems. The authors delve into the key formative features of cross-sector partnerships such as leadership, motivation, cooperative capabilities, and arrive at distinct characteristics that drive performance. The authors lay out a succinct roadmap for creating and maintaining viable cross-sector social partnerships, with instructive real-life examples that highlight how these partnerships can be executed effectively.
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Making Sense of Mathematics for Teaching to Inform Instructional Quality: (applying the Tqe Process in Teachers' Math Strategies)

Making Sense of Mathematics for Teaching to Inform Instructional Quality: (applying the Tqe Process in Teachers' Math Strategies)

Melissa D. Boston; Amber G. Candela; Juli K. Dixon

Solution Tree
2019
nidottu
Discover a clear path for improving your instructional strategies for teaching mathematics at any grade level. Designed for individuals or collaborative teams, this practical resource introduces a set of rubrics -- the Instructional Quality Assessment (IQA) Toolkit -- that readers can rely on to help guide reflections, conversations, feedback, and planning. Also included is a series of short videos that showcase how to use the book's math strategies and tools in classrooms. Ensure the instructional quality of your teaching strategies in mathematics: Utilize tasks, questions, and evidence (the TQE process) and the associated IQA rubrics as a road map for increasing instructional quality. Become familiar with the connection between efficient use of tasks and teacher questioning with increased student success. Learn how to gauge student response to tasks and lessons in order to understand student mastery of the material. Enhance your understanding of math strategies through hands-on activities. Access free online reproducibles for use in teaching mathematics in the classroom. Contents: About the Authors Introduction Part 1: Connecting to the T in TQE -- Tasks and Task Implementation Chapter 1: Potential of the Task Chapter 2: Implementation of the Task Part 2: Connecting to the Q in TQE -- Questions and Their Role as Discourse Actions Chapter 3: Teacher's Questions Chapter 4: Teacher's Linking and Teacher's Press Part 3: Connecting to the E in TQE -- Evidence of Students' Mathematical Work and Thinking Chapter 5: Students' Linking and Students' Providing Chapter 6: The IQA Toolkit as a Tool to Assess and Improve Instructional Practice Epilogue: Next Steps Appendix A: The IQA Toolkit Appendix B: Suggested Answers for Activity 1.4 Appendix C: Suggested Answers for Activity 3.2 Appendix D: Additional Support for Rating Tasks Appendix E: List of Figures and Videos References and Resources Index More Making Sense of Mathematics Books: Making Sense of Mathematics for Teaching Grades K-2 Making Sense of Mathematics for Teaching Grades 3-5 Making Sense of Mathematics for Teaching Grades 6-8 Making Sense of Mathematics for Teaching High School Making Sense of Mathematics for Teaching to Inform Instructional Quality Making Sense of Mathematics for Teaching Girls in Grades K-5 Making Sense of Mathematics for Teaching the Small Group
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Crossing the Vocabulary Bridge

Crossing the Vocabulary Bridge

Socorro G. Herrera; Shabina K. Kavimandan; Melissa A. Holmes

Teachers' College Press
2011
nidottu
In her new book, nationally known professional development consultant and literacy expert Socorro Herrera is joined by two colleagues to provide a framework for academic vocabulary and language instruction in today’s diverse classrooms. The authors present a set of strategies and tools that work effectively across all content to support enhanced comprehension and academic success. The strategies have evolved from over a decade of research and classroom observation to provide teachers with multiple avenues for making content accessible and relevant for all students, especially those who are culturally and linguistically diverse. Each strategy supports teachers in using what students already know as a foundation for integrating new vocabulary and building content-area language skills. The authors provide a thorough explanation of how to use each strategy to document student knowledge and learning throughout the before, during, after phases of the lesson.Drawing on current research about how the brain works, second language acquisition, and classroom communities, this user-friendly resource features:Filled-in samples of student work that provide evidence of what is possible.Teacher-to-teacher voices highlighting successful applications in secondary classrooms.Teaching tips to accompany every strategy.Templates for vocabulary-building student artefacts.
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Equitable and Inclusive Teaching for Diverse Learners with Disabilities

Equitable and Inclusive Teaching for Diverse Learners with Disabilities

Socorro G. Herrera; Diane Rodriguez; Robin M. Cabral; Melissa A. Holmes

TEACHERS' COLLEGE PRESS
2023
nidottu
The need for teachers who have both the knowledge and the skills to teach students in special education, especially students who are emergent bilinguals, is more critical today than ever before. Assumptions about the assurances outlined in the Individuals with Disabilities Education Act (IDEA) have led to practices that have limited the scope of opportunities for culturally and linguistically diverse (CLD) students with disabilities. This book examines the intent of special education policy, challenges existing systems, and explores the promise of using biography-driven instruction to transform students’ learning and enhance their personal growth and community life. With a focus on inclusive practices for working with CLD students with disabilities and their families, the book examines decision-making processes for placement, access, instruction, assessment, and evaluation. The authors show how inclusionary practices create contexts and conditions for teachers to foster their students’ academic abilities through authentic cariño and an ecology of care.Book Features:Elucidates the challenges faced by educators and support personnel as they navigate and prioritize the needs of CLD students with disabilities in inclusive classrooms.Discloses the outdated, politically driven, inequitable, and inconsequential educational opportunities often afforded to CLD students receiving special services.Provides a framework for creating learning opportunities grounded in the six principles of IDEA and the personal and academic biography of learners and their families.Supports teachers and other staff to maximize four interrelated facets of the CLD student biography: sociocultural, linguistic, cognitive, and academic.Explores the multiple meanings of inclusion and academic engagement at the intersection of IDEA and biography-driven instruction.
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Equitable and Inclusive Teaching for Diverse Learners with Disabilities

Equitable and Inclusive Teaching for Diverse Learners with Disabilities

Socorro G. Herrera; Diane Rodriguez; Robin M. Cabral; Melissa A. Holmes

TEACHERS' COLLEGE PRESS
2023
sidottu
The need for teachers who have both the knowledge and the skills to teach students in special education, especially students who are emergent bilinguals, is more critical today than ever before. Assumptions about the assurances outlined in the Individuals with Disabilities Education Act (IDEA) have led to practices that have limited the scope of opportunities for culturally and linguistically diverse (CLD) students with disabilities. This book examines the intent of special education policy, challenges existing systems, and explores the promise of using biography-driven instruction to transform students' learning and enhance their personal growth and community life. With a focus on inclusive practices for working with CLD students with disabilities and their families, the book examines decision-making processes for placement, access, instruction, assessment, and evaluation. The authors show how inclusionary practices create contexts and conditions for teachers to foster their students' academic abilities through authentic cariño and an ecology of care. Book Features:Elucidates the challenges faced by educators and support personnel as they navigate and prioritize the needs of CLD students with disabilities in inclusive classrooms. Reveals the outdated, politically driven, inequitable, and inconsequential educational opportunities often afforded to CLD students receiving special services.Provides a framework for creating learning opportunities grounded in the six principles of IDEA and the personal and academic biography of learners and their families.Supports teachers and other staff to maximize four interrelated facets of the CLD student biography: sociocultural, linguistic, cognitive, and academic.Explores the multiple meanings of inclusion and academic engagement at the intersection of IDEA and biography-driven instruction.
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