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435 tulosta hakusanalla Hermione Redshaw
Learning and the Development of Cognition (Psychology Revivals)
Barbel Inhelder; Hermine Sinclair; Magali Bovet
Psychology Press Ltd
2014
sidottu
How do children learn and how are new modes of thought developed? These questions have for years been of paramount interest to psychologists and others concerned with the cognitive development of the child. In this major work, originally published in 1974 and reporting on over ten years’ research of the Geneva School, the authors carried the pioneering investigations of Jean Piaget to a new and remarkable level. As Piaget said in his foreword to the book: ‘The novelty of the findings, the clarity of the theoretical interpretation, and the sometimes even excessive caution of the conclusions enable the reader to separate clearly the experimental results from the authors’ theoretical tenets.’The authors’ learning experiments with children were designed to examine the processes that lead to the acquisition of certain key concepts, such as conservation of matter and length. Detailed study of the progress of each individual subject revealed a number of features characteristic of situations that create conflicts in the child’s mind and certain regularities in the way these conflicts are resolved. Such data threw new light on the dynamics of the development of cognitive structures as well as on basic mechanisms of learning at the time.
Learning and the Development of Cognition (Psychology Revivals)
Barbel Inhelder; Hermine Sinclair; Magali Bovet
Psychology Press Ltd
2015
nidottu
How do children learn and how are new modes of thought developed? These questions have for years been of paramount interest to psychologists and others concerned with the cognitive development of the child. In this major work, originally published in 1974 and reporting on over ten years’ research of the Geneva School, the authors carried the pioneering investigations of Jean Piaget to a new and remarkable level. As Piaget said in his foreword to the book: ‘The novelty of the findings, the clarity of the theoretical interpretation, and the sometimes even excessive caution of the conclusions enable the reader to separate clearly the experimental results from the authors’ theoretical tenets.’The authors’ learning experiments with children were designed to examine the processes that lead to the acquisition of certain key concepts, such as conservation of matter and length. Detailed study of the progress of each individual subject revealed a number of features characteristic of situations that create conflicts in the child’s mind and certain regularities in the way these conflicts are resolved. Such data threw new light on the dynamics of the development of cognitive structures as well as on basic mechanisms of learning at the time.
The author (born in February 1935) and his parents fled Nazi Germany in 1939, after his father had been incarcerated for six weeks in a concentration camp. They made their way to Southern Rhodesia (now Zimbabwe) where the family eventually settled in the town of Gatooma. Peter describes his reminiscences of life prior to departing Nazi Germany, the World War II era and the post-war years that followed. Five years as a boarder at Prince Edward School in Salisbury followed thereafter (1947 1951) and his experiences at P.E. the largest boy s high school in the country are vividly described and documented. This book, amply illustrated, releases a flood of memories of what it was like to live in the old Rhodesia the strip roads then still in use, visits to the bioscope , witnessing Rhodesia s contribution to the Allied war effort, sporting heroes of that generation and much more ...
Die schönsten Backrezepte der schwäbischen Küche: Ulmer Mutschel und Dünnröhrleskuchen, Laugenbrezel und Träubleskuchen, Springerle und Adventsbredle, Hutzelbrot, Dätschet und Baureplootz und vieles mehr. Hier sind sie alle vereint, ergänzt mit Wissenswertem über Zutaten und Backutensilien sowie schwäbischen Anekdoten und Redensarten über das Backen.
Ätherische Öle in der Weihnachtsbäckerei
Maria L Schasteen; Hermine Gärtner
Independently Published
2018
pokkari
Alimentation pour diabétiques en contexte camerounais
Louise Renée Loe; Angèle Hermine Pondy
Editions L'Harmattan
2025
pokkari
Au Cameroun, le minist re de la Sant publique estimait, pour l'ann e 2023, 2,5 millions le nombre de diab tiques. C'est dire que cette pathologie est un v ritable probl me de sant publique dans le pays. Or, il est notoirement connu que pour les patients diab tiques, la nature de l'alimentation est vitale pour viter des complications qui pourraient leur tre fatales. cet gard, une discipline di t tique rigoureuse leur est n cessaire pour esp rer mener une vie relativement normale. Si le Cameroun est reconnu pour la richesse et la diversit de son patrimoine alimentaire, nombre de patients diab tiques ne sont pas toujours inform s du bon usage qu'ils pourraient en faire dans leur parcours th rapeutique. Cet ouvrage du Dr Louise Ren e Loe, didactique et d'acc s facile pour tous les publics, vient point nomm apporter un clairage utile, non seulement aux patients diab tiques et ceux qui les accompagnent, mais aussi ceux qui pourraient d velopper cette pathologie dans un futur proche ou lointain.
Construction of Arithmetical Meanings and Strategies
Leslie P. Steffe; Hermine Sinclair; Paul Cobb
Springer-Verlag New York Inc.
1987
nidottu
The studies presented in this book should be of interest to anybody concerned with the teaching of arithmetic to young children or with cognitive development in general. The 'eaching experiment· was carried out with half a dozen children entering first grade over two years in biweekly sessions. Methodologically the authors' research is original. It is a longitudinal but not a naturalistic study, since the experimenter-teachers directed their interaction with each individual child with a view to his or her possible progress. It is experimental in the sense that two groups of subjects were selected according to criteria derived from an earlier study (Steffe, von Glasersfeld, Richards & Cobb, 1983) and that the problems proposed were comparable, though far from identical across the subjects; but unlike more rigid and shorter "learning" or ''training" studies it does not include pre-and posttests, or predetermined procedures. Theoretically, the authors subscribe to Piagefs constructivism: numbers are made by children, not found (as they may find some pretty rocks, for example) or accepted from adults (as they may accept and use a toy). The authors interpret changes in the children's counting behaviors in terms of constructivist concepts such as assimilation, accommodation, and reflective abstraction, and certain excerpts from protocols provide on-line examples of such processes at work. They also subscribe to Vygotsky's proposal for teachers '0 utilize the zone of proximal development and to lead the child to what he (can) not yet do· (1965, p. 104).
Goethe
Richard Moritz Meyer; Heinrich Hansjakob; Hermine Villinger; Edwin Carl Roedder
Nabu Press
2010
pokkari
Les réalités de la violence au sein des organisations
Simon Gérard J. Peter; Hermine Matari
Études Eurafricaines
2023
nidottu
Variabilité des stocks de carbone en zone forestière du Cameroun
Francis Brice Silatsa Tedou; Martin Yemefack; Hermine Dameni
Editions universitaires europeennes EUE
2015
nidottu
Communicating in Hospital Emergency Departments
Diana Slade; Marie Manidis; Jeannette McGregor; Hermine Scheeres; Eloise Chandler; Jane Stein-Parbury; Roger Dunston; Maria Herke; Christian M.I.M. Matthiessen
Springer-Verlag Berlin and Heidelberg GmbH Co. K
2015
sidottu
This book was conceived in response to the increasing recognition of the central role of communication in effective healthcare delivery, particularly in high-stress contexts. Over a three-year period, the research team investigated communication between patients and clinicians in five representative emergency departments (EDs). The book describes the communicative complexity and intensity of work in the ED and identifies the features of successful patient-clinician interactions. Drawing on authentic examples of communication within the ED, the book provides comprehensive communication strategies for healthcare professionals that can be readily integrated into everyday practice. ‘Professor Diana Slade and her colleagues have written an innovative and practical book on communication and relationships in emergency departments and their effects on the patient experience. Rarely does one find a book that so seamlessly translates research findings into practical action strategies. The book is an invaluable resource for the training of physicians, nurses, hospital administrators and others in healthcare.’ - Elizabeth A. Rider, MSW, MD, FAAP, Department of Pediatrics, Harvard Medical School ‘My participation in the UTS Emergency Communication project provided extraordinary insights into the complexities and subtleties of communication encounters during a patient’s emergency department journey. This project has made a lasting impact on my daily work, and I hope will improve emergency patient care into the future.’ - Dr Nick Taylor, Emergency Medicine Specialist, The Canberra Hospital ‘The captured clinical conversations between doctors, nurses and patients are fascinating... The discussion and conclusions provide a rare insight into an integral and critical component of Emergency Medicine practice. The team, led by Professor Slade, wastruly unobtrusive, professional and personable.’ - Dr Marian Lee, Emergency Physician, Director of Emergency Medicine Training
Communicating in Hospital Emergency Departments
Diana Slade; Marie Manidis; Jeannette McGregor; Hermine Scheeres; Eloise Chandler; Jane Stein-Parbury; Roger Dunston; Maria Herke; Christian M.I.M. Matthiessen
Springer-Verlag Berlin and Heidelberg GmbH Co. K
2016
nidottu
This book was conceived in response to the increasing recognition of the central role of communication in effective healthcare delivery, particularly in high-stress contexts. Over a three-year period, the research team investigated communication between patients and clinicians in five representative emergency departments (EDs). The book describes the communicative complexity and intensity of work in the ED and identifies the features of successful patient-clinician interactions. Drawing on authentic examples of communication within the ED, the book provides comprehensive communication strategies for healthcare professionals that can be readily integrated into everyday practice. ‘Professor Diana Slade and her colleagues have written an innovative and practical book on communication and relationships in emergency departments and their effects on the patient experience. Rarely does one find a book that so seamlessly translates research findings into practical action strategies. The book is an invaluable resource for the training of physicians, nurses, hospital administrators and others in healthcare.’ - Elizabeth A. Rider, MSW, MD, FAAP, Department of Pediatrics, Harvard Medical School ‘My participation in the UTS Emergency Communication project provided extraordinary insights into the complexities and subtleties of communication encounters during a patient’s emergency department journey. This project has made a lasting impact on my daily work, and I hope will improve emergency patient care into the future.’ - Dr Nick Taylor, Emergency Medicine Specialist, The Canberra Hospital ‘The captured clinical conversations between doctors, nurses and patients are fascinating... The discussion and conclusions provide a rare insight into an integral and critical component of Emergency Medicine practice. The team, led by Professor Slade, wastruly unobtrusive, professional and personable.’ - Dr Marian Lee, Emergency Physician, Director of Emergency Medicine Training