“…Comment le texte et l’écriture amènent-ils l’écrivain à dépasser le seuil de sa propre vie, son propre contexte, sa propre histoire pour toucher quelque chose en dehors de la vie ? Qu’arrive-t-il au lecteur d’un tel texte ? …”

“…The interventions explored here—in Solomon Islands and Tonga—were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. …”

“…Practical Fashion Tech is the result of a collaboration between two technologists and a veteran teacher, costumer, and choreographer. They came together to pull back the curtain on making fun and innovative costumes and accessories incorporating technologies like low-cost microprocessors, sensors and programmable LEDs. …”

“…The third level education didactic concepts and their results offer an important contribution to the modelling of competence-oriented teacher training…”

“…To start taking advantage of them immediately, you need this task-based guide from popular Mac teacher Maria Langer! Using simple step-by-step instructions, loads of visual aids, and plenty of well-placed tips, Maria gets you up and running fast on the basics before moving on to cover more advanced techniques (formatting, inserting objects, creating outlines, and more). …”

“…Discover your voice, cultivate mindful awareness, and inspire creative growth with photography In The Mindful Photographer , teacher, author, and photographer David Ulrich follows up on the success of his previous book, Zen Camera , by offering photographers, smartphone camera users, and other cultural creatives 55 short (1-5 pages) essays on topics related to photography, mindfulness, personal growth, creativity, and cultivating personal and social awareness. …”

“…Schnapp habe, so die Jury, grundlegende Beiträge zur historischen Bildanthropologie in der Antike verfasst, die Ikonographie der griechischen antiken Darstellungen erforscht, bedeutende Ergebnisse zur archäologischen Stadtraumforschung und Stadtgeschichte im antiken Griechenland geliefert und mit seinen in zahlreiche Sprachen übersetzen Büchern zur Wissenschaftsgeschichte der Archäologie das Fundament für eine neue Perspektive auf dieses Fachgebiet gelegt…”

“…The book provides practitioners, teacher-researchers and Master's students with a state of the art and a prospective vision of customer relations in a digital world. …”

“…Melanie Jaeger-Erben und Sabine Hielscher tauchen ein in die vielfältige Welt der Laien-Reparatur, lassen Reparateur*innen durch Bilder, Zeichnungen und Zitate zu Wort kommen und beschreiben die Wirkung des Reparierens auf Identität, soziale Beziehungen und das Verhältnis von Mensch und Umwelt: Ein Plädoyer für mehr kreative Reparier-Experimente und die Förderung inklusiver Orte der gemeinschaftlichen Reparatur…”

“…Traditional views of knowledge reconstruction placed the impetus for thought change outside the learner's control. The teacher, instructional methods, materials, and activities were identified as the seat of change. …”

“…A core point of this book is that shame can be a teacher, and a crucial one, in evaluating our ethical and ontological position in the world. …”

“…This is the ONE book on PKI that you have to have on your shelf, whether you be a company director, IT Manager, Government Minister or teacher of IT…”

Tabla de Contenidos: “…The whole-school alignment model: Facilitating a teacher team in sustainable entrepreneurship education -- Chapter 10. …”

“…This volume, which accompanies the exhibition of the same name, honours Leopold Mozart (1719-1787), who was not only a musician, composer and teacher, but also a well-informed observer of his time. …”

Tabla de Contenidos: “…Conté: Foreword by Heinz Wirz, p. 15; Constructs by Ákos Moranvánszky, p. 19; “Im Sunniga” housing complex, Chur-Masans, p. 45; “in den Lachen” apartment block, Chur, p. 53; School extension, Vella, p. 57; Gallery of contemporary art, Marktoberdorf, Germany, p. 67; Meuli House, Fläsh, p. 75; Headquarters of Novartis, competition, Basel, p. 89; “Science city”, development study, ETH Hönggerberg, Zurich, p. 93; School, Alvaschein, p. 109; Bearth-Riatsch House, Chur, p. 115; Bearth-Candinas House, sumvitg, p. 119; Willimann-Lötscher House, sevgein, p. 127; Walther house, Malans, p. 135; Viamala visitor’s centre, Thusis, p. 141; National park centre, competition, Zernez, p. 145; Wegelin House, Malans, p. 157; Classroom block, Malix, p. 163; Werner house, Trin, p. 167; Fred optiker, shop refit, Chur, p. 175; Schools Zillis, p. 179; Residential accomodation, Luwa industrial site, competition, Zurich, p. 191; Regional headquarters of the ÖKK, Landquart, p. 195; Housinf estates, project studies, Leipzig, Germany, p. 205; Sport theatre, project, Arosa, p. 209; Milchbuck tram stations, Zurich, p. 213; Hirsbrunner house, Scharans, p. 225; Bridges and engineering structures, p. 231; Art museum, competition, Vaduz, Liechtenstein, p. 235; Augustin house, Mon, p. 239; Science block, teacher training college, Chur, p. 245; Platform roof, railway station, Disentis, p. 255; Aqui-park spa complex, competition, Zurich, p. 259; MAG-C (Oil filtration facility), Chur, p. 273; School, Tschlin, p. 277; Frommelt house, Triesen, Liechtenstein, p. 287; Art gallery extension, competition, Aarau, p. 295; Rageth mountain hut, Fanas-Cania, p. 299; Ladner house, Rapperswil-Jona, p. 305; Carmenna chair lift stations, Arosa, p. 327; Serletta multistorey car park, St Moritz, p. 333; Bär-Gey house, Eschen, Liechtenstein, p. 343, error. …”

Tabla de Contenidos: “…Inveruno New School -- Field of education and “corpus socialis” -- Space-Places and the Third Teacher. The Issue of Architectural Space in the Age of Knowledge Cities and Schools 3.0 -- PART 3: MANAGEMENT, TRANSFORMATION AND ENHANCEMENT OF THE BUILT HERITAGE, The school building surveying: a support tool for School Building Registry Office -- Extension for the Accademia di Brera at the Farini Marshalling Yard in Milan. …”

Tabla de Contenidos: “…Considerations in Developing Interactions and ExperiencesExamples; Example 1: Year 10 Chinese - examining translation; Example 2: Year 11 and 12 Indonesian: Developing intra- and intercultural understanding; Implications for Teachers and Students as Participantsin Language Learning; 6 Resources for Intercultural Language Learning; Textbooks as Resources for Intercultural Learning; Moving Beyond Textbooks; The Authenticity of the Resource; Literature as an Authentic Resource; Communities as Resources; The Classroom as a Resource; Selecting and Evaluating Resources; Adapting Resources…”

Tabla de Contenidos: “…Intro -- Foreword -- Acknowledgements -- Note -- Abbreviations and acronyms -- Executive summary -- OECD-Slovak Republic collaboration on the OECD National Skills Strategy project -- Key findings and opportunities for improving the Slovak Republic's skills performance -- Priority 1: Strengthening the skills of youth (Chapter 2) -- Priority 2: Reducing skills imbalances (Chapter 3) -- Priority 3: Fostering greater participation in adult learning (Chapter 4) -- Priority 4: Strengthening the use of skills in the workplace (Chapter 5) -- 1 Key insights and recommendations Skills are key to responding to the challenges and opportunities associated with demographic change, digitalisation, and globalisation -- The possible automation of jobs is a serious challenge for the Slovak Republic -- Demographic change and globalisation deepen the challenges -- Skills are key to building an adaptable and resilient economy and society -- The OECD Skills Strategy project in the Slovak Republic -- Key themes for the Slovak Republic's skills system -- Performance of the Slovak skills system -- Developing relevant skills The performance of young people and the inclusiveness of the education system could be improved -- Tertiary education has expanded rapidly, but challenges remain -- The comparatively strong foundational skills of adults could be supported by a stronger culture of adult learning -- Many adults are not motivated to learn, and barriers to participation are high -- Using skills effectively -- Labour market performance has improved, but there are significant imbalances -- Skills could be used more effectively in workplaces, especially to raise productivity Innovations in workplaces and the broader economy could support effective skills use -- Strengthening the governance of skills systems -- The effectiveness of strategies, policies and reforms is often compromised by weak implementation -- The whole-of-government approach to skills policies could be strengthened -- Policy context in the Slovak Republic -- Priority areas and recommendations -- Priority 1: Strengthening the skills of youth -- Opportunity 1: Increasing enrolment in pre-primary education, especially among vulnerable groups Opportunity 2: Supporting schools and teachers in their work with vulnerable students -- Opportunity 3: Building a strong teaching workforce -- Overview of recommendations -- Priority 2: Reducing skills imbalances -- Opportunity 1: Improving the dissemination of information on labour market and skills needs -- Opportunity 2: Strengthening the responsiveness of students and their families to labour market needs -- Opportunity 3: Strengthening the responsiveness of secondary VET and tertiary education institutions to labour market needs -- Opportunity 4: Moving from "brain drain" to "brain gain"…”