s terashima (41 Ergebnisse)

1003.TERASHIMA S.I.& GORIS R.C. 1974 ELECTROPHYSIOLOGY OF SNAKE INFRARED RECEPTORS. 311PP. - 332PP. ILLUSTRATED. BOUND IN A COMPLETE ISSUE OF PROGRESS IN NEUROBIOLOGY. VOLUME 2 PART 4. SOFT COVERED. VERY GOOD CONDITION. (BJR-REPT.-11H).

Zustand: New. Explores the defining features of HyperReality: what it is, how it works and how it could become to the information society what mass media was to the industrial society. Editor(s): Tiffin, John; Terashima, Nobuyoshi. Num Pages: 192 pages, illustrations. BIC Classification: UYQ; UYV. Category: (G) General (US: Trade); (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 236 x 158 x 14. Weight in Grams: 338. . 2001. Paperback. . . . .

Zustand: New. Explores the defining features of HyperReality: what it is, how it works and how it could become to the information society what mass media was to the industrial society. Editor(s): Tiffin, John; Terashima, Nobuyoshi. Num Pages: 192 pages, illustrations. BIC Classification: UYQ; UYV. Category: (G) General (US: Trade); (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 236 x 158 x 14. Weight in Grams: 338. . 2001. Paperback. . . . . Books ship from the US and Ireland.

Zustand: New. Explores the defining features of HyperReality: what it is, how it works and how it could become to the information society what mass media was to the industrial society. Editor(s): Tiffin, John; Terashima, Nobuyoshi. Num Pages: 190 pages, Illustrations. BIC Classification: UYQ; UYV. Category: (G) General (US: Trade); (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 14. Weight in Grams: 454. . 2001. 1st Edition. hardcover. . . . .

Zustand: New. Explores the defining features of HyperReality: what it is, how it works and how it could become to the information society what mass media was to the industrial society. Editor(s): Tiffin, John; Terashima, Nobuyoshi. Num Pages: 190 pages, Illustrations. BIC Classification: UYQ; UYV. Category: (G) General (US: Trade); (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 14. Weight in Grams: 454. . 2001. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.

Zustand: As New. Unread book in perfect condition.

Zustand: New.

Hardcover. Zustand: new. Hardcover. This is the first book to examine social learning and innovation in huntergatherers from around the world. More is known about social learning in chimpanzees and nonhuman primates than is known about social learning in huntergatherers, a way of life that characterized most of human history. The book describes diverse patterns of learning and teaching behaviors in contemporary huntergatherers from the perspectives of cultural anthropology, ecological anthropology, biological anthropology, and developmental psychology. The book addresses several theoretical issues including the learning hypothesis which suggests that the fate of Homo sapiens and Neanderthals in the last glacial period might have been due to the differences in learning ability. It has been unequivocally claimed that social learning is intrinsically important for human beings; however, the characteristics of human learning remain under a dense fog despite innumerable studies with children from urbanindustrialcultures. Controversy continues on problems such as: do huntergatherers teach? If so, what types of teaching occur, who does it, how often, under what contexts, and so on. The book explores the most basic and intrinsic aspects of social learning as well as the foundation of innovative activities in everyday activities of contemporary huntergatherer people across the earth. The book examines how hunter-gatherer core values, such as gender and age egalitarianism and extensive sharing of food and childcare are transmitted and acquired by children. Chapters are grouped into five sections: 1) theoretical perspectives of learning in huntergatherers, 2) modes and processes of social learning in huntergatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Ideas and concepts based on the data gathered through an intensive fieldwork by the authors will give much insight into the mechanisms and meanings of learning and education in modern humans. Chapters are grouped into five sections: 1) theoretical perspectives of learning in huntergatherers, 2) modes and processes of social learning in huntergatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Zustand: New.

Zustand: New.

Zustand: As New. Unread book in perfect condition.

Zustand: New. pp. 318 2016th edition NO-PA16APR2015-KAP.

Zustand: As New. Unread book in perfect condition.

Zustand: New.

Zustand: New. In.

Zustand: New.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This is the first book to examine social learning and innovation in hunter-gatherers from around the world. More is known about social learning in chimpanzees and nonhuman primates than is known about social learning in hunter-gatherers, a way of life that characterized most of human history. The book describes diverse patterns of learning and teaching behaviors in contemporary hunter-gatherers from the perspectives of cultural anthropology, ecological anthropology, biological anthropology, and developmental psychology. The book addresses several theoretical issues including the learning hypothesis which suggests that the fate of Homo sapiens and Neanderthals in the last glacial period might have been due to the differences in learning ability. It has been unequivocally claimed that social learning is intrinsically important for human beings; however, the characteristics of human learning remain under a dense fog despite innumerable studies with children from urban-industrialcultures. Controversy continues on problems such as: do hunter-gatherers teach If so, what types of teaching occur, who does it, how often, under what contexts, and so on. The book explores the most basic and intrinsic aspects of social learning as well as the foundation of innovative activities in everyday activities of contemporary hunter-gatherer people across the earth. The book examines how hunter-gatherer core values, such as gender and age egalitarianism and extensive sharing of food and childcare are transmitted and acquired by children. Chapters are grouped into five sections: 1) theoretical perspectives of learning in hunter-gatherers, 2) modes and processes of social learning in hunter-gatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Ideas and concepts based on the data gathered through an intensive fieldwork by the authors will give much insight into the mechanisms and meanings of learning and education in modern humans.

Zustand: New. pp. 216.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This is the first book to examine social learning and innovation in hunter-gatherers from around the world. More is known about social learning in chimpanzees and nonhuman primates than is known about social learning in hunter-gatherers, a way of life that characterized most of human history. The book describes diverse patterns of learning and teaching behaviors in contemporary hunter-gatherers from the perspectives of cultural anthropology, ecological anthropology, biological anthropology, and developmental psychology. The book addresses several theoretical issues including the learning hypothesis which suggests that the fate of Homo sapiens and Neanderthals in the last glacial period might have been due to the differences in learning ability. It has been unequivocally claimed that social learning is intrinsically important for human beings; however, the characteristics of human learning remain under a dense fog despite innumerable studies with children from urban-industrialcultures. Controversy continues on problems such as: do hunter-gatherers teach If so, what types of teaching occur, who does it, how often, under what contexts, and so on. The book explores the most basic and intrinsic aspects of social learning as well as the foundation of innovative activities in everyday activities of contemporary hunter-gatherer people across the earth. The book examines how hunter-gatherer core values, such as gender and age egalitarianism and extensive sharing of food and childcare are transmitted and acquired by children. Chapters are grouped into five sections: 1) theoretical perspectives of learning in hunter-gatherers, 2) modes and processes of social learning in hunter-gatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Ideas and concepts based on the data gathered through an intensive fieldwork by the authors will give much insight into the mechanisms and meanings of learning and education in modern humans.

Hardcover. Zustand: Brand New. 318 pages. 11.00x8.50x1.00 inches. In Stock.

Zustand: New. pp. 216.

Hardcover. Zustand: Brand New. 1st edition. 214 pages. 9.75x7.00x0.75 inches. In Stock.

Zustand: New. pp. 318.

Hard Cover. Zustand: Fine. No Jacket. Book is in excellent condition. Binding is solid and square, covers have sharp corners, exterior shows no blemishes, text/interior is clean and free of marking of any kind. Contents include five plenary lectures, 29 symposia presentations, one workshop. Contents include: Fusion technology and its radiation poblems, Hiroshima and Nagasaki : A review of 30 years study, Leukemia among atomic bomb survivors, Radiation, environmental mutagens and human life, Intermediate speciies in rigid organic systems, Eletron traping and transfer in frozen media, Modes of DNA repair and replication, Repair-eeficvient diseases of man, Mutation and transformation in vitro, Radiation and stem cells Radiation carcinogenesis, Prticle radiobiology and tumor therapy, Toxicology of radionuclides, Environmental radiation and radioactive waste, etc. Keywords: Fusion, Technology, Radiation, Poblems, Hiroshima, Nagasaki, Review, Leukemia, Among, Atomic, Bomb, Survivors, Radiation, Environmental, Mutagens, Human, Life, Intermediate, Speciies, Rigid, Organic, Systems, Eletron, Traping, Transfer, Frozen, Media, Modes, DNA, Repair, Diseases, Mutation, Transformation, Invitro, Radiation, Stem, Cells, Radiation, Carcinogenesis, Particle, Radiobiology, Tumor, Therapy, Toxicology, Radionuclides, Environmental, Waste.

Zustand: Brand New. New. US edition. Print on demand title. Delivery takes 20-25 days.

Zustand: Brand New. New. US edition. Print on demand title. Delivery takes 20-25 days.

Zustand: new. Questo è un articolo print on demand.

Zustand: Brand New. New. US edition. Print on demand title. Delivery takes 20-25 days.

Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This is the first book to examine social learning and innovation in hunter-gatherers from around the world. More is known about social learning in chimpanzees and nonhuman primates than is known about social learning in hunter-gatherers, a way of life that characterized most of human history. The book describes diverse patterns of learning and teaching behaviors in contemporary hunter-gatherers from the perspectives of cultural anthropology, ecological anthropology, biological anthropology, and developmental psychology. The book addresses several theoretical issues including the learning hypothesis which suggests that the fate of Homo sapiens and Neanderthals in the last glacial period might have been due to the differences in learning ability. It has been unequivocally claimed that social learning is intrinsically important for human beings; however, the characteristics of human learning remain under a dense fog despite innumerable studies with children from urban-industrial cultures. Controversy continues on problems such as: do hunter-gatherers teach If so, what types of teaching occur, who does it, how often, under what contexts, and so on. The book explores the most basic and intrinsic aspects of social learning as well as the foundation of innovative activities in everyday activities of contemporary hunter-gatherer people across the earth. The book examines how hunter-gatherer core values, such as gender and age egalitarianism and extensive sharing of food and childcare are transmitted and acquired by children. Chapters are grouped into five sections: 1) theoretical perspectives of learning in hunter-gatherers, 2) modes and processes of social learning in hunter-gatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Ideas and concepts based on the data gathered through an intensive fieldwork by the authors will give much insight into the mechanisms and meanings of learning and education in modern humans. 336 pp. Englisch.

Buch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This is the first book to examine social learning and innovation in hunter-gatherers from around the world. More is known about social learning in chimpanzees and nonhuman primates than is known about social learning in hunter-gatherers, a way of life that characterized most of human history. The book describes diverse patterns of learning and teaching behaviors in contemporary hunter-gatherers from the perspectives of cultural anthropology, ecological anthropology, biological anthropology, and developmental psychology. The book addresses several theoretical issues including the learning hypothesis which suggests that the fate of Homo sapiens and Neanderthals in the last glacial period might have been due to the differences in learning ability. It has been unequivocally claimed that social learning is intrinsically important for human beings; however, the characteristics of human learning remain under a dense fog despite innumerable studies with children from urban-industrial cultures. Controversy continues on problems such as: do hunter-gatherers teach If so, what types of teaching occur, who does it, how often, under what contexts, and so on. The book explores the most basic and intrinsic aspects of social learning as well as the foundation of innovative activities in everyday activities of contemporary hunter-gatherer people across the earth. The book examines how hunter-gatherer core values, such as gender and age egalitarianism and extensive sharing of food and childcare are transmitted and acquired by children. Chapters are grouped into five sections: 1) theoretical perspectives of learning in hunter-gatherers, 2) modes and processes of social learning in hunter-gatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Ideas and concepts based on the data gathered through an intensive fieldwork by the authors will give much insight into the mechanisms and meanings of learning and education in modern humans. 340 pp. Englisch.