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Series:

Edited by Bernd Stiegler, Reto Sorg, Kurt Lüscher and Peter Stocker

Der Band veranschaulicht in 13 systematisch angelegten Beiträgen aus unterschiedlichen wissenschaftlichen Disziplinen,wie sehr Robert Walsers Schreiben von vaszillierenden Erscheinungsformen des Ambivalenten geprägt ist. Er bildet ein besonderes Kompendium zu seinem Werk und soll außerdem zu einem differenzierten Verständnis eines kulturwissenschaftlich zentralen Begriffs beitragen.
Schon Walter Benjamin erkannte bei Robert Walser den produktiven Widerspruch von »Geschwätzigkeit« und »Sprachscham« und dass »jeder Satz nur die Aufgabe hat, den vorigen vergessen zu machen«. Im Rückblick erscheint Walsers Werk als literarische Umschreibung des »Endes der Eindeutigkeit« (Zygmunt Bauman) und damit letztlich als eine Positionsbestimmung der Moderne. Im Gegensatz zu dialektischen Denkmustern, die Entscheidung oder Synthese anstreben, entwickelt dieser Schriftsteller beweglich-gleitende Ausdrucksweisen. Seine Figuren, oftmals widerspenstig und unterwürfi g, verkörpern das Vage und Brüchige persönlicher Identität.

The Silk Road: Key Papers (2 Vols)

Part I: The Pre-Islamic Period

Series:

Edited by Valerie Hansen

This is the first of two collections by top scholars working on the history of the Silk Road. This collection’s main focus is the first millennium CE when the Silk Road trade was at its height. Most of the entries are organized chronologically and geographically, concentrating on the sites (like Niya and Loulan) which flourished in the third and fourth centuries, then Turfan and Samarkand (500-800), and closes with the period after 800, when Tang China withdrew its troops from the region and the local peoples reverted to a largely barter economy. Coverage ends in 1000, when the first cities on the western edge of the Taklamakan converted to Islam. Introductory texts provide general overviews of the trade (including classic pre- and post-war studies), followed by a brief survey of the ancient trade routes. Of particular interest in this collection are the Silk Road’s most famous group of travellers, the Sogdians, a people from the region of Samarkand (in today's Uzbekistan) thanks to Chinese archaeologists who have recently uncovered several tombs that allow us to see how the Sogdians gradually adjusted to Chinese culture, decorating their tombs with detailed scenes of everyday life.

The Handbook of Mathematics Teacher Education: Volume 2

Tools and Processes in Mathematics Teacher Education

Series:

Edited by Dina Tirosh and Terry Wood

This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors look back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and look forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers.

Volume 2, Tools and Processes in Mathematics Teacher Education, describes and analyze various promising tools and processes, from different perspectives, aimed at facilitating the mathematics teacher learning and development. It provides insights of how mathematics teacher educators think about and approach their work with teachers. Thus, as the second volume in the series, it broadens our understanding of the mathematics teacher and their learning and teaching.

The Handbook of Mathematics Teacher Education: Volume 3

Participants in Mathematics Teacher Education

Series:

Edited by Konrad Krainer and Terry Wood

This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers.

Volume 3, Participants in Mathematics Teacher Education, focuses not only on prospective and practicing teachers as learners but also on school colleagues, teacher educators, researchers, and others who work to provide effective learning opportunities for teachers. The emphasis is on describing and analysing participants’ engagement in mathematics teacher education collaborations and contexts from various perspectives. Thus, as the third volume in the series, it further broadens our understanding of the development of mathematics teachers.

International Handbook of Mathematics Teacher Education: Volume 1

Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development (Second Edition)

Series:

Edited by Despina Potari and Olive Chapman

This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers.

Volume 1, Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, edited by Despina Potari and Olive Chapman, examines teacher knowledge, beliefs, identity, practice and relationships among them. These important aspects of mathematics teacher education continue to be the focus of extensive research and policy debate globally. Thus, as the first volume in the series, it appropriately addresses central topics/issues that provide an excellent beginning to engage in the field of mathematics education though the handbook.

Contributors are: Jill Adler, Mike Askew, Maria Bartolini Bussi, Anne Bennison, Kim Beswick, Olive Chapman, Charalambos Charalambus, Helen Chick, Marta Civil, Sandra Crespo, Sean Delaney, Silvia Funghi, Merrilyn Goos, Roberta Hunter, Barbara Jaworski, Kim Koh, Esther S. Levenson, Yeping Li, Niamh O’ Meara, JoengSuk Pang, Randolph Phillipp, Despina Potari, Craig Pournara, Stephen Quirke, Alessandro Ramploud, Tim Rowland, John (Zig) Siegfried, Naiqing Song, Konstantinos Stouraitis, Eva Thanheiser, Collen Vale, Hamsa Venkat, and Huirong Zhang.

Rethinking Education with ICT

New Directions for Effective Practices

Edited by Nicola Yelland, Greg A. Neal and Eva Dakich

This book brings together a number of academics who have conducted research and written about effective practices and pedagogies that incorporate the use of information and communications technologies (ICT). The book is intended for graduate and undergraduate students in Teacher Education programmes, as well as teachers and those who are interested in contemporary educational issues. The authors in this book have been engaged in rethinking education with ICT. Implicit in this, is the view that we need to reconceptualise our pedagogies and practices in order to make schools relevant to the lives of the young people who inhabit them. The chapters in this book are based on empirically grounded research work. The chapters illustrate the various dimensions of innovative practices with ICT that can extend teachers’ pedagogies and engage learners so that they are able to extend their potential for knowledge building in new and dynamic ways.

Series:

Douglas M. Towne

This volume presents an object-oriented approach for developing interactive graphical device models and for delivering instruction and performance aiding with such models. The volume attempts to illustrate, via a series of examples, why and how the particular design given satisfies relatively intensive and diverse instructional and performance-aiding demands with surprising ease.
The early chapters focus on the fundamental design concepts upon which all applications stand, including a consistent design of the basic elements - objects - from which all models are produced; a clear separation between the model of the target domain and the instructional processes; and, wherever possible, automatic generation of user interactions, based on the structure and content of the model.
Each of the later chapters focus on one particular application area, including explication of complex system functions, diagnostic instruction and guidance, procedural guidance, scenario-based instruction, and simulation-based technical documentation.
The volume is intended to serve instructional designers, curriculum developers, and software implementers, an ambitious scope that is hopefully achieved via the early presentation of critical “nuts-and-bolts”, followed by discussions of specific training and aiding environments that can be more selectively considered. The more complex examples presented in the volume are available for active operation and analysis in a Web site developed for the reader’s use.

The Lost Dream of Equality

Critical Essays on Education and Social Class

Series:

Alan Scott and John Freeman-Moir

This book examines the international hopes for equality in education over the past 60 years by looking at the current evidence and theory on social class and schooling. For more than half a century the relation between social class and education has been the subject of intense debate and political struggle, as well as the focus for the aspirations of millions of citizens and their children in Western democracies. This book will be relevant to teachers, advanced undergraduates and graduate students in the areas of the history, sociology and politics of education as well as policy analysis and applied social theory.

Pines, 2nd revised edition

Drawings and Descriptions of the Genus Pinus

Aljos Farjon

There has been a steady demand for the first edition of the conifer book PINES, which sold out in 2002. Therefore, a second edition, which is a modest update, was written. The book PINES was never an attempt at monograph in the taxonomic sense. Rather it was an overview with line drawings of the commonly known species of pines, giving concise but essential information on identification, distribution and ecology. Introductory texts explained botanical characteristics of pines and a chapter on classification, one on phylogeny and biogeography, and a glossary, index and short bibliography completed the book. This scope and structure have been maintained in the second edition. It was necessary to make several taxonomic changes, to add or omit a few species, present a new chapter on phylogeny and classification and amend or correct, even expand, some of the information given in the first edition, especially in the species accounts. Conservation aspects have been added to species accounts in a concise format, following IUCN evaluations. The author has maintained the original drawings and made amendments only to correct errors; drawings for additional species have been added in the same style. The book contains a total of 92 drawings and 103 distribution maps. With these amendments the information should have been updated to a satisfactory level, without altering the original format and scope.

Zeuge der Hoffnung

Johannes Paul II. Eine Biographie

George Weigel

Dieses Buch ist die Biographie des verstorbenen Papstes Johannes Paul II. Geschrieben von einem Mann, Theologe von höchstem Renommee, der zugleich einer der führenden Publizisten der Vereinigten Staaten ist.
»Mit der Biographie, die von der amerikanischen und europäischen Presse unisono als Ereignis gefeiert wird, erweist sich Weigel als intimer Kenner Johannes Pauls II.«
Frankfurter Allgemeine Zeitung