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Series:

Czesław Porębski

This book offers a synoptic introduction to an important chapter of Polish 20th century philosophy, by introducing the studies of Kazimierz Twardowski, Tadeusz Czeżowski, Tadeusz Kotarbiński, Władysław Tatarkiewicz, Roman Ingarden, Henryk Elzenberg, Maria Ossowska, and Józef Maria Bocheński and how they contributed to value theory, ethics and aesthetics. These philosophers differed in their more definite interests, methodological approaches, and main results and yet their investigations share a number of characteristic features. Questions of value, considered as extremely vital, are treated with care and precision. In spite of the richness of their insights and an impressive number of detailed results these philosophers refrain from hasty conclusions, trying here, as elsewhere, to conduct their studies in an intellectually and morally responsible way.

Drawing for Science Education

An International Perspective

Edited by Phyllis Katz

This book argues for the essential use of drawing as a tool for science teaching and learning. The authors are working in schools, universities, and continual science learning (CSL) settings around the world. They have written of their experiences using a variety of prompts to encourage people to take pen to paper and draw their thinking—sometimes direct observation and in other instances, their memories. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader.
Young children have provided evidence of the perceptions that they have accumulated from families and the media before they reach classrooms. Secondary students describe their ideas of chemistry and physics. Teacher educators use drawings to consider the progress of their undergraduates’ understanding of science teaching and even their moral/ethical responses to teaching about climate change. Museum visitors have drawn their understanding of the physics of how exhibit sounds are transmitted. A physician explains how the history of drawing has been a critical tool to medical education and doctor-patient communications. Each chapter contains samples, insights, and where applicable, analysis techniques.
The chapters in this book should be helpful to researchers and teachers alike, across the teaching and learning continuum. The sections are divided by the kinds of activities for which drawing has historically been used in science education:
- An instance of observation (Audubon, Linnaeus);
- A process (how plants grow over time, what happens when chemicals combine);
- Conceptions of what science is and who does it;
- Images of identity development in science teaching and learning.

Sci-Book

STEPS to STEM – Student Science Notebook

Aaron D. Isabelle and Gilbert A. Zinn

A “Sci-Book” or “Science Notebook” serves as an essential companion to the science curriculum supplement, STEPS to STEM. As students learn key concepts in the seven “big ideas” in this program (Electricity & Magnetism; Air & Flight; Water & Weather; Plants & Animals; Earth & Space; Matter & Motion; Light & Sound), they record their ideas, plans, and evidence. There is ample space for students to keep track of their observations and findings, as well as a section to reflect upon the use of “Science and Engineering Practices” as set forth in the Next Generation Science Standards (NGSS).
Using a science notebook is reflective of the behavior of scientists. One of the pillars of the Nature of Science is that scientists must document their work to publish their research results; it is a necessary part of the scientific enterprise. This is important because STEPS to STEM is a program for young scientists who learn within a community of scientists. Helping students to think and act like scientists is a critical feature of this program. Students learn that they need to keep a written record if they are to successfully share their discoveries and curiosities with their classmates and with the teacher. Teachers should also model writing in science to help instill a sense of purpose and pride in using and maintaining a Sci-Book. Lastly, students’ documentation can serve as a valuable form of authentic assessment; teachers can utilize Sci-Books to monitor the learning process and the development of science skills.

Series:

Michael Shenkar

Winner of the the Roman and Tania Ghirshman Prize 2015 by the French Académie des Inscriptions et Belles-Lettres. This prize was established in 1973 by the donation made by Roman Ghirshman, one of the prominent French archaeologists of Pre-Islamic Iran. It is awarded annually for a publication in the field of Pre-Islamic Iranian Studies.

In Intangible Spirits and Graven Images, Michael Shenkar investigates the perception of ancient Iranian deities and their representation in the Iranian cults. This ground-breaking study traces the evolution of the images of these deities, analyses the origin of their iconography, and evaluates their significance. Shenkar also explores the perception of anthropomorphism and aniconism in ancient Iranian religious imagery, with reference to the material evidence and the written sources, and reassesses the value of the Avestan and Middle Persian texts that are traditionally employed to illuminate Iranian religious imagery. In doing so, this book provides important new insights into the religion and culture of ancient Iran prior to the Islamic conquest.

Himmlers Forscher

Wehrwissenschaft und Medizinverbrechen im "Ahnenerbe" der SS

Julien Reitzenstein

Im Nürnberger Ärzteprozess wurde Wolfram Sievers für die unter seiner Verantwortung im Institut für wehrwissenschaftliche Zweckforschung begangenen Medizinverbrechen zum Tode verurteilt.

Nun liegt erstmals eine Gesamtdarstellung dieser aus dem »Ahnenerbe« der SS hervorgegangenen Einrichtung vor. Nahezu ausschließlich auf der Grundlage von Archivquellen rekonstruiert der Autor die Arbeit aller Bereiche des Instituts für wehrwissenschaftliche Zweckforschung.

Dabei werden nicht nur bisher unbekannte Abteilungen vorgestellt, sondern auch zahlreiche weitere neue Erkenntnisse präsentiert: Die bislang ungeklärte Identität der Opfer von Kampfstoff-Versuchen wird ebenso aufgedeckt wie die Beteiligung des Instituts an der Entwicklung von B- und C-Waffen oder die Aneignung von Immobilien teils prominenter Voreigentümer.

Ferner wird die komplexe Personal- und Finanzstruktur des Ahnenerbe e.V., der Ahnenerbe-Stiftung, des Instituts für wehrwissenschaftliche Zweckforschung und des Amtes A (Ahnenerbe) im Hauptamt Persönlicher Stab Reichsführer SS sichtbar gemacht.

Das akribisch recherchierte Buch führt in die Welt der SS-Forscher und ihrer Zielsetzungen. Gleichzeitig wird ein plastisches Beispiel dafür gegeben, wie es einem ehrgeizigen und opportunistischen Wissenschaftsmanager durch die Kooperation mit Heinrich Himmler gelang, dass sein Forschungsinstitut noch in der Endphase des Krieges weiter expandieren konnte.

„Das wichtigste Buch über das SS-Ahnenerbe seit Jahrzehnten. Vergleichbar profunde Studien wünscht man sich auch zu anderen Teilen des SS-Imperiums.“
(Sven Felix Kellerhoff, Geschichtsredakteur DIE WELT)

„Die gewählte Form stellt nicht nur ein ‚Kompendium‘ zum Institut für wehrwissenschaftliche Zweckforschung zur Verfügung. Es gelingt darüber hinaus, Schneisen durch das Dickicht der Polykratie zu schlagen und aus diesem Blickwinkel die Enthegung der deutschen Wehrmedizin zu durchleuchten.“
(Dr. Richard Kühl, Medizinhistoriker)

Susa and Elam. Archaeological, Philological, Historical and Geographical Perspectives.

Proceedings of the International Congress held at Ghent University, December 14-17, 2009.

Series:

Edited by Katrien De Graef and Jan Tavernier

In December 2009, an international congress was held at Ghent University in order to investigate, exactly 20 years after the 36th RAI “Mésopotamie et Elam”, the present state of our knowledge of the Elamite and Susean society from archaeological, philological, historical and geographical points of view. The multidisciplinary character of this congress illustrates the present state of research in the socio-economic, historical and political developments of the Suso-Elamite region from prehistoric times until the great Persian Empire. Because of its strategically important location between the Mesopotamian alluvial plain and the Iranian highlands and its particular interest as point of contact between civilizations, Susa and Elam were of utmost importance for the history of the ancient Near East in general.

American Circumstance

Anniversary Edition

Series:

Patricia Leavy

A Sense Publishers Bestseller!

Paige Michaels comes from the kind of wealth that few experience. The daughter of a notoriously successful banker who wielded great political power, she grew up in an extraordinary world peopled by the political leaders of tomorrow. Now one mistake rooted in her past is threatening to unravel her perfect life. After years as a stay-at-home mother living in New Jersey, Mollie Johnston convinces her husband, Paul, to move back to New York to fulfill her dream of living amid the bright lights. Mollie is uncomfortable in her own body and is always worried about how others perceive her and Paul. Once she sees how the other half lives, will she come to see herself and her marriage more clearly? Gwen McAndrews is the ultimate New York socialite and is the envy of those impressed by her grandeur, but is there more than meets the eye? In addition to Paige, Mollie, and Gwen, a cast of characters’stories are interwoven into the text—parents, children, caretakers, childhood friends, old lovers, and spouses.

Thoroughly copyedited and revised, this Anniversary Edition also includes brand new content: a new chapter titled "The Road Trip" (an epilogue), an afterword, and a further engagement section for book club or class use. The novel can be used as supplemental reading in courses across the disciplines that deal with gender, social class, inequality, power, family systems, relational communication, intimate relationships, identity, American culture, narrative or creative writing. It can also be read in book clubs or entirely for pleasure.

Miracle of Education

The Principles and Practices of Teaching and Learning in Finnish Schools (Second Revised Edition)

Edited by Hannele Niemi, Auli Toom and Arto Kallioniemi

Finnish pupils’ success in international student assessment tests is a hot topic everywhere in the world. The significance of Finnish educational policy and society are continuously discussed. This book provides explanations, answers and reflections to these questions.
Over 30 expert authors have contributed to this book by bringing their own specific research-based viewpoints to these issues. The book describes the wholeness of the Finnish educational system, on both structural and administrative levels. It introduces the framing factors and societal conditions of education in Finland. It also explains how the Finnish educational system and teacher education function in everyday life. The book illustrates how teaching and learning of different subjects is realized in Finnish schools, and describes the essential characteristics and methods of teaching, learning materials and research on these issues.
The book provides important insight and reflections to international researchers, teachers, students, journalists and policy makers, who are interested in teaching and learning in Finnish schools. It shows the results of the systematic and persistent work that has been done on education and schooling in Finland.
The main features of education in Finland: - Strong equity policy - Teachers as autonomous and reflective academic experts - Flexible educational structures and local responsibility for curriculum development - Evaluation for improvements, not for ranking - No national testing, no inspectorate - Research-based teacher education - Teachers’ high competence in content knowledge and pedagogy - Trust in education and teachers
Nordic Education Focus.

Failure to Thrive in Constructivism

A Cross-Cultural Malady

Series:

Marilyn Dahl

Western educators constantly look for ways to make the process of learning more meaningful, to kindle the spark that initiates a lifelong pursuit of knowledge and creative innovation. Recent theories have favored the development of critical learning skills over the acquisition of facts. However, these theories are rooted in Western democratic and egalitarian assumptions, some of which exist in no other culture on earth. Although it seems logical that any learner, set at liberty to explore the world, would naturally develop the ability to think critically and analytically, it is important to point out that Western logic is not universal, and what seems natural is, in fact, a product of the Western independence-oriented worldview.
This book examines the consequences of taking a full-blown constructivist approach into Arabic tertiary education, and uncovers some interesting hidden factors that prevent cognitive progress in this environment. This seemingly natural approach to learning does not, in fact, come naturally, but requires careful preparation to enable learners to accept cognitive experiences that may be culturally uncomfortable.

Growing up Indigenous

Developing Effective Pedagogy for Education and Development

Raymond Nichol

This impressive book is founded on very good scholarship and the knowledge gained from a career studying and working with a number of Indigenous communities. The true strength of the book relates to its capacity to give life to the story as it unfolds through the personal testimony and the history of communities involved. The way they wrestled variously with integration and assimilation is equally fascinating. The style of writing is lucid and driven by a passionate concern for justice. The approach is critical and perceptive.
Professor Anthony Edwards, Liverpool Hope University, UK.
This is an excellent book. Raymond Nichol does a very good job of providing relevant applications to facilitate the incorporation of Indigenous knowledge and pedagogies into education and development in Australia and Melanesia. They are intelligent suggestions that deserve to be put to the test of practice. Overall, I was impressed by this comprehensive and coherent work. I am particularly familiar with the Melanesian material used and can state clearly that is both interpreted and handled appropriately. Finally, stylistically it is a joy to read.
Professor Tom O’Donahue, School of Education, University of Western Australia.
This is a fascinating account of traditional socialisation and Indigenous forms of learning in Australia and Melanesia. It draws from rich ethnographic, historical and educational material.
There has never been a greater need for a socially and historically informed, yet critical account, of the mismatch between traditional ways, realities of life in Indigenous communities, villages and enclaves, and the forms of education provided in schools.
Raymond Nichol, a specialist in Indigenous education and pedagogy, surveys the links, too often disparities, between ethnographic detail of life ‘on the ground’ and the schooling provided by nation states in this vast region. Most importantly, he explores and suggests ways community developers and educators, Indigenous and non-Indigenous, may work to bridge the gaps in social rights, educational and economic development. This is relevant for all Indigenous communities, their survival and development.
Many vexed issues are discussed, such as race, ethnicity, identity, discrimination, self-determination, development, and relevant, effective pedagogical, learning and schooling strategies.