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This book is a result of a major research project in Switzerland that brings together the fields of Education and Socio-Cultural Psychology. It is focused on how culture is involved in very concrete educational practices. The reader is invited to follow the research group in a Swiss technical college that trains young people in precision mechanics during a period of major technological change: the arrival of automated manufacturing systems. This transition in the trade is an opportunity to explore the educational and psychological challenges of vocational training from a perspective inspired by activity theory and the consideration of social interactions and semiotic or other technical mediations as crucial to the formation of professional identities and competencies.

What are the most appropriate settings for learning? There is no simple answer to this question. What can lead a pupil to become engaged, even if this is within a school, with all the seriousness of a future professional? Under which conditions is an internship in a company genuinely formative?

Is it necessary to possess the most recent technologies in order to offer high quality training? What do we know about the relation between doing and knowing in the construction of new competences? How can it be planned and informed to become an object of reflection and make sense in the eyes of the learner? Dealing with such qustions, this study explores new working hypotheses on the manner in which the young experience their training and on the significant role for them of professional specialization.

This book is a result of a major research project in Switzerland that brings together the fields of Education and Socio-Cultural Psychology. It is focused on how culture is involved in very concrete educational practices. The reader is invited to follow the research group in a Swiss technical college that trains young people in precision mechanics during a period of major technological change: the arrival of automated manufacturing systems. This transition in the trade is an opportunity to explore the educational and psychological challenges of vocational training from a perspective inspired by activity theory and the consideration of social interactions and semiotic or other technical mediations as crucial to the formation of professional identities and competencies.

What are the most appropriate settings for learning? There is no simple answer to this question. What can lead a pupil to become engaged, even if this is within a school, with all the seriousness of a future professional? Under which conditions is an internship in a company genuinely formative?

Is it necessary to possess the most recent technologies in order to offer high quality training? What do we know about the relation between doing and knowing in the construction of new competences? How can it be planned and informed to become an object of reflection and make sense in the eyes of the learner? Dealing with such qustions, this study explores new working hypotheses on the manner in which the young experience their training and on the significant role for them of professional specialization.

Discipleship is central to a life of faith - and the Bible model of discipleship is more like apprenticeship than simply learning. This book is designed to help you not simply learn about what Jesus knew, but become more like Jesus by doing what he did.

At the heart of this resource is a self-assessment process, called the 'Disciple-Making Tool', which helps you discern your 'shape' as a disciple: whether your strengths lie particularly in your hands, in contributing, creating and leading; in your heart, in loving, appreciating and belonging; or in your head, in knowing, thinking and understanding.

Though many disciples can be overdeveloped in one area and underdeveloped in another, Jesus invites us to grow in all three areas in developing towards Christian maturity. These daily readings - which include Bible passages, reflections, exercises and prayer - will help you journey step by step in your spiritual formation for the sake of reaching the world.

Discipleship is central to a life of faith - and the Bible model of discipleship is more like apprenticeship than simply learning. This book is designed to help you not simply learn about what Jesus knew, but become more like Jesus by doing what he did.

At the heart of this resource is a self-assessment process, called the 'Disciple-Making Tool', which helps you discern your 'shape' as a disciple: whether your strengths lie particularly in your hands, in contributing, creating and leading; in your heart, in loving, appreciating and belonging; or in your head, in knowing, thinking and understanding.

Though many disciples can be overdeveloped in one area and underdeveloped in another, Jesus invites us to grow in all three areas in developing towards Christian maturity. These daily readings - which include Bible passages, reflections, exercises and prayer - will help you journey step by step in your spiritual formation for the sake of reaching the world.

The purpose of this book is to explore the overlapping area of study that discourse linguists and cognitive linguists are interested in. In doing so, the volume contributes to bridging the gap between these two large groups of linguists who share an interest in discourse processing but approach the area from very different perspectives and frames of reference.

The starting point of this volume is text and discourse. The book includes an overview section and a number of carefully selected contributions which highlight central issues in the study of text and discourse attempting to give them cognitive explanations. In responding to the current interest in the area of discourse and cognition, the volume has adopted a wide scope which allows its individual chapters to focus on textual and situational contexts as well as the context of culture and society at large. The volume also provides its readership with a useful selection of methods used in the studies which form the basis of its chapters. The contributions, all by established linguists with highest qualifications, present new findings which have important theoretical implications. They offer unique and fresh analyses of central discourse phenomena in cognitive light and revealing discussions of the avenues opened to us at this stage of the development of the study of discourse and cognition.

This accessible research volume will be essential reading for scholars and advanced students of linguistics and languages.

Over the last twenty-five years, the ‘history of emotion’ field has become one of the most dynamic and productive areas for humanities research. This designation, and the marked leadership of historians in the field, has had the unlooked-for consequence of sidelining literature — in particular secular literature — as evidence-source and object of emotion study. Secular literature, whether fable, novel, fantasy or romance, has been understood as prone to exaggeration, hyperbole, and thus as an unreliable indicator of the emotions of the past.

The aim of this book is to decentre history of emotion research and asks new questions, ones that can be answered by literary scholars, using literary texts as sources: how do literary texts understand and depict emotion and, crucially, how do they generate emotion in their audiences — those who read them or hear them read or performed?

Over the last twenty-five years, the ‘history of emotion’ field has become one of the most dynamic and productive areas for humanities research. This designation, and the marked leadership of historians in the field, has had the unlooked-for consequence of sidelining literature — in particular secular literature — as evidence-source and object of emotion study. Secular literature, whether fable, novel, fantasy or romance, has been understood as prone to exaggeration, hyperbole, and thus as an unreliable indicator of the emotions of the past.

The aim of this book is to decentre history of emotion research and asks new questions, ones that can be answered by literary scholars, using literary texts as sources: how do literary texts understand and depict emotion and, crucially, how do they generate emotion in their audiences — those who read them or hear them read or performed?

This chapter describes the field of ethics and surveys the three main schools of thought in contemporary ethics: utilitarianism, deontology, and virtue ethics. The main tenets of each theory are explained, with particular attention paid to how they might be applied to issues in agricultural and environmental ethics.

In the last decades the field of research on ancient Greek scholarship has been the object of a remarkable surge of interest, with the publication of handbooks, reference works, and new editions of texts. This partly unexpected revival is very promising and it continues to enhance and modify both our knowledge of ancient scholarship and the way in which we are accustomed to discuss these texts and tackle the editorial and exegetical challenges they pose.

This volume deals with some pivotal aspects of this topic, being the outcome of a three-year project funded by the Italian Ministry for Education, University and Research (MIUR) on specific aspects of the critical re-appraisal of Homer, Hesiod, Pindar, and Aeschylus in Greek culture throughout antiquity and the Middle Ages. It tackles issues such as the material form of the transmission of the exegesis from papyri to codices, the examination of hitherto unexplored branches of the manuscript evidence, the discussion of some important scholia, and the role played by the indirect tradition and the assimilation of the exegetical heritage in grammatical and lexicographical works.

Some strands of the ancient and medieval scholarship are here re-evaluated afresh by adopting an interdisciplinary methodology which blends modern editorial techniques developed for ‘problematic’ or ‘non-authorial’ medieval texts with current trends in the history of philology and literary criticism. In their diversity of subject matter and approach the papers collected in the volume give intended readers an excellent overview of the topics of the project.

This book provides educators with an accessible guide to best practices concerning content-based instruction (CBI) models and their use in English learner inclusive classrooms. The author effectively bridges the gap between theory and practice with a critical analysis of practical examples and diverse strategies for the inclusion of English learners into K-12 general education courses. The book also raises controversial questions regarding who is qualified to teach English learners and who is responsible for doing so, looking at the difficulties faced by both general educators and ESL teachers in Inclusive Classrooms. By providing a lens through which both ESL teachers and general educators are able to analyze, compare and contrast a range of widely-employed CBI methods, this book allows teachers to make informed decisions in their EL program development and work with English learners in K-12 schools.

This book provides educators with an accessible guide to best practices concerning content-based instruction (CBI) models and their use in English learner inclusive classrooms. The author effectively bridges the gap between theory and practice with a critical analysis of practical examples and diverse strategies for the inclusion of English learners into K-12 general education courses. The book also raises controversial questions regarding who is qualified to teach English learners and who is responsible for doing so, looking at the difficulties faced by both general educators and ESL teachers in Inclusive Classrooms. By providing a lens through which both ESL teachers and general educators are able to analyze, compare and contrast a range of widely-employed CBI methods, this book allows teachers to make informed decisions in their EL program development and work with English learners in K-12 schools.

This book provides an overview of approaches to language and culture, and it outlines the broad interdisciplinary field of anthropological linguistics and linguistic anthropology. It identifies current and future directions of research, including language socialization, language reclamation, speech styles and genres, language ideology, verbal taboo, social indexicality, emotion, time, and many more. Furthermore, it offers areal perspectives on the study of language in cultural contexts (namely Africa, the Americas, Australia and Oceania, Mainland Southeast Asia, and Europe), and it lays the foundation for future developments within the field. In this way, the book bridges the disciplines of cultural anthropology and linguistics and paves the way for the new book series Anthropological Linguistics.

This book provides an overview of approaches to language and culture, and it outlines the broad interdisciplinary field of anthropological linguistics and linguistic anthropology. It identifies current and future directions of research, including language socialization, language reclamation, speech styles and genres, language ideology, verbal taboo, social indexicality, emotion, time, and many more. Furthermore, it offers areal perspectives on the study of language in cultural contexts (namely Africa, the Americas, Australia and Oceania, Mainland Southeast Asia, and Europe), and it lays the foundation for future developments within the field. In this way, the book bridges the disciplines of cultural anthropology and linguistics and paves the way for the new book series Anthropological Linguistics.

The present volume collects contributions addressing different aspects of the measurement of linguistic differences, a topic which probably is as old as language itself but at the same time has acquired renewed interest over the last decade or so, reflecting a rapid development of data-intensive computing in all fields of research, including linguistics.

The present volume collects contributions addressing different aspects of the measurement of linguistic differences, a topic which probably is as old as language itself but at the same time has acquired renewed interest over the last decade or so, reflecting a rapid development of data-intensive computing in all fields of research, including linguistics.

This volume presents current work on a topic in Romance linguistics that still informs linguistic theory to this day: metaphony in the languages of Italy. Papers discuss fundamental research topics such as phonological opacity in the light of chain shifts, post-tonic harmony and consonant transparency, the role of morphosyntax in the typology of metaphony, the explanatory adequacy of feature-based versus element-based analyses, and the locus of metaphony in grammar. Other chapters present new experimental data, thus building a more accurate empirical foundation for the study of metaphony. We envision the volume to become a reference book not only for an updated descriptive survey of metaphonic patterns in Italy but also a thorough discussion of the challenges that metaphony poses for different (morpho)phonological theories. The book bridges the gap between descriptive works and theoretical thinking in the study of metaphony.

Complexity approaches, developed in physics and biology for almost two decades, show today a huge potential for investigating challenging issues in Humanities and Cognitive Sciences and obviously in the study of language(s). Theoretical approaches that integrate self-organization, emergence, non linearity, adaptive systems, information theory, etc., have already been developed to provide a unifying framework that sheds new light on the duality between linguistic diversity on the one hand and unique cognitive capacity of language processing on the other hand. Nevertheless, most of the linguistics literature written in this framework focuses on the syntactic level addressed through computational complexity or performance optimization, while other linguistic components have been somewhat neglected.
In this context, the proposed volume draws on an interdisciplinary sketch of the phonetics-phonology interface in the light of complexity. Composed of several first-order contributions, it will consequently be a significant landmark at the time of the rise of several projects linking complexity and linguistics around the world.

This chapter is an introduction for gender and agriculture practitioners on why and how to strengthen smallholder women’s land rights and tenure security through agricultural development programming. Smallholder women farmers have disproportionately limited and insecure land rights and have less access to agricultural inputs and services. Without confidence that in the long-term they can access, manage, and benefit from a given parcel of land, they have less incentive and ability to invest in agricultural productivity and sustainable practices. The chapter draws from twenty development projects, government programs, and private sector examples from the land and agricultural sectors to illustrate practices that agricultural projects and private sector actors can apply to improve smallholder women farmers’ land tenure, agricultural practices, and empowerment. The practices are organized across five technical approaches: awareness-raising, expanding women’s land access and governance roles in customary systems, land certification, combining land and agricultural interventions, and addressing social norms.

Curriculum materials are among the most pervasive and powerful influences on school mathematics. In many mathematics classes, student assignments, the questions the teacher asks, the ways students are grouped, the forms of assessment, and much more originate in curriculum materials. At the same time, teachers have considerable latitude in how they use their curriculum materials. Two classes making use of the same materials may differ markedly in what mathematics content is emphasized and how students are engaged in learning that content. This volume considers a variety of research tools for investigating the enactment of mathematics curriculum materials, describing the conceptualization, development, and uses of seven sets of tools. Mathematics education researchers, curriculum developers, teacher educators, district supervisors, teacher leaders, and math coaches will find insights that can improve their work, and guidance for selecting, adapting, and using tools for understanding the complex relationship between curriculum materials and their enactment in classroom instruction.

Curriculum materials are among the most pervasive and powerful influences on school mathematics. In many mathematics classes, student assignments, the questions the teacher asks, the ways students are grouped, the forms of assessment, and much more originate in curriculum materials. At the same time, teachers have considerable latitude in how they use their curriculum materials. Two classes making use of the same materials may differ markedly in what mathematics content is emphasized and how students are engaged in learning that content. This volume considers a variety of research tools for investigating the enactment of mathematics curriculum materials, describing the conceptualization, development, and uses of seven sets of tools. Mathematics education researchers, curriculum developers, teacher educators, district supervisors, teacher leaders, and math coaches will find insights that can improve their work, and guidance for selecting, adapting, and using tools for understanding the complex relationship between curriculum materials and their enactment in classroom instruction.

This volume contains an Open Access Chapter

Research on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe.

The ISATT 40^th Anniversary Yearbook, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from the Finnish Educational Research Association (FERA) and Taylor & Francis published over the past 10 years, plus cutting-edge new chapters, Approaches to Teaching and Teacher Education explores established and innovative approaches to teaching and teacher support. The chapters explore teacher development, identity, morals, ethics and politics and teaching and teacher education with vulnerable and marginalized populations.

All three volumes that make up the ISATT 40th Anniversary Yearbook offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.

The main aim of this book is to discuss various modes of studying and defining the medieval self, based on a wide span of sources from medieval Western Scandinavia, c. 800-1500, such as archeological evidence, architecture and art, documents, literature, and runic inscriptions. The book engages with major theoretical discussions within the humanities and social sciences, such as cultural theory, practice theory, and cognitive theory. The authors investigate how the various approaches to the self influence our own scholarly mindsets and horizons, and how they condition what aspects of the medieval self are 'visible' to us. Utilizing this insight, we aim to propose a more syncretic approach towards the medieval self, not in order to substitute excellent models already in existence, but in order to foreground the flexibility and the complementarity of the current theories, when these are seen in relationship to each other. The self and how it relates to its surrounding world and history is a main concern of humanities and social sciences. Focusing on the theoretical and methodological flexibility when approaching the medieval self has the potential to raise our awareness of our own position and agency in various social spaces today.

“Approaches to the Study of Intercultural Transfer” presents a collection of compelling case studies in the area of social reform, museums, philanthropy, football, nonviolent resistance and holiday rituals such as Christmas that demonstrate key mechanisms of intercultural transfers. Each chapter provides the application of the intercultural transfer studies paradigm to a specific and distinct historical phenomenon. These chapters not only illustrate the presence or even the depth and frequency of intercultural transfer, but they also reveal specific aspects of the intercultural transfer of phenomena, the role of agents of intercultural transfer and the transformations of ideas transferred between cultures thereby, contributing to our understanding of the mechanisms of intercultural transfers.

The transfers explored in this volume provide for a narrative of an interconnected world in which societies and cultures exchanged ideas and objects over long distances connecting places and spaces across the globe and contributing to the creation of distinct local cultures and societies. Ideas about social reform and customs such as the Christmas tree were transferred across political and geographic borders. In the process, they were modified to fit into the receiving society. They lost some of their meaning and received new meaning. The Pagan symbol of the Christmas tree was Christianized through its transfer from cities such as Dresden to cities such as Boston.

Concepts such as Gandhi’s nonviolent resistance appealed to many Western observers who considered peaceful and rational conflict solution in the aftermath of World War I as essential to the survival of humankind. The appeal of nonviolent resistance did not result in a full grasp of such phenomena. Western observers misunderstood and mistranslated Satyagraha with passive resistance. Such modifications reveal the nature of intercultural transfer. In this process, the power of adopting a new idea rests with the receiving society. The giving society has little influence over the transfer process and loses control over the transfer fairly early. This contributed to the conundrum of the modern world which, in spite of the multitude of such transfers, became not only more similar but also more dissimilar.

“Approaches to the Study of Intercultural Transfer” presents a collection of compelling case studies in the area of social reform, museums, philanthropy, football, nonviolent resistance and holiday rituals such as Christmas that demonstrate key mechanisms of intercultural transfers. Each chapter provides the application of the intercultural transfer studies paradigm to a specific and distinct historical phenomenon. These chapters not only illustrate the presence or even the depth and frequency of intercultural transfer, but they also reveal specific aspects of the intercultural transfer of phenomena, the role of agents of intercultural transfer and the transformations of ideas transferred between cultures thereby, contributing to our understanding of the mechanisms of intercultural transfers.

The transfers explored in this volume provide for a narrative of an interconnected world in which societies and cultures exchanged ideas and objects over long distances connecting places and spaces across the globe and contributing to the creation of distinct local cultures and societies. Ideas about social reform and customs such as the Christmas tree were transferred across political and geographic borders. In the process, they were modified to fit into the receiving society. They lost some of their meaning and received new meaning. The Pagan symbol of the Christmas tree was Christianized through its transfer from cities such as Dresden to cities such as Boston.

Concepts such as Gandhi’s nonviolent resistance appealed to many Western observers who considered peaceful and rational conflict solution in the aftermath of World War I as essential to the survival of humankind. The appeal of nonviolent resistance did not result in a full grasp of such phenomena. Western observers misunderstood and mistranslated Satyagraha with passive resistance. Such modifications reveal the nature of intercultural transfer. In this process, the power of adopting a new idea rests with the receiving society. The giving society has little influence over the transfer process and loses control over the transfer fairly early. This contributed to the conundrum of the modern world which, in spite of the multitude of such transfers, became not only more similar but also more dissimilar.

A practical and sensitive book, offering enlightening contemplations on the end of life.

Just as no person is the same as another, each death is individual. This special book does not promote methodolgies or theories, but rather offers insights, information and contemplations on the end of life. It supports the companions of those on their dying journey, whether volunteers, medical professionals, pastors or loved ones.

Renee Zeylmans taught courses on accompanying the dying and bereavement for many years. She describes the journey towards death as a reciprocal process, asking not only how do we travel with those who are dying and what can we give them, but what do they give us? This book is the fruit of a lifetime's work, and her intention is for it to enrich the reader, throw a new light on difficult situations, evoke recognition, console and offer choices.

As well as a host of practical information about dying and death -- including questions around the physiology of death, fear, fasting, funerals, music, language, and human senses -- the book contains contemplations and meditations from different world views and cultures.

Recent work has pointed to the need for a detection-based approach to transfer capable of discovering elusive crosslinguistic effects through the use of human judges and computer classifiers that can learn to predict learners’ language backgrounds based on their patterns of language use. This book addresses that need. It details the nature of the detection-based approach, discusses how this approach fits into the overall scope of transfer research, and discusses the few previous studies that have laid the groundwork for this approach. The core of the book consists of five empirical studies that use computer classifiers to detect the native-language affiliations of texts written by foreign language learners of English. The results highlight combinations of language features that are the most reliable predictors of learners’ language backgrounds.

Recent work has pointed to the need for a detection-based approach to transfer capable of discovering elusive crosslinguistic effects through the use of human judges and computer classifiers that can learn to predict learners’ language backgrounds based on their patterns of language use. This book addresses that need. It details the nature of the detection-based approach, discusses how this approach fits into the overall scope of transfer research, and discusses the few previous studies that have laid the groundwork for this approach. The core of the book consists of five empirical studies that use computer classifiers to detect the native-language affiliations of texts written by foreign language learners of English. The results highlight combinations of language features that are the most reliable predictors of learners’ language backgrounds.

The book opens with an engaging history of the subject, mapping the major landmarks and outlining the main issues of current debate. The rest of the book falls into three parts:

Part 1: Approaches. Descriptions of the main approaches developed by scholars to study the subject, with lively case histories and working examples showing the approaches in action, and assessing their lasting value.

Part 2: Concepts and Issues. Brief introductions to their origins and evolution, highlighting their significance in the work of major thinkers.

Part 3 Key Terms. Concise explanations of all the words and phrases that readers need to know in order to fully grasp the subject.

The book opens with an engaging history of the subject, mapping the major landmarks and outlining the main issues of current debate. The rest of the book falls into three parts:

Part 1: Approaches. Descriptions of the main approaches developed by scholars to study the subject, with lively case histories and working examples showing the approaches in action, and assessing their lasting value.

Part 2: Concepts and Issues. Brief introductions to their origins and evolution, highlighting their significance in the work of major thinkers.

Part 3 Key Terms. Concise explanations of all the words and phrases that readers need to know in order to fully grasp the subject.

We are all approaching retirement but what should we expect? For some, it is a happy prospect. Others approach retirement knowing they face hardship and social exclusion. Amid alarming predictions of a 'demographic time bomb', governments and the private pensions industry urge everyone to plan and save now, but admit that there are risks. 

But will the pension funds deliver on their promises? Will the rich increasingly retire early but the poor work for longer? How reliable are state pension schemes? Do the USA, Sweden, or Australia have a 'better' approach to retirement pensions than the UK?

Approaching retirement tackles these and many other questions from a number of sociological perspectives. Using the idea of the social division of welfare as a template, different approaches to retirement pensions policy are assessed and their strengths and weaknesses clearly presented.

This book will be an invaluable resource for social science students at all levels and for those who teach them. Economists and pension practitioners will also find food for thought here.

This volume consists consists of forty contributions written by an internationally renowned selection of scholars. The authors adopt an interdisciplinary methodology, examining both literary and archaeological sources, and a comparative perspective that transgresses national, chronological, and cultural boundaries, in order to investigate the nature of the links between text and image. This multifaceted approach to the study of ancient artifacts enables the authors to treat art and artistic production as activities that do not merely mirror social or cultural relationships but rather, and more significantly, as activities that create social and cultural relationships. The essays in this book are motivated by their authors' belief that there is no simple direct link between art and myths, art and text, or art and ritual, and that art should not be delegated to the role of a by-product of a literate culture. Instead, the contextual and symbolic analyses of artifacts and representations offered in this volume elucidate how art actively shaped myth, how it changed texts, how it transformed ritual, and how it altered the course of local, regional, and Mediterranean histories.

How did people learn their Bibles in the Middle Ages? Did church murals, biblical manuscripts, sermons or liturgical processions transmit the Bible in the same way?

This book unveils the dynamics of biblical knowledge and dissemination in thirteenth- and fourteenth-century England. An extensive and interdisciplinary survey of biblical manuscripts and visual images, sermons and chants, reveals how the unique qualities of each medium became part of the way the Bible was known and recalled; how oral, textual, performative and visual means of transmission joined to present a surprisingly complex biblical worldview. This study of liturgy and preaching, manuscript culture and talismanic use introduces the concept of biblical mediation, a new way to explore Scriptures and society. It challenges the lay-clerical divide by demonstrating that biblical exegesis was presented to the laity in non-textual means, while the ‘naked text’ of the Bible remained elusive even for the educated clergy.

How did people learn their Bibles in the Middle Ages? Did church murals, biblical manuscripts, sermons or liturgical processions transmit the Bible in the same way?

This book unveils the dynamics of biblical knowledge and dissemination in thirteenth- and fourteenth-century England. An extensive and interdisciplinary survey of biblical manuscripts and visual images, sermons and chants, reveals how the unique qualities of each medium became part of the way the Bible was known and recalled; how oral, textual, performative and visual means of transmission joined to present a surprisingly complex biblical worldview. This study of liturgy and preaching, manuscript culture and talismanic use introduces the concept of biblical mediation, a new way to explore Scriptures and society. It challenges the lay-clerical divide by demonstrating that biblical exegesis was presented to the laity in non-textual means, while the ‘naked text’ of the Bible remained elusive even for the educated clergy.

In recent years the study of history has become a central area of inquiry within anthropology. While classical anthropology focused on the present, current approaches seek to "do history" by using a variety of conceptual and methodological approaches. Approaching the Past is a highly provocative and original volume that examines the issues, themes, and difficulties emerging out of the new anthropological concern with history.

Anchoring the discussion with a wide range of ethnographic case studies from Ireland, the contributors to this volume establish a sophisticated interdisciplinary dialogue and assess the degree to which anthropological concepts and methodologies can be applied to historical inquiry. With a variety of essays representing sociological, geograhical, and historical perspectives, Approaching the Past is an invaluable

contribution to a discipline that is expanding and reconstituting itself anew.

Includes Revised Broadway version of Appropriate

Winner of three 2024 Tony Awards including Best Revival of a Play

A double-volume containing two astonishing breakout plays from one of the theatre's most exciting and provocative young writers.

In Appropriate, strained familial dynamics collide with a tense undercurrent of socio-political realities when the Lafayettes gather at a former plantation home to sift through the belongings of their deceased patriarch. An Octoroon is an audacious investigation of theatre and identity, wherein an old play gives way to a startlingly original piece.

Also includes the short play I Promise Never Again to Write Plays About Asians...

Approval is a powerful meditation on judgment, the adoption process, and fatherhood, told from a perspective rarely explored in fiction: a man’s response to a couple’s infertility.

Approval follows would-be parents David and Cici through a series of forays into the past as they go through the motions of applying to adopt a child. Their story builds a picture of hope, vulnerability and fear as David is put under intense and intrusive scrutiny during their battle against faceless bureaucracy. From family background and early experiences to adult relationships, he is forced to revisit uncomfortable – sometimes painful – episodes, in the hope of meeting the authority’s requirements. 

Confronting a lonely, difficult and uncertain path to family life, and raising questions about how much intervention and judgement is necessary for the state to ascertain fitness to parent, Approval ultimately invites the reader to decide.

Applying for a business loan can be difficult, time intensive and expensive, but it doesn’t have to be. “Approved” was written to provide a straightforward road map to obtain approval.

After finishing “Approved”, you will be able to highlight strengths (and mitigate weaknesses) from a lender’s perspective, provide a simple business plan identifying how the business will be profitable for the long term, and accurately prepare a business loan application that can be immediately submitted through underwriting unlike most business applications submitted.

The monograph addresses some problems particularly with regard to ill-posedness of boundary value problems and problems where we cannot expect to have uniqueness of their solutions in the standard functional spaces. Bringing original and previous results together, it tackles computational challenges by exploiting methods of approximation and asymptotic analysis and harnessing differences between optimal control problems and their underlying PDEs

This second, revised and substantially extended edition of Approximations and Endomorphism Algebras of Modules reflects both the depth and the width of recent developments in the area since the first edition appeared in 2006. The new division of the monograph into two volumes roughly corresponds to its two central topics, approximation theory (Volume 1) and realization theorems for modules (Volume 2).

It is a widely accepted fact that the category of all modules over a general associative ring is too complex to admit classification. Unless the ring is of finite representation type we must limit attempts at classification to some restricted subcategories of modules. The wild character of the category of all modules, or of one of its subcategories C, is often indicated by the presence of a realization theorem, that is, by the fact that any reasonable algebra is isomorphic to the endomorphism algebra of a module from C. This results in the existence of pathological direct sum decompositions, and these are generally viewed as obstacles to classification. In order to overcome this problem, the approximation theory of modules has been developed. The idea here is to select suitable subcategories C whose modules can be classified, and then to approximate arbitrary modules by those from C. These approximations are neither unique nor functorial in general, but there is a rich supply available appropriate to the requirements of various particular applications.

The authors bring the two theories together. The first volume, Approximations, sets the scene in Part I by introducing the main classes of modules relevant here: the S-complete, pure-injective, Mittag-Leffler, and slender modules. Parts II and III of the first volume develop the key methods of approximation theory. Some of the recent applications to the structure of modules are also presented here, notably for tilting, cotilting, Baer, and Mittag-Leffler modules. In the second volume, Predictions, further basic instruments are introduced: the prediction principles, and their applications to proving realization theorems. Moreover, tools are developed there for answering problems motivated in algebraic topology. The authors concentrate on the impossibility of classification for modules over general rings. The wild character of many categories C of modules is documented here by the realization theorems that represent critical R-algebras over commutative rings R as endomorphism algebras of modules from C.

The monograph starts from basic facts and gradually develops the theory towards its present frontiers. It is suitable both for graduate students interested in algebra and for experts in module and representation theory.

The category of all modules over a general associative ring is too complex to admit any reasonable classification. Thus, unless the ring is of finite representation type, one must limit attempts at classification to some restricted subcategories of modules.

The wild character of the category of all modules, or of one of its subcategories C is often indicated by the presence of a realization theorem, that is, by the fact that any reasonable algebra is isomorphic to the endomorphism algebra of a module from C. This results in the existence of pathological direct sum decompositions and these are generally viewed as obstacles to the classification. Realization theorems have thus become important indicators of the non-classification theory of modules.

In order to overcome this problem, approximation theory of modules has been developed over the past few decades. The idea here is to select suitable subcategories C whose modules can be classified, and then to approximate arbitrary modules by ones from C. These approximations are neither unique nor functorial in general, but there is always a rich supply available appropriate to the requirements of various particular applications. Thus approximation theory has developed into an important part of the classification theory of modules.

In this monograph the two methods are brought together. First the approximation theory of modules is developed and some of its recent applications, notably to infinite dimensional tilting theory, are presented. Then some prediction principles from set theory are introduced and these become the principal tools in the establishment of appropriate realization theorems.

The monograph starts from basic facts and gradually develops the theory towards its present frontiers. It is suitable both for graduate students interested in algebra and for experts in module and representation theory.

Gegenstand dieses Lehrbuchs ist die Behandlung schwer lösbarer diskreter Optimierungsprobleme. Im ersten Teil werden schnelle Algorithmen vorgestellt, die solche Probleme näherungsweise lösen können. Der zweite Teil behandelt Komplexitätstheorie und Nichtapproximierbarkeit von Optimierungsproblemen. Das Lehrbuch enthält zudem zahlreiche Anwendungsbeispiele, Übungsaufgaben, Illustrationen und Abschnitte über Grundlagen wie etwa die Turingmaschine.

Actually, there are more than 200 apps for autism. This book will guide you through them, so you can confidently utilize today’s technology to maximize your child or student’s success! Speech Language Pathologist Lois Jean Brady wrote this book to educate parents, teachers, and other professionals about the breakthrough method she calls “iTherapy”—the use of Apple products (iPhone, iPad, iPod Touch) and various apps to meet students’ individual educational goals. Lois believes that all persons on the spectrum can learn how to use technology in a way that is relevant to them. She shares important tips on how to use apps responsibly and effectively by maintaining a child centered, team approach to teaching and learning. Her approach takes into account the individual’s interests, strengths/challenges, vision, motor planning, attention, sensory processing, memory, cognitive ability, environment, and access to tools. Lois also coaches adults on how they can use prompting and reinforcement techniques to help establish and generalize skills learned, until students are able to consistently demonstrate the skills in various environments (home, school, etc.). For those who are new to the wonderful world of apps, worry not! Lois provides helpful sections on how to get started, including:

De acuerdo con investigaciones recientes, la ansiedad ha sustituido a la depresión como el trastorno emocional diagnosticado con mayor frecuencia. En este contexto, los doctores Cortman, Shinitzky y O’Connor ofrecen un panorama amplio de los descubrimientos más recientes sobre los trastornos de ansiedad. En cada capítulo, los autores explican de manera clara cada uno de los síntomas más comunes que presentan los pacientes así como los ejercicios prácticos que han probado su efectividad para superar este padecimiento sin necesidad de medicarse. Nuestro deseo es ayudarte a que, después de leer este libro, apliques sus principios, hagas los ejercicios y practiques nuevos estilos y técnicas de pensamiento para que te conviertas en un individuo más informado, más saludable y con un mejor desempeño

Nuestra manera de estar en el mundo muchas veces está condicionada por las secuelas que nos dejaron las heridas infantiles. Cómo somos, qué pensamos, qué sentimos y cómo actuamos en nuestras relaciones viene en gran parte determinado por ese periodo crucial de nuestra vida. El psicólogo y psicoterapeuta Jordi Gil Martín nos propone sanar las heridas latentes que vienen de la infancia y nos afectan en la edad adulta. Esta es nuestra misión vital si queremos dejar de reaccionar desde el pasado y tomar las riendas de nuestra vida.

En este libro descubriremos la importancia de sanar, proteger, cobijar y cuidar a nuestro niño interior, así como la necesidad de reconectar con nuestra magia infantil para conquistar nuestra fortaleza interna. Prestar atención a las heridas de la infancia significa acabar con un daño crónico que nos entorpece, atasca y frena en el camino a la felicidad.

Podemos recuperarnos de las heridas infantiles, mejorar nuestras relaciones y vivir con mayor armonía y conciencia para desarrollar todo nuestro potencial.

¡La serie con la que los más pequeños disfrutarán de la lectura!

APRENDE A LEER EN LETRA MAYÚSCULA CON LAS FANTASTICOTAS. ¡SON MUCHO MÁS QUE MASCOTAS!

Vera anda algo inquieta,
¡estar en casa es una broma!
Pero pronto dejará de estar aburrida,
su abuelo le ha preparado una sorpresa ¡muy divertida!

Con LAS FANTASTICOTAS los niños se divertirán mientras aprenden a leer:

• Frases rimadas para amenizar la lectura.
• Letra mayúscula para facilitar el aprendizaje.
• Vocabulario sencillo para el desarrollo cognitivo.
• Datos curiosos sobre animales, fomentando el respeto y el amor por sus mascotas.
• Aventuras increíbles protagonizadas con niños.
  
  Prepárense para... ¡LEER Y RIMAR SIN PARAR DE IMAGINAR!

Para niños a partir de 5 años que quieran lanzarse a leer solos.
Ideal para lectores de: El unicornio de rayo de luna, Aprende a leer. El tesoro del pirata, Bit&Max.

ENGLISH DESCRIPTION

The series that will make the little ones enjoy reading!

LEARN TO READ IN CAPITAL LETTERS WITH THE FANTASTICOTAS. THEY ARE MUCH MORE THAN PETS!

Vera is a bit restless, staying at home is a joke! But soon she will stop being bored, her grandpa has prepared a surprise that's super fun!

With THE FANTASTICOTAS, children will have fun while learning to read:

• Rhymed phrases to make reading enjoyable.
• Capital letters to facilitate learning.
• Simple vocabulary for cognitive development.
• Fun facts about animals, fostering respect and love for their pets.
• Amazing adventures starring children.

Get ready to... READ AND RHYME WITHOUT STOPPING YOUR IMAGINATION!

For children aged 5 and up who want to start reading on their own.

A menudo sentimos que las actividades normales del día a día nos agotan, o que a pesar de dormir ocho horas nos levantamos cansados. Según el doctor Nakano, el problema está en que no sabemos adoptar las posturas corporales correctas que nos permitan vivir nuestras rutinas de una manera más relajada y sin sufrir dolor. Con cinco sencillos pasos que puede aplicar cualquier persona desde su casa, lograrás alcanzar tu máximo potencial físico y no sentirte agotado nunca más. Takaaki Nakano, prestigioso fisioterapeuta japonés, lleva años corrigiendo la postura de más de 180.000 pacientes que antes de acudir a él, sufrían muchos dolores y cansancio porque no sabían cómo usar su cuerpo en las actividades más rutinarias de su vida diaria. Con este método, basado en la larga experiencia que le otorga su carrera profesional y mediante ilustraciones muy visuales, Nakano enseña a sus lectores estrategias sencillas para aprender a colocarse en la postura adecuada cuando se sientan en la oficina, caminan, llevan peso o se acuestan en la cama.

If you have always wanted to improve your drawing skills, then Zeichnen lernen (Learning to Draw) is right for you. All you need is a pencil, some paper, and these practical instructions. With the help of this book you can learn the essential elements of drawing step by step and form a foundation on which you can develop your own drawing style.Included in the book: A practical course in drawing and illustration for beginners and advanced learners Easy to follow exercises and demonstrations presented step by step From drawing simple objects to all aspects of people, animals and the environment Sketching and observing, materials and theory, tips and techniques—everything you need to know to create original artwork, cartoons, and illustrations More than 1,000 illustrations