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Das Buch ist sowohl eine Einführung in die Themen Linked Data, Open Data und Open Linked Data als es auch den konkreten Bezug auf Bibliotheken behandelt. Hierzu werden konkrete Anwendungsprojekte beschrieben. Der Band wendet sich dabei sowohl an Personen aus der Bibliothekspraxis als auch an Personen aus dem Bibliotheksmanagement, die noch nicht mit dem Thema vertraut sind. Das Buch ist eine Einführung in die Themen Data.

No detailed description available for "(P - Z)".

No detailed description available for "(P)".

Das seit 1949 von der Berliner Akademie der Wissenschaften betreute Polybios-Lexikon erschließt in Form eines Bedeutungswörterbuchs umfassend den Wortschatz der Historien des Polybios (um 200-120 v. Chr.), der wichtigsten Quelle für die Geschichte der hellenistischen Welt im 3. und 2. vorchristlichen Jahrhundert. In detaillierter Analyse des Materials führt es unter semantisch, grammatisch oder phraseologisch begründeten Subrubriken der einzelnen Stichwortartikel nach Angabe der Frequenzzahl alle einschlägigen Belege auf; es gibt Auskünfte über die syntaktische Verwendung eines Wortes, Hinweise auf Synonyme und Antonyme, morphologische Angaben zu jedem Verb und bei Bedarf auch Sachinformationen. Weitere lieferbare Bände: Band I, Lieferung 1 (alpha-gamma/Korrektur ins Griechische!!!), ISBN 3-05-003499-8 Band I, Lieferung 2 (delta-zeta/Korrektur ins Griechische!!!), ISBN 3-05-004012-2 Band I, Lieferung 3 (eta-kappa/Korrektur ins Griechische!!!), ISBN 3-05-004021-1 Band I, Lieferung 4 (lambda-omikron/Korrektur ins Griechische!!!), ISBN 3-05-004022-X Band II, Lieferung 1 (Korrektur ins Griechische!!!), ISBN 3-05-003154-9 Band II, Lieferung 2 (Korrektur ins Griechische!!!), ISBN 3-05-004023-8 Band III, Lieferung 1 (Korrektur ins Griechische!!!), ISBN 3-05-003437-8 Band III, Lieferung 2 (Korrektur ins Griechische!!!), ISBN 3-05-004024-6 Das Lexikon liegt vollständig vor.

The documentary My heart of Darkness (Sweden 2011) tells the story of a South-African paratrooper returning to Angola: Facing former enemies, he tries to regain mental health and reconciliation.
The film marks the stepping-stone for this volume: The contributions examine different facets like the memory-discourse, genre aspects, the use of music, and authentification processes. Several texts discuss these topics in a more general way including other films. Furthermore, some articles are devoted to the historical context, i.e. the Angolan Civil War and the aftermath of this conflict in the cultural sphere.

Keine ausführliche Beschreibung für "(P–Ω)" verfügbar.

No detailed description available for "(Q - R)".

Keine ausführliche Beschreibung für "(Quarta.)" verfügbar.

Keine ausführliche Beschreibung für "(Quinta.)" verfügbar.

Das seit 1949 von der Berliner Akademie der Wissenschaften betreute Polybios-Lexikon erschließt in Form eines Bedeutungswörterbuchs umfassend den Wortschatz der Historien des Polybios (um 200-120 v. Chr.), der wichtigsten Quelle für die Geschichte der hellenistischen Welt im 3. und 2. vorchristlichen Jahrhundert. In detaillierter Analyse des Materials führt es unter semantisch, grammatisch oder phraseologisch begründeten Subrubriken der einzelnen Stichwortartikel nach Angabe der Frequenzzahl alle einschlägigen Belege auf; es gibt Auskünfte über die syntaktische Verwendung eines Wortes, Hinweise auf Synonyme und Antonyme, morphologische Angaben zu jedem Verb und bei Bedarf auch Sachinformationen. Weitere lieferbare Bände: Band I, Lieferung 1 (alpha-gamma/Korrektur ins Griechische!!!), ISBN 3-05-003499-8 Band I, Lieferung 2 (delta-zeta/Korrektur ins Griechische!!!), ISBN 3-05-004012-2 Band I, Lieferung 3 (eta-kappa/Korrektur ins Griechische!!!), ISBN 3-05-004021-1 Band I, Lieferung 4 (lambda-omikron/Korrektur ins Griechische!!!), ISBN 3-05-004022-X Band II, Lieferung 1 (Korrektur ins Griechische!!!), ISBN 3-05-003154-9 Band II, Lieferung 2 (Korrektur ins Griechische!!!), ISBN 3-05-004023-8 Band III, Lieferung 1 (Korrektur ins Griechische!!!), ISBN 3-05-003437-8 Band III, Lieferung 2 (Korrektur ins Griechische!!!), ISBN 3-05-004024-6 Das Lexikon liegt vollständig vor.

The recent decision to end the Deferred Action for Childhood Arrivals (DACA) has had a major impact on many who have been geographically uprooted to places they have never lived or known. Established in 2012, DACA allows eligible immigrant youth (Dreamers) to apply for protection for deportation and work permits in two-year increments. On September 5, 2017 the Trump administration announced that it would tersely end the program. While several organizations have taken charge by advocating and representing Dreamers, there are still many students in school districts who have not been represented or advocated for because of their limited language skills. On January 22, 2019, the U.S. Supreme Court declined, for now, to take up the Trump administration's request to review the lawsuit challenging the administration's decision to end Deferred Action for Childhood Arrivals. These students, although here legally, have not been able to been able to attain these skills simply because our schools do not have the adequate resources and personnel to attend to them (Cherng et al., 2017).

This book exposes the experiences of 15 Educational Leadership candidates focused on improving their bilingual/multilingual school communities via conceptual ideas and policies learned as students and synthesizing these ideas into practice as future administrators. As such, the chapters presented in this project will be focused on the development of innovative methods to meet the needs of these communities. Guided by social justice leadership, this project exposes the empirical practices of these teacher leaders in their respective New York City communities. Immigration can be an on-going challenge for educational leaders, counselors, school personnel, community members, and those who are engaged in meeting the needs of this population. Teachers and leaders in new immigrant destinations — places that are seeing rapidly increasing numbers of immigrants — often find themselves dealing with a host of unexpected issues: immigrant students’ unique socio-emotional needs, community conflict, a wider range of skills in English, lack of a common language for communication with parents, and more (Tamer, 2014). Still, there is a high need of research providing leadership guidance addressing immigration policies and resources inside and outside schools.

The recent decision to end the Deferred Action for Childhood Arrivals (DACA) has had a major impact on many who have been geographically uprooted to places they have never lived or known. Established in 2012, DACA allows eligible immigrant youth (Dreamers) to apply for protection for deportation and work permits in two-year increments. On September 5, 2017 the Trump administration announced that it would tersely end the program. While several organizations have taken charge by advocating and representing Dreamers, there are still many students in school districts who have not been represented or advocated for because of their limited language skills. On January 22, 2019, the U.S. Supreme Court declined, for now, to take up the Trump administration's request to review the lawsuit challenging the administration's decision to end Deferred Action for Childhood Arrivals. These students, although here legally, have not been able to been able to attain these skills simply because our schools do not have the adequate resources and personnel to attend to them (Cherng et al., 2017).

This book exposes the experiences of 15 Educational Leadership candidates focused on improving their bilingual/multilingual school communities via conceptual ideas and policies learned as students and synthesizing these ideas into practice as future administrators. As such, the chapters presented in this project will be focused on the development of innovative methods to meet the needs of these communities. Guided by social justice leadership, this project exposes the empirical practices of these teacher leaders in their respective New York City communities. Immigration can be an on-going challenge for educational leaders, counselors, school personnel, community members, and those who are engaged in meeting the needs of this population. Teachers and leaders in new immigrant destinations — places that are seeing rapidly increasing numbers of immigrants — often find themselves dealing with a host of unexpected issues: immigrant students’ unique socio-emotional needs, community conflict, a wider range of skills in English, lack of a common language for communication with parents, and more (Tamer, 2014). Still, there is a high need of research providing leadership guidance addressing immigration policies and resources inside and outside schools.

For almost nine decades, since their mass-resettlement to the Levant in the wake of the Genocide and First World War, the Armenian communities of Lebanon and Syria appear to have successfully maintained a distinct identity as an ethno-culturally diverse group, in spite of representing a small non-Arab and Christian minority within a very different, mostly Arab and Muslim environment. The author shows that, while in Lebanon the state has facilitated the development of an extensive and effective system of Armenian ethno-cultural preservation, in Syria the emergence of centralizing, authoritarian regimes in the 1950s and 1960s has severely damaged the autonomy and cultural diversity of the Armenian community. Since 1970, the coming to power of the Asad family has contributed to a partial recovery of Armenian ethno-cultural diversity, as the community seems to have developed some form of tacit arrangement with the regime. In Lebanon, on the other hand, the Armenian community suffered the consequences of the recurrent breakdown of the consociational arrangement that regulates public life. In both cases the survival of Armenian cultural distinctiveness seems to be connected, rather incidentally, with the continuing ‘search for legitimacy’ of the state.

This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US as they navigate the social and linguistic demands of school. It illustrates how students’ differing classroom social positions shaped their participation in interaction and, in turn, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual.

This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US as they navigate the social and linguistic demands of school. It illustrates how students’ differing classroom social positions shaped their participation in interaction and, in turn, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual.

Designed to show how feminist concepts can be used to reassess traditional approaches to Canadian foreign policy by using critical feminist deconstructionism, this book identifies and explores the gendering of ideas related to Canada’s role and status while also addressing broader themes such as security.

Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation’s students.

The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation.

Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation’s students.

The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation.

We live in evolving societies that undergo profound and rapid transformations, and trust and reputation are at risk in a dynamic, disruptive, and uncertain world. How issues are approached in public relations and communication management will determine the future of the field and practice. In this complex scenario, going back to the basic elements of public relations – people and relationships – when managing communications is more important than ever before. (Re)discovering the Human Element in Public Relations and Communication Management in Unpredictable rethinks what it means to put the person at the center of the organization’s decisions.

The chapters explore different aspects of how public relations and communication management address the challenges of change in unpredictable times, while considering the human element and the people behind communication. The research was selected from a large number of peer-reviewed contributions to the 2021 Annual Congress of the European Public Relations Education and Research Association (EUPRERA), hosted by Universidad de Navarra in Spain.

Advances in Public Relations and Communication Management (APCRM) is a publication of the European Public Relations Education and Research Association (EUPRERA). Each volume includes contributions from EUPRERA’s annual congress and follow the theme of each event.

This edited book is a continuation of Keith Barton’s Research Methods in Social Studies Education (2006), one of the most popular texts in the Information Age’s Research in Social Education series. (Re)Envisioning Social Studies Education Research: Current Epistemological and Methodological Expansions, Deconstructions, and Creations explores research in social studies education over the 15 years since. Chapters offer insight into how researchers use different epistemological frameworks and non-traditional or emergent methods to advance social studies scholarship.

The book is organized into two sections: (1) methodology as epistemological stretches, revisions, and/or entanglements; and (2) emergent and non-traditional methods in social studies research and practice. Authors pull on diverse and emerging theoretical frameworks, review recently published research, and highlight their own experiences with inquiry in the field. This text serves as a platform to explore the processes and products of diverse research decisions to engage the field in broader conversations that can rethink, expand, and disrupt social studies education research. The intention is also to honor and center epistemological frameworks that have been marginalized in previous scholarship. This text can serve as an entry point for graduate students and novice scholars, while also helping seasoned researchers seek opportunities to expand their own work or mentor students.

This edited book is a continuation of Keith Barton’s Research Methods in Social Studies Education (2006), one of the most popular texts in the Information Age’s Research in Social Education series. (Re)Envisioning Social Studies Education Research: Current Epistemological and Methodological Expansions, Deconstructions, and Creations explores research in social studies education over the 15 years since. Chapters offer insight into how researchers use different epistemological frameworks and non-traditional or emergent methods to advance social studies scholarship.

The book is organized into two sections: (1) methodology as epistemological stretches, revisions, and/or entanglements; and (2) emergent and non-traditional methods in social studies research and practice. Authors pull on diverse and emerging theoretical frameworks, review recently published research, and highlight their own experiences with inquiry in the field. This text serves as a platform to explore the processes and products of diverse research decisions to engage the field in broader conversations that can rethink, expand, and disrupt social studies education research. The intention is also to honor and center epistemological frameworks that have been marginalized in previous scholarship. This text can serve as an entry point for graduate students and novice scholars, while also helping seasoned researchers seek opportunities to expand their own work or mentor students.

(Re)Generation contains selected poetry by Anishinaabe writer Kateri Akiwenzie-Damm exploring a range of issues: from violence against Indigenous women and lands to Indigenous erotica and the joyous intimate encounters between bodies. From her earliest work in my heart is a stray bullet and Bloodriver Woman, through her spoken word works standing ground and A Constellation of Bones, Akiwenzie-Damm’s poetry demonstrates how to represent Indigenous peoples in their full complexity, especially as it pertains to bodily pleasure, love, and loss.

Akiwenzie-Damm's afterword speaks to the relations and obligations Indigenous peoples have to one another and their other-than-human kin, as she reflects on the resilient work that Indigenous creative work has done and continues to do in spite of colonial violence. She stakes a claim for the necessity of poetry in the face of ongoing colonialism, not only in the present but in the future and for the generations to come. The introduction by Dallas Hunt locates Akiwenzie-Damm within the field of Indigenous literature and meditates on her influence on the field of Indigenous erotica.

Kateri Akiwenzie-Damm writes in service of Indigenous brilliance, love, intimacy, and joy, and speaks with an unwavering voice, one that, to paraphrase Akiwenzie-Damm herself, “shakes the earth.”

The field of elementary social studies is a specific space that has historically been granted unequal value in the larger arena of social studies education and research. This reader stands out as a collection of approaches aimed specifically at teaching controversial issues in elementary social studies. This reader challenges social studies education (i.e., classrooms, teacher education programs, and research) to engage controversial issues--those topics that are politically, religiously, or are otherwise ideologically charged and make people, especially teachers, uncomfortable--in profound ways at the elementary level. This reader, meant for elementary educators, preservice teachers, and social studies teacher educators, offers an innovative vision from a new generation of social studies teacher educators and researchers fighting against the forces of neoliberalism and the marginalization of our field.

The reader is organized into three sections: 1) pushing the boundaries of how the field talks about elementary social studies, 2) elementary social studies teacher education, and 3) elementary social studies teaching and learning. Individual chapters either A) conceptually unpack a specific controversial issue (e.g. Islamophobia, Indian Boarding Schools, LGBT issues in schools) and how that issue should be/is incorporated in an elementary social studies methods courses and classrooms or B) present research on elementary preservice teachers or how elementary teachers and students engage controversial issues. This reader unpacks specific controversial issues for elementary social studies for readers to gain critical content knowledge, teaching tips, lesson ideas, and recommended resources.

The field of elementary social studies is a specific space that has historically been granted unequal value in the larger arena of social studies education and research. This reader stands out as a collection of approaches aimed specifically at teaching controversial issues in elementary social studies. This reader challenges social studies education (i.e., classrooms, teacher education programs, and research) to engage controversial issues--those topics that are politically, religiously, or are otherwise ideologically charged and make people, especially teachers, uncomfortable--in profound ways at the elementary level. This reader, meant for elementary educators, preservice teachers, and social studies teacher educators, offers an innovative vision from a new generation of social studies teacher educators and researchers fighting against the forces of neoliberalism and the marginalization of our field.

The reader is organized into three sections: 1) pushing the boundaries of how the field talks about elementary social studies, 2) elementary social studies teacher education, and 3) elementary social studies teaching and learning. Individual chapters either A) conceptually unpack a specific controversial issue (e.g. Islamophobia, Indian Boarding Schools, LGBT issues in schools) and how that issue should be/is incorporated in an elementary social studies methods courses and classrooms or B) present research on elementary preservice teachers or how elementary teachers and students engage controversial issues. This reader unpacks specific controversial issues for elementary social studies for readers to gain critical content knowledge, teaching tips, lesson ideas, and recommended resources.

This book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher–researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher–researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualized translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.

This book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher–researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher–researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualized translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.

The reuse and recycling of materials that were made in China has a short history in the daily activities of private households worldwide, but a long history in art, craft, and design. Focusing on the practices of artists, craftspeople, and designers, and their re-evaluation of unwanted, pre-used, and discarded materials, this volume presents new research on material culture from China, one of the world’s leading waste-receiving and waste-producing countries, in a global context. Through the lens of an ecocritical history of art, craft, and design, it studies creative engagements with matter related to aspects of (dis)connectivity, considering how the meanings and values attributed to objects and raw materials can change radically as they travel across historical and cultural divides.


"A captivating account of the cycles of use, waste and reinvention that animate modern and contemporary China. The authors capture the dexterity of artists and craftspeople who imagine, picture, signify, fashion and terraform the aesthetic dimension. With vivid detail, the chapters highlight the ingenuity of Chinese material culture in the complexity of its global circulation and planetary transformation. (Re)Made is a necessary volume for anyone seeking to inform their perspective of China’s impact on today’s political ecologies."

Amanda Boetzkes, author of Plastic Capitalism: Contemporary Art and the Drive to Waste

This book seeks to explain two core paradoxes associated with the Association of Southeast Asian Nations (ASEAN): How have diverse states hung together and stabilized relations in the face of competing interests, divergent preferences, and arguably weak cooperation? How has a group of lesser, self-identified Southeast Asian powers gone beyond its original regional purview to shape the form and content of Asian Pacific and East Asian regionalisms?

According to Alice Ba, the answers lie in ASEAN's founding arguments: arguments that were premised on an assumed regional disunity. She demonstrates how these arguments draw critical causal connections that make Southeast Asian regionalism a necessary response to problems, give rise to its defining informality and consensus-seeking process, and also constrain ASEAN's regionalism. Tracing debates about ASEAN's intra- and extra-regional relations over four decades, she argues for a process-driven view of cooperation, sheds light on intervening processes of argument and debate, and highlights interacting material, ideational, and social forces in the construction of regions and regionalisms.

This book seeks to explain two core paradoxes associated with the Association of Southeast Asian Nations (ASEAN): How have diverse states hung together and stabilized relations in the face of competing interests, divergent preferences, and arguably weak cooperation? How has a group of lesser, self-identified Southeast Asian powers gone beyond its original regional purview to shape the form and content of Asian Pacific and East Asian regionalisms?

According to Alice Ba, the answers lie in ASEAN's founding arguments: arguments that were premised on an assumed regional disunity. She demonstrates how these arguments draw critical causal connections that make Southeast Asian regionalism a necessary response to problems, give rise to its defining informality and consensus-seeking process, and also constrain ASEAN's regionalism. Tracing debates about ASEAN's intra- and extra-regional relations over four decades, she argues for a process-driven view of cooperation, sheds light on intervening processes of argument and debate, and highlights interacting material, ideational, and social forces in the construction of regions and regionalisms.

This interdisciplinary volume examines a practice that was common in the early modern north Alpine region, namely the making of new edition prints, and argues that it was a complex aesthetic strategy of creative appropriation. It focuses on the socioeconomic factors involved in the production and reception of print (re-)inventions and considers their relevance as a space of cultural articulation and a medium of artistic (self-)reflection.

This collective work offers a historical approach to the issue of voters’ mobilisation and, through case studies, aims to expand the fi eld’s research agenda by taking into account less familiar mobilising strategies from various groups or parties, both in Britain and the United States. Two different yet complementary approaches are used, one from the top down with political parties, the other from the bottom up with grassroots organisations, to analyze how these groups either (re-)connect citizens with politics or give birth to social movements which durably occupy and change the political landscape of the United States and Britain.

This collective work offers a historical approach to the issue of voters’ mobilisation and, through case studies, aims to expand the fi eld’s research agenda by taking into account less familiar mobilising strategies from various groups or parties, both in Britain and the United States. Two different yet complementary approaches are used, one from the top down with political parties, the other from the bottom up with grassroots organisations, to analyze how these groups either (re-)connect citizens with politics or give birth to social movements which durably occupy and change the political landscape of the United States and Britain.

The essays in this volume discuss the overlap between philosophical, aesthetic, and political concerns in the 1790s either in the work of individuals or in the transfer of cultural materials across national borders, which tended to entail adaptation and transformation. What emerges is a clearer understanding of the “fate” of the Enlightenment, its radicalization and its “overcoming” in aesthetic and political terms, and of the way in which political “paranoia”, generated by the fear of a spreading revolutionary radicalism, facilitated and influenced the cultural transfer of the “radical”.

The collection will be of interest to scholars in French, German, English, and comparative studies working on the later 18th century or early 19thcentury. It is of particular interest to those working on the impact of the French Revolution, those engaged in reception studies, and those researching the interface between political and cultural activites. It is also of key interest to intellectual historians of this period, as well as general historians with an interest in modern conservatism and radicalism.

Keine ausführliche Beschreibung für "(Reusswald-Salarist)" verfügbar.

إحياء قلبك هي دعوة للتجديد الروحي ودعوة لإجراء محادثة مع أحد أكثر الأصوات شهرة في العالم حول الإسلام ، نعمان علي خان.

هذه المجموعة من المقالات بسيطة للغاية ، لكنها تتحدانا للتغيير. لمراجعة أفعالنا وافتراضاتنا ومعتقداتنا حتى نتمكن من التحول من الداخل ، وكذلك من الخارج.

ويهدف إلى مساعدة المسلمين المعاصرين على الحفاظ على اتصال روحي مع الله والتصدي للتحديات التي تواجه المؤمنين اليوم: الانقسام في المجتمع الإسلامي ، والإرهابيين الذين يعملون باسم الإسلام ، والانفصال عن الله.

هذه التحديات وأكثر يتصدى لها نعمان علي خان ، من خلال مشاركته العميقة مع القرآن ، بصوته المميز الذي يسعى إليه ملايين المسلمين يوميا.

The Prosopographia Imperii Romani (PIR) is a ‟Who’s Who” of Imperial Rome, containing the personal data and biographies of Roman office-bearers. Its objective is to bring together the whole elite from the Roman Empire in the Early and High Imperial Age. The PIR is written in Latin. The present volume contains all those whose names begin with the letter S.

Keine ausführliche Beschreibung für "(Schluss des dritten Bandes.)" verfügbar.

What is at stake in the production of experimental texts by lesbian writers? what motivates these writers and characterizes their work? In this work, Elizabeth Meese examines the ways in which the experiences of the text, and the experiences of character, diverge and converge wit the writer's own biography.

What is at stake in the production of experimental texts by lesbian writers? what motivates these writers and characterizes their work? In this work, Elizabeth Meese examines the ways in which the experiences of the text, and the experiences of character, diverge and converge wit the writer's own biography.

Una mirada compasiva y valiente a la forma en que nos hablamos en los momentos difíciles.

Seleccionado por The New York Times como uno de los mejores títulos del año. Finalista del National Book Critics Circle. Estremecedor, real y, al mismo tiempo, esperanzador. Un acercamiento lúcido y tremendamente original a los abismos de la mente humana.

Cuando Rachel Aviv tenía tan solo 6 años, sus padres recibieron un demoledor diagnóstico para su hija: era anoréxica. Rachel, quien ni siquiera sabía lo que significaba la palabra, descubrió que probablemente era la persona que había sido etiquetada con ese trastorno a una edad más temprana.

A partir de esa experiencia, esta prestigiosa y combativa periodista cuestiona el beneficio o el perjuicio del diagnóstico en salud mental y se sumerge en cuatro casos reales, cada uno más impactante y revelador, para repasar cómo las etiquetas han determinado las décadas más recientes de la psiquiatría en el mundo occidental.

El ensayo de Rachel Aviv recoge una investigación fascinante y minuciosa sobre los abusos de esta rama de la medicina en cualquiera de sus disciplinas, y también pone énfasis en la importancia del entorno y de los otros en el proceso de curación. Es, además, un canto a la esperanza de superación de los trastornos mentales.

ENGLISH DESCRIPTION

A compassionate and brave look at how we talk to ourselves during difficult times.

Selected by The New York Times as one of the best titles of the year. Finalist for the National Book Critics Circle Award. Stirring, real, and at the same time, hopeful. A lucid and tremendously original approach to the depths of the human mind.

When Rachel Aviv was just 6 years old, her parents received a devastating diagnosis for their daughter: she was anorexic. Rachel, who didn’t even know what the word meant, discovered that she was probably the youngest person to be labeled with this disorder.

From that experience, this prestigious and combative journalist questions the benefit or harm of mental health diagnoses and delves into four real cases, each more impactful and revealing, to review how labels have determined recent decades of psychiatry in the Western world.

Rachel Aviv's essay presents a fascinating and thorough investigation into the abuses of this branch of medicine in any of its disciplines, and also emphasizes the importance of the environment and others in the healing process. It is, furthermore, a hymn to the hope of overcoming mental disorders.

Keine ausführliche Beschreibung für "(Stück 1–6)" verfügbar.

No detailed description available for "(Supplementary volume of the IFIP-publication of North-Holland Publishing Company)".

The Prosopographia Imperii Romani (PIR) is a “Who’s Who” of Imperial Rome, containing the personal data and biographies of Roman office-bearers. Its objective is to bring together the whole elite from the Roman Empire in the Early and High Imperial Age. The PIR is written in Latin. The present penultimate volume contains all those whose names begin with the letter T.

Keine ausführliche Beschreibung für "(Tafeln 101–200)" verfügbar.

Das seit 1949 von der Berliner Akademie der Wissenschaften betreute Polybios-Lexikon erschließt in Form eines Bedeutungswörterbuchs umfassend den Wortschatz der Historien des Polybios (um 200-120 v. Chr.), der wichtigsten Quelle für die Geschichte der hellenistischen Welt im 3. und 2. vorchristlichen Jahrhundert. In detaillierter Analyse des Materials führt es unter semantisch, grammatisch oder phraseologisch begründeten Subrubriken der einzelnen Stichwortartikel nach Angabe der Frequenzzahl alle einschlägigen Belege auf; es gibt Auskünfte über die syntaktische Verwendung eines Wortes, Hinweise auf Synonyme und Antonyme, morphologische Angaben zu jedem Verb und bei Bedarf auch Sachinformationen. Weitere lieferbare Bände: Band I, Lieferung 1 (alpha-gamma/Korrektur ins Griechische!!!), ISBN 3-05-003499-8 Band I, Lieferung 2 (delta-zeta/Korrektur ins Griechische!!!), ISBN 3-05-004012-2 Band I, Lieferung 3 (eta-kappa/Korrektur ins Griechische!!!), ISBN 3-05-004021-1 Band I, Lieferung 4 (lambda-omikron/Korrektur ins Griechische!!!), ISBN 3-05-004022-X Band II, Lieferung 1 (Korrektur ins Griechische!!!), ISBN 3-05-003154-9 Band II, Lieferung 2 (Korrektur ins Griechische!!!), ISBN 3-05-004023-8 Band III, Lieferung 1 (Korrektur ins Griechische!!!), ISBN 3-05-003437-8 Band III, Lieferung 2 (Korrektur ins Griechische!!!), ISBN 3-05-004024-6 Das Lexikon liegt vollständig vor.

Die Prosopographia Imperii Romani (PIR) ist ein Personenlexikon – ein „Who is Who“ der Römischen Kaiserzeit – und enthält die verfügbaren biographischen Informationen zu rund 15.000 Personen der römischen Kaiserzeit. Ihr Ziel ist es, die gesamte Führungsschicht des Römischen Reiches des 1.-3. Jahrhunderts n.Chr. zu erfassen. Die PIR ist in lateinischer Sprache verfasst. Der hier vorgelegte letzte Band enthält alle Personen, deren Namen mit dem Buchstaben U/V-Z beginnen.

In den letzten Jahren erfährt der Wert des ,Dokuments‘ als Überlieferungsträger für eine Edition in der philologischen und kulturwissenschaftlichen Forschung einen grundlegenden Wandel. So wird es nicht länger als reiner Textträger wahrgenommen, sondern wird u.a. hinsichtlich seiner Materialität Teil des zu edierenden Gegenstands. Doch wie werden Editionen diesem Paradigmenwechsel gerecht? Wie wird die Überführung des Dokuments in die Edition realisiert? Wann kann überhaupt von einem Dokument gesprochen werden? Diesen Fragen nähert sich der vorliegende Sammelband als Produkt der Tagung ,(un)documented – Was bleibt vom Dokument in der Edition?‘ des GRK 2196 ,Dokument – Text – Edition‘ aus multidisziplinärer Perspektive an.
Inhaltlich wird neben der theoretischen Annäherung an eine fächerübergreifende Terminologie der Umgang mit unterschiedlichsten Dokumenttypen und die Berücksichtigung dokumentspezifischer Phänomene in der Edition im analogen und digitalen Medium diskutiert. Dabei werden Inschriften, Handschriften, Drucke und auch Tonträger besprochen.
Somit ist der vorliegende Band für ein breites philologisches und kulturwissenschaftliches Fachpublikum mit theoretischem und praktischem editorischen Interesse relevant.

In der nordischen Religionsgeschichte nimmt der Gott Balder eine merkwürdig ambige Rolle ein. Keineswegs ist er ausschließlich der strahlende Lichtgott der Snorra Edda, der auf heimtückische Weise sein Leben verliert und damit den Untergang des ganzen Kosmos einläutet, die dänische Überlieferung kennt ihn vielmehr als den rücksichtslosen, lustgesteuerten, wenn auch im Ende gleichermaßen todesverfallenen Heroen. Trotz zahlreicher Interpretationszugänge ist es bis heute nicht gelungen, diese widersprüchliche Quellensituation in Einklang zu bringen. Vorliegende Arbeit versucht erstmals die Fragestellung zu wenden und vom Ergebnis her zu überlegen, in welchem mythischen Denkraum die Polysemien des Baldermythos jenseits narrativer Logiken nachgerade unhintergehbares strukturelles Kennzeichen wären: Es ist die Welt des Kults. Die bewusste Entscheidung für den transkulturellen religionswissenschaftlichen Vergleich wird dabei ebenso methodologisch thematisiert wie die Möglichkeiten neuerer und neuester kognitionswissenschaftlicher oder sprachtypologischer Zugänge. Sie ergänzen sich bei der Entschlüsselung prälogischer Körpercodes, die bekanntlich kaum Halt machen vor kulturellen wie disziplinären Grenzen heute wie vor Jahrzehntausenden.

This book comprises an examination of novice teachers’ experiences in schools and cultures of schooling across the contexts of Hong Kong, Japan, and Canada. Drawing on narrative inquiry and arts-based approaches, this study employs experience as a starting point for making sense of both professional and personal encounters in local and foreign settings. This work thus sheds light on how people make sense of shifting landscapes in an era of increasing intercultural communication and interaction while addressing important curricular implications of intercultural professional development for equity and social justice.

This book comprises an examination of novice teachers’ experiences in schools and cultures of schooling across the contexts of Hong Kong, Japan, and Canada. Drawing on narrative inquiry and arts-based approaches, this study employs experience as a starting point for making sense of both professional and personal encounters in local and foreign settings. This work thus sheds light on how people make sense of shifting landscapes in an era of increasing intercultural communication and interaction while addressing important curricular implications of intercultural professional development for equity and social justice.

Die Globalisierung scheint uns zu überfordern, vertraute Wert-Ordnungen des sozialen Umfelds wie des politischen und wirtschaftlichen Systems gehen verloren. Die Gesetze der Grenzenlosigkeit, Gleichzeitigkeit und Geschwindigkeit beschleunigen unser Leben und verkürzen bei zunehmender Dringlichkeit der Probleme die Zeit für deren sachgerechte Lösung.

Wie lassen sich die Chancen der digitalen Revolution und der Sozialen Medien besser nutzen, um der Falle des „overnewsed but underinformed" zu entkommen? Die Sehnsucht nach Überschaubarkeit, nach Gerechtigkeit, nach einem Gelingen des Lebens ist groß. Der Ordnungsrahmen, innerhalb dessen wir diese Sehnsüchte erfüllen können, bedarf deshalb der ständigen Reflexion und Erneuerung. Der Band dokumentiert die interdisziplinären Beiträge der 20. GLOBART Academy.

People who are “on the move,” particularly migrants and the displaced, often inhabit places that are considered temporary, peripheral, and remote. (Un)Settling Place recentralizes these “out-of-the-way” places as key sites in the shaping of people’s mobility and identities. Ranging from the surveillance and care that migrants experience to the re-creation of social ties and the re-claiming of space, this collection volume seeks to show how a critical approach to in-between place-making can challenge the idea of place as fixed, singular, or one-directional, offering new ways of understanding migrant trajectories.

Verstehen wir die Welt nicht mehr - oder reichen einfach nur die Erklärungsmuster nicht mehr aus, mit denen wir sie bisher zu verstehen glaubten? Die Dynamik einer entgrenzten Finanzwirtschaft, Re-Nationalisierung und Ent-Säkularisierung als Auslöser geopolitischer Verunsicherung, technologische Revolutionen mit all ihren Licht- und Schattenseiten - von all diesen Feldern der neuen Un-Übersichtlichkeit kennen wir unzählige Details, das Gesamtbild aber bleibt unsichtbar.  

Die GlobArt-Academy als Atelier der Zukunft geht unter dem Motto "(UN)sichtbar" einigen dieser Fragen auf interdisziplinäre Weise nach. Antworten geben u.a. der Philosoph Peter Sloderdijk, der Theologe Johannes Hoff, der Genetiker Markus Hengstschäger, die iranische Künstlerin Shirin Neshat, der Neurobiologe Joachim Bauer, der Soziologe Hartmut Rosa oder die Regisseurin Jacqueline Kornmüller.

 

Keine ausführliche Beschreibung für "(Untertertia.)" verfügbar.