Kooperativer Bibliotheksverbund

UID:

Umfang: XXI, 219 S.

ISBN: 978-3-17-019785-5

Serie: Rechtswissenschaften und Verwaltung : Studienbücher

Sprache: Deutsch

Fachgebiete: Rechtswissenschaft

Schlagwort(e): Strafverfahrensrecht ; Fallsammlung ; Fallsammlung ; Fallsammlung ; Fallsammlung. ; Deutschland ; Fallsammlung ; Strafverfahrensrecht ; Fallsammlung ; Fallsammlung ; Fallsammlung

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URL: Inhaltsverzeichnis

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URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016278028&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

Mehr zum Autor: Sanchez-Hermosilla, Fernando

Mehr zum Autor: Schweikart, Peter

UID:

Umfang: 1 online resource (VIII, 441 pages)

ISBN: 3-11-071301-2

Serie: Latin American Literatures in the World / Literaturas Latinoamericanas en el Mundo ; 8

Inhalt: The existence of World Literature depends on specific processes, institutions, and actors involved in the global circulation of literary works. The contributions of this volume aim to pay attention to these multiple material dimensions of Latin American 20th and 21st century literatures. From perspectives informed by materialism, sociology, book studies, and digital humanities, the articles of this volume analyze the role of publishing houses, politics of translation, mediators and gatekeepers, allowing insights into the processes that enable books to cross borders and to be transformed into globally circulating commodities. The book focusses both on material (re)sources of literary archives, key actors in literary and cultural markets, prizes and book fairs, as well as on recent dimension of the digital age. Statements of some of the leading representatives of the global publishing world complement these analyses of the operations of selection and aggregation of value to literary texts.

Anmerkung: Description based upon print version of record. , Contents [delete if appropriate]. Frontmatter -- , Contents -- , Introduction. Literatures of the World and the World of Publishing: An Understudied Relationship -- , La edición literaria: una internacional de colegas cómplices -- , World Editors and Latin America -- , Americanismo y latinoamericanismo -- , Aesthetic Labels, Historical Semantics, and literatura latinoamericana -- , Apuntes sobre políticas editoriales en (y sobre) América Latina en el marco de la literatura mundial -- , Bibliodiversidad y contracultura material -- , El efecto Luiselli -- , Dinámicas de publicación global -- , Politics of Translation and Literary Archives -- , Translation, Exile, and World Literature -- , Brazilian Editions of Hebrew Poetry (1962–1969) -- , ¿“Gongoresk”? Borges, su primera recepción alemana y la tentación de su lectura manierista -- , El arriero en París -- , Literatura comunista mundial -- , Fascist World Literature from Latin America -- , Gatekeepers and Mediators -- , What does the Gatekeeper do? -- , Agentes: el triunfo del intermediario. Genealogía de un oficio -- , La construcción de un gatekeeper -- , De pop a naïf: La mediación editorial francesa de La traición de Rita Hayworth de Manuel Puig (1964–1969) -- , Guadalajara, Buenos Aires y Rio de Janeiro y la promoción de las literaturas extranjeras a través del formato del “invitado de honor” -- , Mediación editorial y dinámicas actuales de la circulación internacional -- , (World) Literature in the Digital Age -- , Nuevos escenarios literarios -- , Reading in the Digital Age -- , Between Digital Transformation in Libraries and the Digital Humanities -- , Automation Approaches to Book Licensing -- , El imparable crecimiento de los microformatos literarios digitales -- , Editing World Literature – Two Roundtables -- , Roundtable World Editors -- , Roundtable Global Book Markets , Also available in print form. , In English.

Weitere Ausg.: Print version: ISBN 3110713004

Sprache: Englisch

Schlagwort(e): Electronic books.

DOI: 10.1515/9783110713015

URL: https://doi.org/10.1515/9783110713015

URL: Open Access

URL: Cover

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UID:

Umfang: 152 S , 21 cm

ISBN: 3893311726

Originaltitel: Etica para amador 〈dt.〉

Anmerkung: Lizenz des Campus-Verl., Frankfurt am Main. - Literaturverz. S. 149 - 152 , Literaturverz. S. 149 - 152

Sprache: Deutsch

Fachgebiete: Philosophie

Schlagwort(e): Ethik ; Ethik ; Jugendsachbuch

Mehr zum Autor: Savater, Fernando 1947-

UID:

Umfang: 1 online resource (262 pages)

Ausgabe: 1st ed.

ISBN: 9783031426711

Weitere Ausg.: Print version: Reimers, Fernando M. Schools and Society During the COVID-19 Pandemic Cham : Springer,c2023 ISBN 9783031426704

Sprache: Englisch

Schlagwort(e): Electronic books. ; Electronic books.

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UID:

Umfang: 1 online resource (467 p.)

ISBN: 3-030-81500-5

Inhalt: This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.

Anmerkung: Description based upon print version of record. , Intro -- Contents -- 1 Learning from a Pandemic. The Impact of COVID-19 on Education Around the World -- 1.1 Introduction -- 1.2 Goals and Significance of this Study -- 1.3 A Stylized Global Summary of the Facts -- 1.4 The Backdrop to the Pandemic: Enormous and Growing Inequality and Social Exclusion -- 1.5 The Pandemic and Health -- 1.6 The Pandemic, Poverty, and Inequality -- 1.7 Readiness for Remote Teaching During a Pandemic -- 1.8 What are the Short-term Educational Impacts of the Pandemic? -- 1.9 Methods -- References , 2 Experiences with Risk-Management and Remote Learning During the COVID-19 Pandemic in Brazil: Crises, Destitutions, and (Possible) Resolutions -- 2.1 Introduction -- 2.2 Education and Its Discontents with COVID-19 in Brazil: When the Wave of Uncertainty Hits the Hardest, Risk-Management Needs to Be in Place -- 2.3 The Loss of Instructional Time and the Sense of Urgency to Mitigate COVID-19 Shocks -- 2.4 New Means of Instruction and Curriculum Reprioritization in the COVID-19 Context -- 2.5 The Variance of Responses Against COVID-19 and the Waning of Learning and Participation , 2.6 The Attempt to Gradually Reopen Schools to Avoid Further Losses: The Contentious Site of Education -- 2.7 Planting Seeds of Hope in Shaken Terrain: The Possibilities to Build a Future After a Traumatic Event -- Appendix -- References -- 3 The Fragility of the School-in-Pandemic in Chile -- 3.1 Education in Chile: Basic Context -- 3.2 Policies Adopted to Confront the Pandemic in Education -- 3.3 Effects of the Pandemic on the Educational Process and the Responses of Actors -- 3.4 The Fragility of the Experience of Schooling at Home -- 3.5 Final Reflections: Looking to the Post-pandemic School , Appendix 1 -- References -- 4 Experiences of Moving Quickly to Distance Teaching and Learning at All Levels of Education in Finland -- 4.1 Introduction -- 4.2 Finnish Education Context -- 4.3 Preconditions for Distance Teaching and Learning During the Pandemic -- 4.4 Organisation of Teaching and Learning During the Pandemic -- 4.5 School-Level Teaching and Learning Experiences During the Pandemic -- 4.6 Teacher, Principal and Student Well-Being During the Pandemic -- 4.7 Discussion -- References , 5 Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How Did the Government and Schools Take Initiative? -- 5.1 Introduction -- 5.2 The COVID-19 Pandemic and Japan's Response -- 5.3 Home-Based Learning During the School Closure and MEXT's Policy Initiatives -- 5.3.1 Background: Japan's Education System -- 5.3.2 Disparity in Home-Based Learning During School Closure by School Type -- 5.3.3 Disparity in Home-Based Learning During School Closure by Prefecture -- 5.3.4 The GIGA School Initiative as the Policy Solution , 5.3.5 MEXT's Additional Supportive Policy Measures , English

Weitere Ausg.: ISBN 3-030-81499-8

Sprache: Englisch

Schlagwort(e): Llibres electrònics ; Electronic books. ; Electronic books.

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UID:

Umfang: 1 online resource (352 p.)

ISBN: 3-030-82159-5

Serie: Knowledge Studies in Higher Education ; v.8

Inhalt: Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as “ivory towers” being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach.

Anmerkung: Description based upon print version of record. , Intro -- Contents -- Chapter 1: Leading Learning During a Time of Crisis. Higher Education Responses to the Global Pandemic of 2020 -- 1.1 A High-Impact Global Event -- 1.2 Impact of the Pandemic on Educational Opportunity -- 1.3 Response of Educational Institutions to the Pandemic and Why Universities Would Want to Help -- 1.4 Why Study How Universities Collaborated with Schools During the Pandemic -- 1.5 The Current Study -- 1.6 Summary of the Cases -- 1.6.1 Brazil: Fundação Getulio Vargas -- 1.6.2 Chile: Pontifical Catholic University of Chile (PUC) , 1.6.3 Chile: University of Chile (UCh) -- 1.6.4 China: Tsinghua University (TU) -- 1.6.5 Colombia: EAFIT University -- 1.6.6 India: Symbiosis International University -- 1.6.7 Japan: Keio University -- 1.6.8 Mexico: Autonomous University of Puebla (BUAP) -- 1.6.9 Mexico: Tecnológico de Monterrey University -- 1.6.10 Mexico: University of Guadalajara (UdeG) -- 1.6.11 Morocco: Al Akhawayn University -- 1.6.12 New Zealand: Massey University -- 1.6.13 Portugal: University of Lisbon -- 1.6.14 Qatar: Qatar Foundation (QF) -- 1.6.15 Russia: HSE-National Research University Higher School of Economics , 1.6.16 Spain: Universidad José Camilo Cela -- 1.6.17 Turkey: Bahçeşehir University (BAU) -- 1.6.18 USA: Arizona State University -- 1.6.19 USA: Massachusetts Institute of Technology -- 1.6.20 Vietnam: University of Education (UEd) -- 1.7 The Results from the Survey -- 1.8 Conclusion -- Appendix A: Survey Administered to an Intentional Sample of Universities in June 2020 -- GEII_HigherEducation_K12 -- References -- Chapter 2: Fundação Getulio Vargas' Efforts to Improve Basic Education Before, During, and After the Pandemic -- 2.1 Introduction -- 2.2 About FGV -- 2.3 FGV High School , 2.4 FGV High School's Response to the Pandemic -- 2.5 FGV Free Online Program -- 2.6 FGV Free Online Program's Response to the Pandemic -- 2.7 FGV's Policy Centers -- 2.8 Webinar Series -- 2.9 Publications in the Context of Covid-19 -- 2.10 Conclusion: What Is Next? -- References -- Chapter 3: Pontificia Universidad Católica Support for the School System During the Covid-19 Pandemic in Chile -- 3.1 Introduction -- 3.2 Chilean Context During Covid-19 -- 3.3 PUC's Mission and Role in Society -- 3.4 Collaboration Venue: Joint Venture of Leading Universities , 3.5 PUC's Efforts to Support the School System: A Timeline -- 3.6 Concepts that Frame Efforts to Support School Continuity at PUC -- 3.7 Conclusion -- References -- Chapter 4: Desafío TEP - Positive Educational Trajectories. A Public-Private Alliance to Strengthen Public Education During the Pandemic -- 4.1 The Universidad of Chile and Its Support to Schooling System in the COVID-19 Context -- 4.2 Desafío TEP. A Public-Private Alliance to Reduce Exclusion in Public Schools -- 4.2.1 An Initiative in the Context of a New Public Education System -- 4.3 Desafío TEP Proposal , 4.4 The Desafío TEP Design and Its Modifications in the COVID-19 Context , English

Weitere Ausg.: ISBN 3-030-82158-7

Sprache: Englisch

Schlagwort(e): Llibres electrònics ; Electronic books. ; Electronic books.

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UID:

Umfang: 1 online resource (259 pages) : , illustrations (some color), maps, tables

ISBN: 9781607325727 (e-book)

Weitere Ausg.: Print version: Legacies of space and intangible heritage : archaeology, ethnohistory, and the politics of cultural continuity in the Americas. Boulder, Colorado : University Press of Colorado, c2017 ISBN 9781607325710

Sprache: Englisch

Schlagwort(e): Electronic books. ; Electronic books ; Case studies ; Electronic books.

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UID:

Umfang: 1 online resource (202 pages)

ISBN: 9783030570392

Anmerkung: Intro -- Contents -- Contributors -- Chapter 1: In Search of a Twenty-First Century Education Renaissance after a Global Pandemic -- 1.1 The Coronavirus Disease Pandemic and a New Consciousness About the Power of Education to Improve the World -- 1.2 How Should We Educate All Children? -- 1.3 The Need for a Science of Implementing Twenty-First Century Education and Deeper Learning Reforms -- 1.4 The Global Education Movement and the Right to Education in a Changing World -- 1.5 Broader Curriculum Goals Don't Teach Themselves. The Need for Effective Implementation Strategies That Augment Teacher Capacities -- 1.6 The Limitations of What We Know to Develop More Effective Teacher Capacities to Educate the Whole Child -- 1.7 Methods of This Study -- 1.8 Five Perspectives on Educational Change -- 1.9 Content of This Book -- References -- Chapter 2: Education Reform in Ontario: Building Capacity Through Collaboration -- 2.1 Introduction -- 2.2 British Influence -- 2.3 Strong Leadership -- 2.4 Student Success Strategy -- 2.5 Capacity Through Collaboration -- 2.6 Professional Development -- 2.7 Data-Driven Accountability -- 2.8 Results -- 2.9 Criticisms -- 2.10 Defining and Assessing Twenty-First Century Competencies -- 2.11 Twenty-First Century Skills in the Curriculum -- 2.12 Moving Forward -- 2.13 Conclusion -- References -- Chapter 3: Singapore's Teacher Education Model for the 21st Century (TE21) -- 3.1 Introduction -- 3.2 Marking the "Little Red Dot" by Its Phases of Education -- 3.3 Local and International Context -- 3.3.1 21st Century Skills -- 3.3.2 21st Century Teacher Education -- 3.4 Goals in 21st Century Teacher Education and the Theory of Action -- 3.4.1 Program Review and Enhancement 2008-2009 (PRE) -- 3.4.2 The Teacher Education Model for the 21st Century (TE21) -- 3.4.2.1 Recommendation 1 -- 3.4.2.2 Recommendation 2. , 3.4.2.3 Recommendation 3 -- 3.4.2.4 Recommendation 4 -- 3.4.2.5 Recommendation 5 -- 3.4.2.6 Recommendation 6 -- 3.5 Implementation of TE21 Recommendations in the Teacher Preparation Program -- 3.5.1 Learning e-Portfolio -- 3.5.2 Experiential Learning -- 3.6 Success and Persistent Challenges -- 3.6.1 Teaching, Learning, and Research -- 3.6.2 Institutional Strength -- 3.6.3 Autonomy at Higher Levels -- 3.6.4 Resistance Towards a Cultural Reform and Its Effects on Students -- 3.7 Conclusion -- References -- Chapter 4: 2013 Mexico's Education Reform: A Multi-dimensional Analysis -- 4.1 Introduction -- 4.2 International Context -- 4.3 Domestic Context -- 4.4 Analysis of the Reforma Educativa in a Five Dimensional Framework -- 4.4.1 Institutional -- 4.4.2 Political -- 4.4.3 Psychological and Professional -- 4.4.4 Cultural -- 4.5 Results of the Reform -- 4.6 Conclusion -- Appendices -- Appendix A: Timeline of Mexico's Education Reform -- Appendix B: Glossary -- References -- Chapter 5: The Punjab Schools Reform Roadmap: A Medium-Term Evaluation -- 5.1 Introduction -- 5.2 What Are Whole System Reforms and Capacity Building? -- 5.2.1 Whole-System Reforms -- 5.2.1.1 Implementation and Delivery Chains -- How Are Whole-System Reforms Implemented? -- Whole-System Reform Delivery Chains -- 5.2.2 Strengthening Institutional Capacity -- 5.2.2.1 International Best Practices -- 5.2.2.2 Capacity Building through the Use of Data -- 5.3 Design Elements of the Reform -- 5.3.1 The System -- 5.3.2 Theory of Change -- 5.3.3 Interventions -- 5.4 A Medium-Term Evaluation: Where Do We Stand? -- 5.4.1 Management Capacity -- 5.4.1.1 Activities and Outcomes -- 5.4.1.2 Sustainability -- 5.4.2 Teacher Capacity -- 5.4.2.1 Activities and Outcomes -- 5.4.2.2 Sustainability -- 5.4.3 Monitoring & -- Information Systems -- 5.4.3.1 Activities and Outcomes -- 5.4.3.2 Sustainability. , 5.5 Way Forward -- Annex -- References -- Chapter 6: Nurturing Every Learner's Potential: Education Reform in Kenya -- 6.1 Introduction -- 6.2 Country Context -- 6.3 Theory of Change and Reform Goals -- 6.3.1 National Curriculum Reform -- 6.3.2 National Structural Reform -- 6.4 Reform Implementation -- 6.4.1 Initial Stages -- 6.4.2 Teacher Training -- 6.5 Stakeholders Involved -- 6.6 Implementation Challenges -- 6.6.1 Framing the Reform -- 6.6.2 Mindset Challenges -- 6.6.3 Capacity Challenges -- 6.6.4 Timeline Challenges -- 6.7 Conclusion -- References -- Chapter 7: From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe -- 7.1 Introduction -- 7.2 Country Context -- 7.2.1 Zimbabwe's Education System -- 7.2.2 Conditions that Shaped the Reform -- 7.3 The Reform and its Theory of Change -- 7.4 The Reform Stages Through Five Perspectives of Educational Change -- 7.4.1 Political Perspective -- 7.4.2 Cultural Perspective -- 7.4.3 Psychological Perspective -- 7.4.4 Professional Perspective -- 7.4.5 Institutional Perspective -- 7.5 Results and Challenges -- 7.5.1 Infrastructure and Implementation -- 7.5.2 Teacher Capacity -- 7.5.3 Economic -- 7.6 Conclusion -- References -- Chapter 8: Conclusions. Seven Lessons to Build an Education Renaissance After the Pandemic -- 8.1 Introduction -- 8.2 Lesson 1. The Importance of Mindsets About Education Reform -- 8.3 Lesson 2. Implementation Matters Considerably -- 8.4 Lesson 3. The Need for Operational Clarity -- 8.5 Lesson 4. Large Scale Reform Is a Journey: Coherence, Completeness and the Five Frames -- 8.6 Lesson 5. Sequencing, Pacing and the Importance of First Steps -- 8.7 Lesson 6. Staying the Course -- 8.8 Lesson 7. Learning from Experience to Build System Level Capacity -- 8.9 Coda -- References. , Correction to: Implementing Deeper Learning and 21st Century Education Reforms.

Weitere Ausg.: Print version: Reimers, Fernando M. Implementing Deeper Learning and 21st Century Education Reforms Cham : Springer International Publishing AG,c2020 ISBN 9783030570385

Sprache: Englisch

Schlagwort(e): Electronic books. ; Electronic books.

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UID:

Umfang: XVII, 568 S. : , graph. Darst.

Ausgabe: 2. Aufl.

ISBN: 978-3-7272-8662-9

Serie: Stämpflis juristische Lehrbücher

Sprache: Deutsch

Fachgebiete: Rechtswissenschaft

Schlagwort(e): Kriminologie ; Lehrbuch ; Lehrbuch ; Lehrbuch ; Lehrbuch. ; Europa ; Kriminologie ; Lehrbuch ; Lehrbuch

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021183650&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

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Mehr zum Autor: Aebi, Marcelo F. 1966-

Mehr zum Autor: Killias, Martin 1948-

UID:

Umfang: 152 S , 21 cm

Ausgabe: 2. Aufl.

ISBN: 3593349248

Originaltitel: Ética para amador 〈dt.〉

Anmerkung: Literaturverz. S. 149 - 152

Sprache: Deutsch

Fachgebiete: Pädagogik , Philosophie

Schlagwort(e): Ethik ; Ethik ; Jugendsachbuch ; Jugendsachbuch ; Ethik ; Jugendsachbuch

URL: Inhaltsverzeichnis

Mehr zum Autor: Savater, Fernando 1947-