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  • UB Potsdam  (8)
  • GB Fredersdorf-Vogelsdorf
  • SB Ruhland
  • 1950-1954  (8)
Type of Medium
Language
Region
Year
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  • 1
    UID:
    gbv_173495419
    Format: 359 S. , zahlr. Ill. , 8°
    Uniform Title: O klassikach russkoj literatury 〈dt.〉
    Language: German
    Author information: Jäkel, Ekkehard 1926-
    Library Location Call Number Volume/Issue/Year Availability
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  • 2
    Online Resource
    Online Resource
    Cambridge, MA : Harvard University Press
    UID:
    gbv_86213191X
    Format: 1 online resource
    ISBN: 9780674994362
    Series Statement: Loeb Classical Library 397
    Content: Nearly all the works Aristotle (384-322 BCE) prepared for publication are lost; the priceless ones extant are lecture-materials, notes, and memoranda (some are spurious). They can be categorized as practical; logical; physical; metaphysical; on art; other; fragments, Aristotle, great Greek philosopher, researcher, reasoner, and writer, born at Stagirus in 384 BCE, was the son of Nicomachus, a physician, and Phaestis. He studied under Plato at Athens and taught there (367-47); subsequently he spent three years at the court of a former pupil, Hermeias, in Asia Minor and at this time married Pythias, one of Hermeias's relations. After some time at Mitylene, in 343-2 he was appointed by King Philip of Macedon to be tutor of his teen-aged son Alexander. After Philip's death in 336, Aristotle became head of his own school (of "Peripatetics"), the Lyceum at Athens. Because of anti-Macedonian feeling there after Alexander's death in 323, he withdrew to Chalcis in Euboea, where he died in 322. Nearly all the works Aristotle prepared for publication are lost; the priceless ones extant are lecture-materials, notes, and memoranda (some are spurious). They can be categorized as follows:I. Practical: Nicomachean Ethics; Great Ethics (Magna Moralia); Eudemian Ethics; Politics; Oeconomica (on the good of the family); Virtues and Vices. II. Logical: Categories; On Interpretation; Analytics (Prior and Posterior); On Sophistical Refutations; Topica. III. Physical: Twenty-six works (some suspect) including astronomy, generation and destruction, the senses, memory, sleep, dreams, life, facts about animals, etc. IV. Metaphysics: on being as being. V. On Art: Art of Rhetoric and Poetics. VI. Other works including the Athenian Constitution; more works also of doubtful authorship. VII. Fragments of various works such as dialogues on philosophy and literature; and of treatises on rhetoric, politics and metaphysics. The Loeb Classical Library edition of Aristotle is in twenty-three volumes
    Note: Text in Greek with English translation on facing pages , Mode of access: World Wide Web. , Text in Greek with English translation on facing pages
    Additional Edition: ISBN 9780674994362
    Additional Edition: Druckausg. ISBN 9780674994362
    Additional Edition: Print version Aristotle Meteorologica Cambridge, Mass : Harvard University Press, 1952
    Language: English
    Author information: Aristoteles v384-v322
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  • 3
    Book
    Book
    New York, NY [u.a.] : Rinehart
    UID:
    gbv_040477576
    Format: XII, 281 S
    Language: English
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  • 4
    Online Resource
    Online Resource
    New York : Ronald Press Co
    UID:
    gbv_1657626350
    Format: Online-Ressource (420 p.) , 24 cm
    Content: "This book has been written for use as a text in college courses in social psychology. Basically, the field is conceived to be the study of those aspects of human personal behavior which are developed and controlled by the interaction which takes place between the individual and his small intimate circle of associations known as the primary group. Recent years have witnessed a significant expansion of the content of social psychology. Because of the diverse views of experimenters and the contribution of different fields of study, the increase in knowledge has sometimes proved to be an embarrassment of riches. A major purpose of this book is to show the essential unity of the knowledge that has been acquired and to emphasize the areas of fundamental agreement in the field rather than one particular school of thought. Moreover, materials from the subject fields of either sociology or psychology which do not bear directly on this conception of the subject have been excluded in the interest of a clear and integral organization. Although designed primarily as an introduction to social psychology, this discussion also includes a review of the latest scholarship in the field and an analysis of the methods by which new knowledge has been acquired. The constant emphasis on the experimental background should lead the student to an understanding of the present research frontiers of social psychology. It has been intended, finally, that the discussion of human behavior presented here will provide a direct and meaningful application by the reader to situations encountered in everyday living. It is recommended as a valuable exercise, in fact, that the student analyze his own life history or the experiences of the subject of a good fictional or biographical work in the light of the principles brought out in this volume"--Preface. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
    Note: Includes indexes. - Electronic reproduction; Washington, D.C; American Psychological Association; 2011; Available via World Wide Web; Access limited by licensing agreement; s2011 dcunns
    Language: English
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  • 5
    UID:
    gbv_1657567508
    Format: Online-Ressource (vii, 60 p.) , 22 cm
    Content: "To improve our teaching requires an occasional review of what we have been teaching-an audit to determine the objectives, examine the content, and appraise the results of the instruction we have been giving. Against the background of such an audit, we can then attempt to build a better curriculum. That was our objective. We spent the summer of 1951 working together because we believed that we could develop a better undergraduate curriculum in psychology than is now being taught. The Grant Foundation and the Carnegie Corporation of New York were interested in supporting such a venture; we very much appreciate their generosity in making it possible for us to work together. As is always the case when foundations give grants, the foundations are not responsible for any of the statements or recommendations we have made. We came together because we shared a belief that we could prepare a set of recommendations concerning undergraduate instruction in psychology which our colleagues would find useful. What we have attempted to do is indicated by the chapter titles. Chapter 1 presents our ideas of the proper objectives for undergraduate instruction in psychology. Chapter 2 describes an undergraduate curriculum which we think will help students to achieve those objectives; the major courses in the curriculum are briefly outlined; others, in which we expect greater variety from one school to another, are described in more general terms. Chapter 3 discusses courses which emphasize personal adjustment and explains why we thought such a program less satisfactory than the one recommended in Chapter 2. In Chapter 4 we give attention to those students who want to do psychological work but who do not want to spend time in extensive graduate preparation. Chapter 5 takes up some of the problems which any departmental faculty will encounter in trying to put our curriculum into effect and suggests ways in which it can be adapted to different kinds of colleges. Throughout our discussions we were constantly aware of the fact that we were making pronouncements on issues which ought to be settled by experimental studies rather than by simply pooling our experience and judgment. Consequently, in Chapter 6 we have discussed some of the questions which could, we think, be resolved by experimental studies of the teaching process and of the outcomes of different kinds of classes and pedagogical methods"--Preface. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
    Note: Electronic reproduction; Washington, D.C; American Psychological Association; 2005; Available via the World Wide Web; Access limited by licensing agreement; s2005 dcunns
    Language: English
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  • 6
    Online Resource
    Online Resource
    New York : Prentice-Hall
    UID:
    gbv_1657625397
    Format: Online-Ressource (302 p.) , ill , 22 cm
    Content: "The purpose of this book is to teach the average person how to use his emotions in such a way as to give him a happier life. The method through which this is achieved is one that I have been developing in the past twenty years in response to requests from individuals living at a distance, who complained that they considered their personalities under-developed and would like to learn how to live a richer emotional life. The method has been devised for normal people. It has limited usefulness for individuals who are mentally ill, for whom nothing can replace psychiatric care"--Foreword. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
    Note: Electronic reproduction; Washington, D.C; American Psychological Association; 2011; Available via World Wide Web; Access limited by licensing agreement; s2011 dcunns
    Language: English
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  • 7
    Book
    Book
    Fürstenfeldbruck : Mahlmann
    Show associated volumes
    UID:
    gbv_085096555
    Format: 435 S , Kt
    In: 1
    Language: Undetermined
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  • 8
    Book
    Book
    Fürstenfeldbruck : Mahlmann
    Show associated volumes
    UID:
    gbv_085096563
    Format: 568 S , Kt
    In: 2
    Language: Undetermined
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