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  • Online Resource  (14)
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  • 1
    UID:
    b3kat_BV049163520
    Format: 1 Online-Ressource (ix, 349 Seiten)
    ISBN: 9781800733350
    Series Statement: Time and the world volume 5
    Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-1-80073-323-7
    Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-1-80539-311-5
    Language: English
    Subjects: General works
    RVK:
    Keywords: Zeit ; Periodisierung ; Geschichtswissenschaft ; Humanökologie ; Naturwissenschaften ; Klimaänderung ; Aufsatzsammlung ; Electronic books. ; History ; Aufsatzsammlung
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    URL: JSTOR
    URL: Volltext  (kostenfrei)
    Author information: Bergwik, Staffan
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  • 2
    UID:
    almahu_9949707965302882
    Format: 1 online resource (279 pages)
    Edition: 1st ed.
    ISBN: 9789048555208
    Note: Cover -- Table of Contents -- Introduction -- Gemma Blok and Jan Oosterholt -- Section 1 Philosophical Conceptualisations of Safety -- 1 Security, Certainty, Trust -- Historical and Contemporary Aspects of the Concept of Safety -- Eddo Evink -- 2 Tolerance: A Safety Policy in Pierre Bayle's Thought -- Ana Alicia Carmona Aliaga -- 3 The Shackles of Freedom -- The Modern Philosophical Notion of Public Safety -- Tom Giesbers -- Section 2 Security Cultures in History -- 4 The Invention of Collective Security after 1815 -- Beatrice de Graaf -- 5 Criminal, Cosmopolitan, Commodified -- How Rotterdam's Interwar Amusement Street, the Schiedamsedijk, Became a Safe Mirror Image of Itself -- Vincent Baptist -- 6 Tourists, Dealers or Addicts -- Security Practices in Response to Open Drug Scenes in Amsterdam, Rotterdam and Zurich, 1960-2000 -- Gemma Blok, Peter-Paul Bänzinger and Lisanne Walma -- Section 3 Narratives and Imaginaries of Safety -- 7 The 'Golden Age' Revisited -- Images and Notions of Safety in Insecure Times -- Nils Büttner -- 8 Safety as Nostalgia -- Infrastructural Breakdown in Stefan Zweig's Beware of Pity (1938) -- Frederik Van Dam -- 9 Brace for Impact -- Spatial Responses to Terror in Belfast and Oslo -- Roos van Strien -- Section 4 Narratives and Imaginaries of Unsafety -- 10 Safe at Home? -- The Domestic Space in Early Modern Visual Culture -- Sigrid Ruby -- 11 The Transfer of Nineteenth-Century Representations of Unsafety -- A Dutch Adaptation of Eugène Sue's Les Mystères de Paris -- Jan Oosterholt -- 12 Feeling Lost in a Modernising World -- A Critique on Martha Nussbaum's Emotion Theory through an Analysis of Feelings of Unsafety in Magda Szabó's Iza's Ballad -- Femke Kok -- List of Illustrations. , Figure 5.1 Professional profile of the Schiedamsedijk (1927). Source of map excerpt and address book data, respectively: Rotterdam City Archives, signature number: 40110-Z10, https://hdl.handle.net/21.12133/96CD44BCC38C4D1293732457E05751CE -- and Rotterdam -- Figure 5.2 Photograph of the Zevenhuissteeg with the Schiedamse­dijk in the background, presumably in 1937, by J.F.H. Roovers. Source: Romer, Passagieren op 'De Dijk', 40 / H.A. Voet. -- Figure 5.3 Photograph of The Black Diamond Bar on the Schiedamsedijk, presumably during the 1930s (exact date and creator unknown). Source: Romer, Passagieren op 'De Dijk', 57 -- Troost, De meisies van de Schiedamsedijk, 65. -- Figure 5.4 Photograph taken from inside the Prinsendam ship replica, overlooking the Schiedamsedijk during the 1935 VVV festivity week. Source: Romer, Het Leuvekwartier van weleer, 100 / Rotterdam City Archives, signature number: 2002-1588, https://hdl.ha -- Figure 7.1 Peter Paul Rubens, Adoration of the Magi, 1609 (retouched 1628-29), canvas, 355.5 × 493 cm, Madrid, Museo del Prado. -- Figure 7.2 Peter Paul Rubens, Samson and Delilah, ca. 1609, panel, 185 × 205 cm, London, National Gallery. -- Figure 7.3 Christian von Couwenbergh, Samson und Delila, 1632, canvas, 156 × 196 cm, Dordrecht, Dordrechts Museum. -- Figure 7.4 Peter Paul Rubens, Mars Disarmed by Venus, ca. 1615-17, canvas, 170 × 193 cm, formerly Schloss Königsberg. -- Figure 7.5 Adriaen van de Venne, Allegory of the Twelve Years' Truce, 1616, panel, 62 × 113 cm, Paris, Museé du Louvre. -- Figure 7.6 Peter Paul Rubens, Minerva Protects Pax from Mars (Allegory on the Blessings of Peace), 1629-30, canvas, 203.5 × 298 cm, London, National Gallery. , Figure 7.7 Peter Paul Rubens, A Sermon in a Village Church, ca. 1633-35, black chalk, brush and brownish red ink, watercolour, body colour and oil, 422 × 573 mm, New York, The Metropolitan Museum of Art. -- Figure 7.8 Peter Paul Rubens, Lansquenets Carousing ('The Marauders'), ca. 1637-40, canvas, 121.9 × 163.2 cm, Switzerland, Private Collection. -- Figure 7.9 Peter Paul Rubens, Die Schrecken des Krieges, 1637/38, canvas, 206 × 345 cm, Florence, Palazzo Pitti, Galleria Palatina. -- Figure 7.10 Hendrick Hondius, Cows in a Landscape, 1644, etching and engraving, 20.6 × 15.7 cm. -- Figure 10.1 Abraham Bosse, Le mari battant sa femme (The husband hitting his wife), ca. 1633, engraving, 21 × 30 cm / 25.8 × 33.3 cm, New York, Metropolitan Museum of Art, Inv. Nr. 24.36.5 (Public Domain). -- Figure 10.2 Pieter de Hooch, Woman with Child in a Pantry, ca. 1656-60, canvas, 65 × 60.5 cm, Amsterdam, Rijksmuseum, Inv. Nr. SK-A-182 (Public Domain). -- Figure 10.3 Pieter de Hooch, The Bedroom, 1658/60, canvas, 51 × 60 cm, Washington, DC, National Gallery of Art, Widener Collection (Public Domain). -- Figure 10.4 Pieter de Hooch, The Messenger of Love, ca. 1670, canvas, 57 × 53 cm, Hamburg, Kunsthalle, Inv. Nr. HK-184. © Hamburger Kunsthalle / bpk, Photo: Elke Walford. -- Figure 10.5 Pieter de Hooch, The Intruder: A Lady at Her Toilet Surprised by Her Lover, ca. 1665, canvas, 54.5 × 63 cm, London, Apsley House, The Wellington Collection, Inv. Nr. WM.1571-1948. -- Figure 10.6 Crispijn van de Passe I, Lucretia, 1589/1611, engraving, 23.3 × 16.2 cm, Amsterdam, Rijksmuseum, Inv. Nr. RP-P-1986-284 (Public Domain).
    Additional Edition: Print version: Blok, Gemma The Cultural Construction of Safety and Security Amsterdam : Amsterdam University Press,c2024
    Language: English
    Keywords: Electronic books.
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
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  • 3
    UID:
    b3kat_BV048280588
    Format: 1 Online-Ressource (372 Seiten)
    ISBN: 9789633862827
    Content: Psy-sciences (psychology, psychiatry, psychoanalysis, pedagogy, criminology, special education, etc.) have been connected to politics in diverse ways during the 20th and 21st centuries. Besides episodes in the history of psychoanalysis in politically troubled times, the chapters in the book explore the full variety of "psy" disciplines in dictatorships and authoritarian regimes such as Nazi Germany, East European communist regimes, a Latin-American military dictatorship, and the South African apartheid regime, discussing psychology's role in legitimating and "normalizing" dictatorships. The essays' authors also explain the ideological and political foundations of ideas concerning mental health and illness in Russia, Hungary, post-war Transylvania, and Germany. Currents of critical psychology are also discussed, which try to understand how academic, therapeutic, and everyday psychological knowledge is produced within the power relations of modern-market or state-capitalist societies
    Note: "The present volume is based on the papers presented originally at the conference held in Budapest in October 2015 under the title Psycho-Politics: The Cross-Sections of Science and Ideology in the History of Psy-Sciences"--Introduction
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9789633863121
    Language: English
    Keywords: Osteuropa ; Ungarn ; Deutschland ; Politik ; Psychologie ; Psychiatrie ; Psychoanalyse ; Geschichte 1900-1980 ; Aufsatzsammlung ; Electronic books ; Aufsatzsammlung ; Electronic books ; Electronic books. ; Conference papers and proceedings.
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    URL: Volltext  (View this content on Open Research Library)
    URL: Cover  (Thumbnail cover image)
    URL: JSTOR
    URL: Image
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  • 4
    UID:
    edoccha_BV023307369
    Format: 1 Online-Ressource (175 S.).
    Edition: 1. Aufl.
    ISBN: 978-3-8350-5520-9
    Series Statement: Kommunikationswissenschaft
    Note: Diplomarbeit Katholische Universität Eichstätt-Ingolstadt
    Additional Edition: Erscheint auch als Druckausgabe ISBN 978-3-8350-6090-6
    Language: German
    Subjects: Political Science , General works
    RVK:
    RVK:
    RVK:
    Keywords: The New York Times ; The Washington Post ; Golfkrieg ; Politische Berichterstattung ; Frankfurter Allgemeine ; Süddeutsche Zeitung ; Öffentliche Meinung ; Golfkrieg ; Politische Berichterstattung ; Hochschulschrift
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  • 5
    UID:
    almafu_BV023307369
    Format: 1 Online-Ressource (175 S.).
    Edition: 1. Aufl.
    ISBN: 978-3-8350-5520-9
    Series Statement: Kommunikationswissenschaft
    Note: Diplomarbeit Katholische Universität Eichstätt-Ingolstadt
    Additional Edition: Erscheint auch als Druckausgabe ISBN 978-3-8350-6090-6
    Language: German
    Subjects: Political Science , General works
    RVK:
    RVK:
    RVK:
    Keywords: The New York Times ; The Washington Post ; Golfkrieg ; Politische Berichterstattung ; Frankfurter Allgemeine ; Süddeutsche Zeitung ; Öffentliche Meinung ; Golfkrieg ; Politische Berichterstattung ; Hochschulschrift
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  • 6
    UID:
    edocfu_BV023307369
    Format: 1 Online-Ressource (175 S.).
    Edition: 1. Aufl.
    ISBN: 978-3-8350-5520-9
    Series Statement: Kommunikationswissenschaft
    Note: Diplomarbeit Katholische Universität Eichstätt-Ingolstadt
    Additional Edition: Erscheint auch als Druckausgabe ISBN 978-3-8350-6090-6
    Language: German
    Subjects: Political Science , General works
    RVK:
    RVK:
    RVK:
    Keywords: The New York Times ; The Washington Post ; Golfkrieg ; Politische Berichterstattung ; Frankfurter Allgemeine ; Süddeutsche Zeitung ; Öffentliche Meinung ; Golfkrieg ; Politische Berichterstattung ; Hochschulschrift
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  • 7
    UID:
    b3kat_BV023307369
    Format: 1 Online-Ressource (175 S.)
    Edition: 1. Aufl.
    ISBN: 9783835055209
    Series Statement: Kommunikationswissenschaft
    Note: Diplomarbeit Katholische Universität Eichstätt-Ingolstadt
    Additional Edition: Erscheint auch als Druckausgabe ISBN 978-3-8350-6090-6
    Language: German
    Subjects: Political Science , General works
    RVK:
    RVK:
    RVK:
    Keywords: The New York Times ; The Washington Post ; Golfkrieg ; Politische Berichterstattung ; Frankfurter Allgemeine ; Süddeutsche Zeitung ; USA ; Öffentliche Meinung ; Golfkrieg ; Politische Berichterstattung ; Deutschland ; Hochschulschrift
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  • 8
    UID:
    almahu_9947391755202882
    Format: XI, 217 p. 7 illus. , online resource.
    ISBN: 9781137560001
    Content: This book provides multiple perspectives on the dual struggle that teacher educators currently face as they make sense of edTPA while preparing their pre-service teachers for this high stakes teacher exam. The adoption of nationalized teacher performance exams has raised concerns about the influence of corporate interests in teacher education, the objectivity of nationalized teaching standards, and ultimately the overarching political and economic interests shaping the process, format, and nature of assessment itself. Through an arc of scholarship from various perspectives, this book explores a range of questions about the goals and interests at work in the roll out of the edTPA assessment and gives voice to those most affected by these policy changes, teacher educators, and teacher education students.
    Note: Chapter 1. Introduction -- Chapter 2. Teacher blame and corporate gain: edTPA and the takeover of teacher education -- Chapter 3. New York’s edTPA: The Perfect Solution to a Wrongly Identified Problem -- Chapter 4. Reliability and Validity of edTPA -- Chapter 5. Raising the stakes: Objectifying teaching in the edTPA and Danielson Rubrics -- Chapter 6. “We Do Everything with edTPA”: Interrupting and Disrupting Teacher Education in Troubling Times -- Chapter 7. Ensuring Quality Teacher Candidates: Does the edTPA Answer the Call? -- Chapter 8. The edTPA: high-stakes assessment versus social justice teaching in the Pacific Northwest -- Chapter 9. A Disability Studies in Education Analysis Using Student and Faculty Perspectives of the Special Education edTPA -- Chapter 10. How do you talk to a politician about the edTPA? Advocacy through inquiry and social justice around high stakes assessment -- Chapter 11. “Run like Hell” to “Look Before you Leap”: Teacher Educators’ Responses To Preparing Teachers For Diversity and Social Justice In The Wake Of edTPA. .
    In: Springer eBooks
    Additional Edition: Printed edition: ISBN 9781137559999
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 9
    UID:
    almahu_9947375902702882
    Format: XI, 210 p. , online resource.
    ISBN: 9781137535405
    Series Statement: Marxism and Education
    Content: This book considers new developments in Critical Race Theory (CRT) in times of austerity and assesses both the impact of British CRT or ‘BritCrit’, and CRT’s continuing growth in the US. Following transatlantic impact of the first and only book-length response from a Marxist perspective—Critical Race Theory and Education: A Marxist Response—Cole includes a retrospective critique and development of certain arguments in that volume; an evaluation of the influential ‘Race Traitor’ movement, including observations on the (changing) political perspectives of Ignatiev and Garvey; and reflections on racialized neoliberal capitalism in the era of austerity and immiseration. While acknowledging CRT’s strengths, this book stresses the need for (neo-) Marxist analysis to fully understand and challenge racism in the UK and the US. .
    Note: Introduction -- 1. Critical Race Theory and Education: a Marxist Response – summary, critique and retrospective -- 2. Critical Race Theory, ‘Race Traitor’ and Marxism -- 3. Transatlantic Theoretical Developments: the Case of ‘BritCrit’ -- 4. Transatlantic Theoretical Developments: CRT in the USA -- 5. Racialized Neoliberal Capitalism and Imperialism in the Era of Austerity and Immiseration -- 6. CRT and Marxist Visions of the Future -- Conclusion. .
    In: Springer eBooks
    Additional Edition: Printed edition: ISBN 9781137535399
    Language: English
    Subjects: Education
    RVK:
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  • 10
    UID:
    almahu_9947375896002882
    Format: XXIV, 160 p. , online resource.
    ISBN: 9789463004886
    Series Statement: IBE on Curriculum, Learning, and Assessment
    Content: The authors draw on their 30 years of action-research activities helping educators provide a meaningful education to at-risk/excluded students. They explain how teacher well-being is a precondition for building the sorts of relationships that enable excluded students to learn. They present in detail four concrete skills (non-abandonment, reframing, connecting conversation, and emphatic limit-setting) for reaching children and at the same time strengthening educators’ emotional resilience and professional pride. They address how schools can rethink and reshape the way they relate to parents of excluded children, so as to allow both sides to trust and empower each other. If you are a teacher, this book will help you make sense of the difficulties you face daily and provide you with reliable methods for working more effectively. If you are a principal or policymaker, it will show how the road to excellence begins with inclusion, and with providing teachers the kind of support that enables them to succeed. I am not an education expert, but you don’t have to be to want to implement the conclusions that Michal Razer and Victor J. Friedman make about schools to societies as a whole. To produce a successful school serving the needs of all of its students, you need to focus—before passing out any curriculum or teaching any classes—on building that elusive thing called “trust”, or what the authors call “inclusion”. When there is trust in the classroom, when every student believes that they and their aspirations matter to a teacher, everything is possible and everything is easier—the most difficult students become more educable and inspired and take more ownership over their success—and the best students soar even higher. This book should be read by teachers, parents and politicians alike, because its incisive recommendations for building more successful schools apply just as much to families and parliaments. – Thomas L. Friedman, New York Times columnist".
    Note: "Foreword -- Acknowledgments -- Introduction -- The Cycle of Exclusion -- Excluded Students and Excluded Teachers -- Frames of Exclusion -- The “Helplessness” Frame -- The “False Identity” Frame -- The Emotional World of Teachers of Excluded Children -- Building Restorative Relationships -- The Caregiving Role of Inclusive Educators -- Redefining Success -- Emotional Work with Students -- Emotional Work with Teachers -- Introduction to Four Skills for Building Restorative Relationships in Schools -- Supporting Inclusive Practice at the Organizational Level -- Non-Abandonment: The First Step in Reversing the Cycle of Exclusion -- Abandonment and Non-Abandonment -- Non-Abandonment as a Conscious Choice -- Supporting Teachers in Practicing Non-Abandonment -- Assimilating Non-Abandonment into School Practice -- Conclusions -- Reframing: Expanding the Realm of the Possible -- Frames, Framing, and Reframing -- The Reframing Process -- Reframing Helplessness -- Reframing False Identity -- Putting the Reframing into Practice -- Conclusions -- Connecting Conversations -- Instrumental versus Connecting Conversation -- Barriers to Connecting Conversations -- From an Instrumental to a Connecting Conversation -- Features of Connecting Conversation -- From False Inquiry to Connecting Conversation -- Connecting Conversation Fits with Caregiving Role -- Conclusions -- Beyond Discipline: Benevolent Authority and Empathic Limit-Setting -- Limit-Setting as a Power Struggle -- Challenges to Teachers’ Authority -- Benevolent Authority -- Empathic Limit-Setting -- Online Empathic Limit-Setting -- Off-Line Empathic Limit-Setting -- Invitation to Connect, Planning Alternate Behaviors, Apologizing -- Conclusions -- The Troubled Relationship between Schools and Parents of Excluded Children -- Schools as Gateways or Gatekeepers for Excluded Children -- Case Study: Dealing with a Student’s Chronic Lateness -- The Underlying Power Struggle -- Framing the Problem as the Need to Mobilize the Parents -- Typical Action Strategies Inside the Mobilizing Parents Framing -- The Power Struggle That Results from Trying to Mobilize Parents -- Conclusions -- Building Restorative Relationships with Parents -- Reframing: “Parental Authorization” Instead of “Mobilizing Parents” -- Case Study: A School’s Initiative with a Child at Risk -- Assumptions that Underlie the Parental Authorization Framing -- Putting Parental Authorization into Practice -- Restoring Relationships: Actions that Build Trust -- Conclusions -- Role of the Principal -- How Principals Get Trapped in the Cycle of Exclusion -- Steps in Creating Conditions Favorable to Restorative Relationships -- Conclusions -- From Exclusion to Excellence -- References -- About the Authors.
    In: Springer eBooks
    Language: English
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