Kooperativer Bibliotheksverbund

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Umfang: 1 Online-Ressource (687 Seiten).

Ausgabe: 1. Auflage

ISBN: 978-3-96821-727-7

Serie: Rombach Wissenschaften. Reihe Litterae Band 242

Inhalt: In einer Verbindung von diskurs-, medien- und literaturgeschichtlicher Perspektivierung wird gezeigt, dass die Einführung der Kategorie des Individuellen in den Bereich des Wissens und damit die Entstehung des modernen Falldenkens am Ende des 18. Jahrhunderts erst durch Fallsammlungen ermöglicht wird, die in Zeitschriften publiziert werden. Im Rekurs auf Flecks Konzept der Zeitschriftenwissenschaft wird das Medium als das Fallmaterial organisierendes Dispositiv untersucht, das in seiner Heterogenität, Vorläufigkeit und Diskursivität dem Genre der Falldarstellung entspricht. Die Analyse von Falldarstellungen im Publikationskontext periodischer Schriften verdeutlicht, dass Fälle nicht als isolierte Einzeltexte zu betrachten sind, sondern in ihren Formen und Funktionen erst erfasst werden können, wenn man sie in einem intertextuellen Gefüge von Reihenbildungen, Weiterverarbeitungen und Diskussionen in den Blick nimmt. Autoren und Psychologen wie Herz, Moritz, Wezel, Hoffbauer, Reil, Maimon, Trapp, Bendavid, Conz oder Müllner werden situiert als Teil einer Debattenkultur, die vorrangig über Zeitschriftennetzwerke organisiert ist. Ein Konnex von Fallsammlungen und literarischen Diskursen ergibt sich nicht nur durch thematische Interferenzen, sondern ebenso durch die Adaption literarischer Narrationsformen bei der Konstruktion von Fällen

Inhalt: By combining the perspectives of discourse, media and literary history, this book shows that awareness of the category of individuality, and therefore the emergence of modern case law thinking, was only generated at the end of the 18th century through the publication of collections of cases in journals. With recourse to Fleck’s concept of journal theory, this book examines this medium as the agency that organised the case material and that corresponded to the genre of case reports because of its heterogeneity, provisional nature and discursiveness. Analysing case reports in the context of their publication in periodicals highlights that cases should not be regarded as isolated individual texts, but that their forms and functions can only be understood if they are examined within an intertextual framework of series of images, further processing and discussions. This book classes authors and psychologists such as Herz, Moritz, Wezel, Hoffbauer, Reil, Maimon, Trapp, Bendavid, Conz or Müllner as being part of a culture of debate which overrides networks of journals. Furthermore, there is not only a connection between collections of cases and literary discourse in terms of their overlapping themes, but also through their adaptation of literary forms of narration in the construction of cases

Weitere Ausg.: Erscheint auch als Druck-Ausgabe (Nomos) ISBN 978-3-96821-032-2

Weitere Ausg.: Erscheint auch als Druck-Ausgabe (Rombach) ISBN 978-3-7930-9947-5

Sprache: Deutsch

Fachgebiete: Allgemeines

Schlagwort(e): Zeitschrift ; Fallsammlung ; Diskursanalyse ; Pädagogische Zeitschrift ; Psychologie ; Gerichtliche Psychologie ; Gerichtliche Psychiatrie ; Fachzeitschrift ; Fallstudie

DOI: 10.5771/9783968217277

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Mehr zum Autor: Düwell, Susanne

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Umfang: 1 Online-Ressource (xix, 219 Seiten) , 24 cm

Ausgabe: Online_Ausgabe Boulder, Colo NetLibrary 1999 E-Books von NetLibrary Sonstige Standardnummer des Gesamttitels: 22382847

ISBN: 0585102635

Anmerkung: Selected papers from a June 1994 conference at Indiana University, Bloomington, Indiana. - Includes bibliographical references and index , Brides of Christ and signs of grace: Edwards's sermon series on the parable of the wise and foolish virgins / Ava Chamberlain -- Misrepresentations corrected : Jonathan Edwards and the regulation of religious discourse / Christopher Grasso -- The deist connection : Jonathan Edwards and Islam / Gerald R. McDermott -- The other unfinished "great work" : Jonathan Edwards, messianic prophecy, and "the harmony of the Old and New Testament" / Kenneth P. Minkema -- "The death of the prophet lamented" : the legacy of Solomon Stoddard / Paul R. Lucas -- The godly will's discerning : Shepard, Edwards, and the identification of true godliness / William K.B. Stoever -- Did Berkeley influence Edwards? : their common critique of the moral sense theory / Richard A.S. Hall -- Perception and love in Religious affections / Wayne Proudfoot -- Nathaniel William Taylor and the Edwardsian tradition : a reassessment / Douglas A. Sweeney -- Oberlin perfectionism and its Edwardsian origins, 1835-1870 / All

Weitere Ausg.: Reproduktion von Jonathan Edwards's writings 1996

Sprache: Englisch

Fachgebiete: Amerikanistik

Schlagwort(e): Edwards, Jonathan 1703-1758 ; Konferenzschrift ; Electronic books. ; Electronic books ; Electronic books. ; Electronic books ; Konferenzschrift ; Electronic books.

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Umfang: 1 Online-Ressource (429 Seiten).

Ausgabe: 1. Auflage

ISBN: 978-3-96821-023-0

Serie: Litterae 248

Inhalt: Will man aus einer Perspektive der longue durée begreifen, was Literatur ist, dann ist es aufschlussreich, sich mit den Begriffen »Fiktion«, »Wissen« und »Gedächtnis« zu befassen. Der vorliegende Band vereinigt, unterteilt in drei Abschnitte, Einzelstudien, die sich jeweils schwerpunktmäßig auf einen dieser drei Begriffe fokussieren. Dabei werden geeignete theoretische Modelle eingeführt und so zugeschnitten, dass sie textanalytisch nutzbar gemacht werden können. Ziel ist es jeweils, wichtige literaturtheoretische Grundlagen zu entfalten und diese in ihrem Erklärungspotential für literarische Texte zu erschließen. Es kommt dabei auch zu Rückkopplungen zwischen Theoriediskurs und literarischer Praxis, insofern diese nicht selten in selbstreflexiver Form die eigenen Grundlagen thematisiert und implizite Theoriemodelle entwirft. Behandelt werden Texte aus dem Novellino, von Dante, Boccaccio, Cervantes, Diderot, Jean Paul, Foscolo, Balzac, Baudelaire, Zola, Capuana, Proust, Simon, Levi, Semprún, Perec und Modiano. Der Band richtet sich auch an Nicht-Romanisten, weshalb alle romanischsprachigen Zitate übersetzt wurden

Inhalt: If one wants to understand what literature is from a longue durée perspective, it is instructive to examine the terms ‘fiction’, ‘knowledge’ and ‘memory’. Grouped into three sections, analytical studies each focusing on one of these three terms are compiled in this book. These studies introduce suitable theoretical models in this respect, which have been customised so that they can be used in textual analysis. In this way, the book aims to reveal important foundations of literary theory and analyse them in terms of their potential to explain literary texts. This also results in feedback effects between theoretical discourse and literary practice to the extent that they thematise their own foundations, often through self-reflection, and devise implicit theoretical models. The studies deal with texts from Il Novellino and by Dante, Boccaccio, Cervantes, Diderot, Jean Paul, Foscolo, Balzac, Baudelaire, Zola, Capuana, Proust, Simon, Levi, Semprún, Perec and Modiano. This book will also appeal to non-Romanists, which is why all quotations in a foreign language have been translated

Weitere Ausg.: ISBN 9783968210223

Weitere Ausg.: Erscheint auch als Druck-Ausgabe ISBN 9783968210223

Sprache: Deutsch

Fachgebiete: Komparatistik. Außereuropäische Sprachen/Literaturen , Romanistik

Schlagwort(e): Romanische Sprachen ; Literatur ; Fiktion ; Wissen ; Gedächtnis ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung

DOI: 10.5771/9783968210230

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Mehr zum Autor: Klinkert, Thomas 1964-

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Umfang: 1 Online-Ressource (xxiii, 277 Seiten) , 24 cm

Ausgabe: Online_Ausgabe Boulder, Colo NetLibrary 2004 E-Books von NetLibrary Sonstige Standardnummer des Gesamttitels: 22382847

ISBN: 158729446X

Anmerkung: Includes bibliographical references (p. [247]-264) and index , Lyric conversations and interventions -- Lyric discourse, the arts, and the avant-garde: Barbara Guest and Kathleen Fraser in the sixties -- "Our visible selves": visual-verbal collaborations in Erica Hunt, Alison Saar, and M. Nourbese Philip -- The rhetoric of self, nation, and economics: a poetics of public discourse in Carol Ann Duffy -- Theory and the lyric "I": feminist experimentation in Britain

Weitere Ausg.: Reproduktion von Kinnahan, Linda A., 1956- Lyric interventions 2004

Sprache: Englisch

Fachgebiete: Amerikanistik

Schlagwort(e): Englisch ; Frauenlyrik ; Experimentelle Lyrik ; USA ; Frauenliteratur ; Experimentelle Lyrik ; Aufsatzsammlung

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Umfang: XV, 408 S. : , Ill., zahlr. graph. Darst., Kt. , Beil.

ISBN: 978-0-262-01509-7 , 978-0-262-51566-5 , 0-262-01509-9 , 0-262-51566-0

Anmerkung: [pt. 1.] An introduction to the atlas : Navigating the future -- The foundations of the atlas -- Finding a center in the dynamic -- A note on rhetoric -- [pt. 2.] The atlas : A note on visualization -- How to navigate the atlas -- Readers of the atlas -- Limitations of the atlas -- [pt. 3.] Threads : [A.] Mission -- The mission of librarians is to improve society through facilitating knowledge creation in their communities -- Importance of worldview -- Longitude example -- Importance of theory and deep concepts : Libraries and theory -- Conversation theory : Credibility -- Other informative concepts and theories : Dialectic theories ; Sense-making ; Motivation theories ; Motivation ; Learning theory ; Constructivism ; Postmodernism -- Creating a new social compact : Evolution of the social compact -- Thread conclusion -- [B.] Knowledge creation -- The mission of librarians is to improve society through facilitating knowledge creation in their communities -- Knowledge is created through conversation ; Conversation theory : Conversants ; Service is not invisibility ; Language ; Evolution of systems -- System view -- User-based design -- User systems : Social network sites -- Agreements : Artifacts ; Source amnesia ; Invest in tools of creation over collection of artifacts ; Death of documents ; Memory ; Entailment mesh ; Annotations ; Limitations of tagging ; Cataloging relationships -- Scapes -- Reference extract -- Libraries are in the knowledge business, therefore the conversation business -- [C.] Facilitating -- The mission of librarians is to improve society through facilitating knowledge creation in their communities ; True facilitation means shared ownership : Members not patrons or users -- Means of facilitation -- Access : Publisher of community ; Shared shelves with the community ; Meeting spaces -- Knowledge : Library instruction ; Need for an expanded definition of literacy ; Gaming ; Social literacy -- E , Environment -- Motivation : Intrinsic ; Extrinsic -- Thread conclusion -- [D.] Communities -- The mission of librarians is to improve society through facilitating knowledge creation in their communities -- Pressure for participation : Boundary issues -- Digital environments : Internet model example ; Infrastructure providers ; TCP/IP ; Application builders ; Open source ; Information services ; Web 2.0 ; User -- Credibility : From authority to reliability ; Authoritative versus authoritarian ; Putting it all together: the participatory digital library -- Physical environments : Topical centers with curriculum -- Hybrid environments -- Different communities librarians serve -- Public : Free Library of Philadelphia ; Entrepreneurium ; Writing center ; Music center -- Academic : Issues of institutional repositories ; Scholarly communications -- Government : Department of Justice -- Assessment : Mapping conversations -- Special -- School : Growing importance of two-way infrastructure -- Archives -- Go to the conversation : Embedded librarians -- Truly distributed digital library -- Thread conclusion. [E.] Improve society -- The mission of librarians is to improve society through facilitating knowledge creation in their communities -- Importance of action and activism -- Service : Service is not invisibility -- Core values : Learning ; Openness ; Intellectual freedom and safety ; Intellectually honest not unbiased ; Ethics -- Social justice issues -- Policy : Democracy and openness overshadowed by technology -- Innovation : Innovation versus entrepreneurship -- Creating an agenda : Risks of data -- Leadership : Obligation of leadership -- Thread conclusion -- [F.] Librarians -- The mission of librarians is to improve society through facilitating knowledge creation in their communities -- Core skills -- Transition of traditional skills -- Information organization : Cataloging relationships ; , Evolution of integrated library systems -- Information seeking -- Public service : Reference -- Collection development : Community as collection ; Issues of institutional repositories -- Administration : Warehousing functions ; Shelving ; Circulation -- Importance of technical skills -- Ambiguity is essential for professional work -- Ability to work in interdisciplinary teams : Relation to other domains ; Information science ; Getting past the L v I debate ; Communications ; Computer science ; Humanities ; Education ; Paraprofessionals -- LIS education : Shift in innovation from academy to ubiquity ; Co-learning -- Increase friction in the process : Every course has symposia and practica -- Curriculum of communication and change over -- Traditional ideas of leadership : Recognize a school as a participatory network ; From school to school of thought ; Avoiding the Florentine dilemma -- Need to expand the educational ladder : Bachelor of information and instructional design ; Need for an executive doctorate ; Institute for advanced librarianship idea ; Vital roles of mentors -- Obligation of leadership and thread conclusion -- [G.] Threads postscript -- Practitioners -- Library and information science scholars -- Students -- Members -- The whole community of librarianship. [pt. 4.] Web citations -- [pt. 5.] Agreement supplements : Ability to work in interdisciplinary teams ; Academic ; Access ; Administration ; Agreements ; Ambiguity is essential for professional work ; Annotations ; Application builders ; Archives ; Artifacts ; Assessment ; Authoritative versus authoritarian ; Avoiding the Florentine dilemma ; Bachelor of information and instructional design ; Boundary issues ; Cataloging relationships ; Circulation ; Co-learning ; , Collection development ; Communications ; Community as collector ; Computer science ; Constructivism ; Conversants ; Conversation theory ; Core skills ; Core values ; Creating a new social compact ; Creating an agenda ; Credibility ; Curriculum of communication and change over traditional ideas of leadership ; Death of documents ; Democracy and openness overshadowed by technology ; Department of Justice ; Dialectic theories ; Different communities librarians serve ; Digital environments ; Embedded librarians ; Entailment mesh ; Entrepreneurium ; Environment ; Ethics ; Every course has symposia and practica ; Evolution of integrated library systems ; Evolution of systems ; Evolution of the social compact ; Extrinsic ; Free Library of Philadelphia ; From authority to reliability ; From school to school of thought ; Gaming ; Getting past the Lv I debate ; Go to the conversation ; Government ; Growing importance of two-way infrastructure ; Humanities ; Hybrid environments ; Importance of a worldview ; Importance of action and activism ; Importance of technical skills ; Importance of theory and deep concepts ; Increase friction in the process ; Information organization ; Information science ; Information seeking ; Information services ; Infrastructure providers ; Innovation ; Innovation versus entrepreneurship ; Institute for advanced librarianship idea ; Intellectual freedom and safety ; Intellectually honest not unbiased ; Internet model example ; Intrinsic ; Invest in tools of creation over collection of artifacts ; Issues of institution repositories ; Knowledge ; Knowledge is created through conversation ; Language ; Leadership ; Learning ; Learning theory ; Libraries are in the knowledge business, therefore the conversation business ; Library instruction ; Limitations of tagging ; LIS education ; Longitude example ; Mapping conversations ; Massive scale ; Means of facilitation ; Meeting spaces ; , Members not patrons or users ; Memory ; Motivation ; Motivation theory ; Music center ; Need for an executive doctorate ; Need for an expanded definition of literacy ; Need to expand the educational ladder ; Obligation of leadership ; Open source ; Openness ; Paraprofessionals ; Physical environments ; Policy ; Postmodernism ; Pressure for participation ; Public ; Public service ; Publisher of community ; Recognize a school as a participatory network ; Reference ; Reference extract ; Relation to other domains ; Risks of data ; Scapes ; Scholarly communications ; School ; School information management systems ; Selective dissemination of information ; Sense-making ; Service ; Service is not invisibility ; Shared shelves with the community ; Shelving ; Shift in innovation from academy to ubiquity ; Social justice issues ; Social literacy ; Social network sites ; Source amnesia ; Special ; System view ; TCP-IP ; The mission of librarians is to improve society through facilitating knowledge creation in their communities ; Topical centers with curriculum ; Transition of traditional skills ; True facilitation means shared ownership ; Truly distributed digital library ; User ; User systems ; User-based design ; Vital roles of mentors ; Warehousing functions ; Web 2.0 ; Writing center -- [pt. 5.] Atlas postscript

Sprache: Englisch

Fachgebiete: Allgemeines

Schlagwort(e): Bibliothek ; Gesellschaft ; Bibliothekswissenschaft ; Bibliothek ; Zukunft ; Bibliothekar ; Berufsbild ; Lehrmittel

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URL: Inhaltsverzeichnis

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URL: Inhaltsverzeichnis

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=022646524&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA3Inhaltsverzeichnis

Mehr zum Autor: Lankes, R. David 1970-

UID:

Umfang: 1 online resource (121 pages)

ISBN: 9789811902802

Anmerkung: Intro -- Preface -- Contents -- Challenging the Transition of Civilization: Theory and Practice of ``Energy Democracy ́́-- 1 Introduction: Philosophy of ``Unlimitedness Within ́́-- 2 ``3.11 ́́as the Disaster of Civilization: Destiny of ``Energy Colonialism ́́-- 3 What Is ``Energy Democracy:́́ Frontier of the Theory of Democracy -- 4 Establishment of ``Autonomy ́́for the ``Safety ́́of Local Regions: Gubernatorial Election of Niigata Prefecture in 2016 and ... -- 5 Challenge of ``Community Power:́́ Toward a ``Regionally Dispersed Networking Society ́́-- 6 Conclusion: Toward ``East Asian Natural Energy Communities ́́-- References -- How to Overcome the Combination of Crises? -- 1 Introduction -- 2 A Green New Deal Arising in Europe and USA -- 3 Brief History of the Green New Deal -- 4 Great Transformation in the Last Decade -- 4.1 Electricity and Energy Sector -- 4.2 Transportation Sector -- 4.3 Share Economy Sector -- 4.4 Major Progress in Other Related Sectors -- 5 Power to the People -- 6 Directing Toward the Green New Deal in an ``After COVID-19 ́́World -- References -- Energy Democracy for Energy Transition in South Korea?: Focusing on Politicization of Media -- 1 Introduction -- 2 Moon Governmentś Renewable Energy Policy and Evaluation of Civil Society -- 3 Energy Transition, Energy Democracy and Media Coverage -- 4 Renewable Energy Discourse and the Politicization of the Media -- 4.1 Renewable Energy-Related Media Reports -- 4.2 Characteristics of Renewable Energy Articles in Conservative and Progressive Media -- 4.3 Conservative Mediaś Distortion of Articles and Criticism of Nuclear Phase-Out -- 4.4 Conflicts Related to Solar and Wind Power and the Role of the Media -- 5 Energy Complaint and Separation Distance Regulation -- 5.1 Current Status and Problems of Separation Distance Regulation. , 5.2 Reasons for Introducing Separation Distance by Local Governments -- 6 Conclusions -- References -- China Mainlandś Energy Transition: How to Overcome Financial, Societal, and Institutional Challenges in the Long Term -- 1 Energy Transition: Status and Sustainability -- 1.1 Energy System Profiles -- 1.2 Lessons of Energy Transition During 2006-2020 -- Weathering the Massive Job Loss in the Coal Mining Sector -- The Ups and Downs of Renewable Energy Development in China -- Major Experiences from Chinaś Energy Transition -- Co-Benefits of Energy Transition Would Help to Build a Healthy and Low-Carbon Energy System -- Subsidy-Driven Policies Boosted the Renewable Energy Industry: Is It Switch-Off Time Now? -- Could Multi-Party Dialogues Promote a Quicker Energy Transition? Yes, But Not 100% Sure -- 2 Challenges and Opportunities of Chinaś Energy Transition Under the Carbon Neutrality 2060 Strategy -- 2.1 Transitional Models: China vs. Germany -- 2.2 Where Is the Money Coming From? -- 2.3 ``Just Transition ́́for Chinaś Energy System: Social Engagement and Workforce Livelihood of the Fossil Fuel Sector -- 2.4 Best Practices at the Local Level (Hangzhou): Peer Pressure to Stimulate More Actions -- 3 Conclusion -- References -- Energy Democracy and Energy Transition in Taiwan -- 1 Introduction: The Paris Agreement Revealed Trends of Energy Transition -- 2 Implication of Energy Democracy -- 3 Three Levels of Energy Democracy: From Central, Local to Community -- 4 Practice of Energy Democracy from Three Levels in Taiwan -- 4.1 Key Central Energy Transition Policies and Legislations -- 4.2 Local Governments and Supply-Chain Build-Up -- 4.3 Community Practices: Energy Cooperatives, Business Innovation, and Green Energy for the Common Good Model -- 5 Conclusion -- References -- Japanese Green New Deal to Bring Happiness and Prosperity. , 1 COVID Pandemic and Climate Change -- 2 Green New Deal as Todayś Global Trend -- 3 Second Wave of Green New Deal -- 4 Japanese Version of Green New Deal -- 4.1 Overall Energy Consumption -- 4.2 Fossil Fuels and Nuclear -- 4.3 Electric Power -- 5 Avoidance of Early Deaths Due to Air Pollution -- 6 Job Transfers -- 7 Future Prospects -- References -- Transboundary Cooperative Governance Toward Energy Transition in East Asia -- 1 Introduction -- 2 Development of Regional Environmental Governance in East Asia -- 3 Early Cooperative Initiatives for Transboundary Air Pollution in Northeast Asia -- 4 Development of Cooperative Initiatives for Air Pollution and Climate Change -- 5 Emergence of Nonstate Actors ́Initiatives Toward Energy Transition -- 6 Opportunities and Challenges for Further Development of Transboundary Governance Toward Energy Transition -- 6.1 Landscape Shift for Climate Policy -- 6.2 Opportunities for Transboundary Cooperation Toward Energy Transition -- 6.3 Challenges Toward Energy Transition -- 7 Conclusion -- References.

Weitere Ausg.: Print version: Asuka, Jusen Energy Transition and Energy Democracy in East Asia Singapore : Springer Singapore Pte. Limited,c2022 ISBN 9789811902796

Sprache: Englisch

Schlagwort(e): Electronic books.

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Umfang: 1 online resource (385 pages)

Ausgabe: 1st ed.

ISBN: 9783031548604

Anmerkung: Intro -- Preamble -- Contents -- List of Figures -- Nomenclature -- Chapter 1 About water -- 1.1 On origins -- 1.2 On the origin of life -- 1.3 On the origin of civilisation -- 1.4 On the origin and source of industry -- 1.5 To the origin -- Part I Fundamentals and derivations -- Chapter 2 Essential mathematics -- 2.1 Conventions -- 2.2 Physical quantities and their mathematical descriptions -- 2.2.1 Scalar -- 2.2.2 Vector -- 2.2.3 Tensor -- 2.2.4 Scalar product -- 2.2.5 Cross product -- 2.3 Euler vs. Lagrange -- 2.3.1 Lagrange's perspective -- 2.3.2 Euler's perspective -- 2.4 Functions -- 2.4.1 Derivations -- 2.4.1.1 Partial derivative -- 2.4.1.2 Total derivative -- 2.4.2 Integration -- 2.5 Kinematics -- 2.5.1 Dilatation -- 2.5.2 Shearing -- 2.5.3 Rotation -- 2.5.4 Velocity gradient tensor -- 2.5.5 Divergence -- 2.6 Einstein summation convention -- 2.7 Elementary fluid mechanic terms -- 2.8 Selected flow lines -- 2.8.1 Streakline -- 2.8.2 Streamline -- 2.8.3 Pathline -- 2.8.4 Streamtube -- 2.9 Selected cross-sections -- Chapter 3 Essential physics -- 3.1 Aggregate states -- 3.1.1 Solid -- 3.1.2 Liquid -- 3.1.3 Gaseous -- 3.1.4 Aggregate states of water -- 3.2 Quantities and their units -- 3.3 Newton's axioms -- 3.3.1 Lex prima - inertial law -- 3.3.2 Lex secunda - basic equation of mechanics -- 3.3.3 Lex tertia - "actio = reactio" -- 3.4 Principal physical quantities -- 3.4.1 Force -- 3.4.2 Momentum -- 3.4.3 Work -- 3.4.4 Energy -- 3.4.5 Power -- 3.4.6 Density -- 3.4.7 Stress -- 3.4.8 Deformation (rate) -- 3.4.9 Pressure -- 3.4.9.1 Absolute pressure -- 3.4.9.2 Relative pressure -- 3.4.10 Compressibility -- 3.4.11 Viscosity -- 3.4.12 Surface tension -- 3.4.13 Discharge -- 3.5 Properties of water -- Chapter 4 Introduction to potential theory -- 4.1 Introduction to potential theory -- 4.2 Parallel flow -- 4.3 Source and sink flow. , 4.4 Potential vortex -- 4.5 Summary of the elementary solutions -- Chapter 5 Basic equations -- 5.1 Continuity condition -- 5.2 Cauchy equation -- 5.3 Constitutive equation -- 5.4 Euler equation -- 5.5 Navier-Stokes equation -- 5.6 Dimensionsless Navier-Stokes equation -- 5.7 Bernoulli equation -- 5.8 Momentum equation -- 5.9 Summary of the basic equations -- Chapter 6 Turbulence and its modelling -- 6.1 Introduction to turbulence -- 6.2 Cursory approach to numerics -- 6.3 Direct Numerical Simulation -- 6.4 Reynolds Averaged Navier-Stokes Simulation -- 6.5 Large Eddy Simulation -- 6.6 Shallow Water Equations -- 6.7 Final considerations on turbulence -- Part II Applied hydraulics -- Chapter 7 Hydrostatics -- 7.1 General information on hydrostatics -- 7.2 Hydrostatic pressure -- 7.3 Pressure force -- 7.4 Buoyancy -- 7.5 Pressure diagrams -- 7.5.1 Pressure diagrams with application of pressure on both sides -- 7.5.2 Fluids with different densities -- 7.5.3 Water pressure on inclined flat objects -- 7.5.4 Decomposition -- 7.5.5 Lines of action of resulting horizontal forces -- 7.5.6 Lines of action of resulting vertical forces -- 7.5.7 'Base point line' -- 7.6 Hydrostatic paradox -- 7.7 Water pressure on arbitrarily inclined flat objects -- 7.8 Moving liquids -- 7.8.1 Acceleration along a straight line -- 7.8.2 Acceleration along a circular path -- 7.9 Boyle-Mariotte law -- Chapter 8 Bernoulli equation and energy diagrams -- 8.1 Classification of the Bernoulli equation -- 8.2 Piezometric pressure height -- 8.3 Excursus: Energy diagram - an introduction -- 8.4 Bernoulli in pipes -- 8.5 Excursus: Energy diagram - a continuation -- 8.6 Bernoulli and outflows -- 8.7 Cavitation -- Chapter 9 Outflow from openings -- 9.1 Outflow through openings -- 9.2 Torricelli equation -- 9.3 Outflow from a "small" and a "large" opening. , 9.4 Outflow at a variable water level -- Chapter 10 Momentum equation -- 10.1 Classification of the law of momentum -- 10.2 Flow forces in open channel flows -- 10.3 Fastening and flange force at a hose with nozzle -- Chapter 11 Steady pipe flow -- 11.1 Dynamic similarities of pipe flows -- 11.2 Description of laminar flows -- 11.3 Wall shear stress in pipe flows -- 11.4 Hydraulic losses of laminar flows -- 11.5 Hydraulic losses of turbulent flows -- 11.6 Minor (local) hydraulic losses -- 11.7 Turbomachines -- 11.7.1 Pumps -- 11.7.1.1 Pipeline characteristic -- 11.7.1.2 Pump characteristic -- 11.7.1.3 Parallel pump arrangement -- 11.7.1.4 Serial pump arrangement -- 11.7.2 Turbines -- 11.8 Pipe junctions -- 11.9 Summary of pipe flow -- Chapter 12 Unsteady pipe flow -- 12.1 General remarks on unsteady pipe flows -- 12.2 Continuity condition according to Alliévi -- 12.3 Energy equation according to Alliévi -- 12.4 Riemann solution of the Alliévi equations -- 12.5 Joukowsky surge -- 12.6 Momentum equation -- 12.7 Method of characteristics -- 12.7.1 Initial characteristic -- 12.7.2 Calculation modules -- 12.7.3 Nodes within the domain -- 12.7.4 Nodes at the left boundary -- 12.7.4.1 Reservoir with constant water level -- 12.7.4.2 Reservoir with time-varying water level -- 12.7.4.3 Time-variable velocity -- 12.7.4.4 Valve -- 12.7.5 Node at the right boundary -- 12.7.5.1 Reservoir with constant water level -- 12.7.5.2 Reservoir with time-varying water level -- 12.7.5.3 Time-variable velocity -- 12.7.5.4 Valve -- 12.8 Summary: unsteady pipe flows -- Chapter 13 Steady free surface flow -- 13.1 Flows with free surface -- 13.2 Dynamic similarities of open channel flows -- 13.3 Bernoulli equation in open channels -- 13.3.1 H-y diagram -- 13.3.2 Mathematical description of the critical conditions -- 13.3.3 q-y diagram -- 13.4 Flow under a sluice gate. , 13.5 Flow over weirs -- 13.5.1 Poleni equation -- 13.5.2 du Buat equation -- 13.5.3 Submerged flow over a weir -- 13.6 Discharge through a siphon weir -- 13.7 Flow depth at a fall -- 13.8 Venturi channel -- 13.9 Steady-state, uniform flow (normal conditions) -- 13.10 Steady-state nonuniform flow -- 13.10.1 Differential equation of the water surface profile -- 13.10.2 Water surface profiles -- 13.10.2.1 Transition subcritical - subcritical -- 13.10.2.2 Transition supercritical - supercritical -- 13.10.2.3 Transition subcritical - supercritical -- 13.10.2.4 Transition supercritical - subcritical: hydraulic jump -- 13.10.2.5 Water surface profiles at the hydraulic jump -- 13.11 Computation of water surface profiles - direct step method -- 13.11.1 Distance Δx of two flow depths -- 13.11.2 Flow depth at distance Δx -- Chapter 14 Unsteady free surface flow -- 14.1 Saint-Venant differential equations -- 14.2 Upsurge and downsurge -- Chapter 15 Introduction to groundwater flow -- Part III Excercises with solutions -- Chapter 16 Exercises -- 1 Hydrostatics -- 2 Outflow through openings -- 3 Momentum equation -- 4 Free surface flows -- 5 Pipe flow -- 6 Cross-cutting issues -- 7 Unsteady free surface flows -- Chapter 17 Solutions -- 1 Solutions: hydrostatics -- 2 Solutions: outflow through openings -- 3 Solutions: momentum equation -- 4 Solutions: free surface flows -- 5 Solutions: pipe flow -- 6 Solutions: cross-cutting issues -- 7 Solutions: unsteady free surface flows -- Part IV Practical examples -- Chapter 18 Forces and moments of force at the weir in Wieblingen -- Chapter 19 Determination of the bearing forces in the Leitzachwerk pumped-storage power station -- Chapter 20 Dimensioning of an interceptor sewer in Hamburg Waltershof -- Chapter 21 Optimisation of the operation level at Uppenbornwerk 1 -- Appendix A -- A.1 Dipole of a potential flow. , A.2 Shear stress balance at the differential element -- A.3 Derivation of the friction coefficient fD -- A.3.1 Reynolds averaging -- A.3.2 Prandtl's mixing length -- A.3.3 Law of the wall -- A.3.3.1 Region I -- A.3.3.2 Region II and III -- A.3.4 Smooth conditions -- A.3.5 Rough conditions -- A.3.6 Transition region -- A.4 Calculation of the determinant of a matrix -- A.5 Derivation of the critical conditions for selected cross-sections -- A.5.1 Trapezoid -- A.5.2 Triangle -- A.5.3 Parabola -- A.6 Wave theory -- A.6.1 Deep water waves -- A.6.2 Shallow-water waves -- A.6.3 Capillary waves -- A.7 Solution for the practical example of the Hamburg interceptor sewer -- A.8 Results for the example of the unsteady pipe flow from page 202 -- References.

Weitere Ausg.: Print version: Rapp, Christoph Hydraulics in Civil Engineering Cham : Springer International Publishing AG,c2024 ISBN 9783031548598

Sprache: Englisch

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Ausgabe: 1st ed.

ISBN: 9789811526831

Serie: SpringerBriefs in Education Series

Anmerkung: Intro -- Preface -- Place Value -- Acknowledgements -- Contents -- Acronyms -- 1 What Is Our Purpose? -- 1.1 Purpose -- 1.2 MELT Components -- 1.2.1 MELT Facets -- 1.2.2 Continuum of Learning Autonomy -- 1.2.3 MELT as a Thinking Routine -- 1.3 Parachute -- 1.3.1 MELT Features in Parachute -- 1.4 100 Billion Brains: Learning from Human Prehistory to Contemporary Classrooms and Learning Environments -- 1.4.1 Beaver and Human Know-How -- 1.4.2 Inevitable Earth: Problems with Dams -- 1.5 One Billion Brains More: The Problems We Face Need Research-Mindedness -- 1.6 Structure of This Book -- 1.7 Conclusion: Student Learning that Resonates -- References -- 2 What Will We Use? -- 2.1 Introducing the Models of Engaged Learning and Teaching -- 2.1.1 A Holistic View -- 2.1.2 The Origins of the MELT -- 2.1.3 Learning Autonomy -- 2.2 Silver Fluoride -- 2.3 Student Experiences of MELT Facets and Autonomy -- 2.3.1 Embark & -- Clarify -- 2.3.2 Find & -- Generate -- 2.3.3 Evaluate & -- Reflect -- 2.3.4 Organise & -- Manage -- 2.3.5 Analyse & -- Synthesise -- 2.3.6 Communicate & -- Apply -- 2.3.7 Spiralling, Recursive and Messy -- 2.4 Conclusion: Engagement, Adaptability, Fluidity and Ownership -- References -- 3 How Do We Arrange? -- 3.1 MELT Connecting -- 3.2 Many Models Across Educational Levels and Contexts -- 3.2.1 Early Childhood -- 3.2.2 Year 4/5 Primary -- 3.2.3 Year 6 Primary School -- 3.2.4 Year 8 Subject-Specific: A Case Study -- 3.2.5 Year 7-10 High School Transdisciplinary Projects -- 3.2.6 Technical Education -- 3.2.7 Undergraduate -- 3.2.8 Work Integrated Learning -- 3.2.9 Course-Based Master's Degree Programmes -- 3.2.10 Academic Research: Doctoral, Master's and Early Career Research (ECR) -- 3.2.11 Interdisciplinary Studies and Digital Literacy -- 3.3 Outside the MELT Parameters -- 3.4 Conclusion: Commonality with Adaptability. , References -- 4 What Do We Trust? -- 4.1 Gullible Consumers or Discerning Users? -- 4.2 Shrink -- 4.3 MELT Analysis of Shrink -- 4.3.1 What Did Tara Trust? -- 4.4 Three Theoretical Orientations to Learning: Objectivism, Social Constructivism and Personal Constructivism -- 4.5 Understanding the Three Theories Using the Example of Shrink -- 4.5.1 Objectivist Perspective on Shrink -- 4.5.2 Personal Constructivist perspective on Shrink -- 4.5.3 Social Constructivism on Shrink -- 4.5.4 All Three -- 4.6 Theoretical Underpinning of MELT -- 4.6.1 Theory on Learner and Teacher Autonomy -- 4.6.2 Autonomy and Metaphor Together -- 4.7 Trusting the MELT? -- 4.8 Conclusion: Conversations and Arguments -- References -- 5 What Does It Mean? -- 5.1 Situating Contemporary Learning Theories/Ideas -- 5.1.1 Threshold Concepts [2] -- 5.1.2 Cognitive Load Theory [3] -- 5.1.3 Connectivism [4] -- 5.1.4 Schön's Reflective Practitioner [5] -- 5.1.5 Corporately Destructive or Mutually Informative? -- 5.2 MELT for Curriculum Design and Improvement -- 5.2.1 Teacher Action Research -- 5.2.2 Conjoined Action Research: From the Transferability of Individual Studies to Generalisability When Using an a Priori Framework -- 5.3 Conclusion: Multifaceted Use with the Same Overarching Purpose -- References -- 6 How Do We Relate? -- 6.1 Soyuz and Apollo: A Story About a Cold War Meeting in Orbit -- 6.2 Inevitable Earth -- 6.3 Evitable Earth -- 6.4 Retheorising Theory in Education, from 'Competition' to 'Complement' -- 6.5 Conclusion: It's Only When We Relate to Divergent Practices, Concepts and Places in Education that We Will Solve Our Educational Problems -- References -- 7 How Much Guidance? -- 7.1 Autonomy: Engaged Learning, Engaged Teaching -- 7.2 Conclusion: Structure Provided, Creativity Needed -- References -- Glossary of MELT Terms -- Index.

Weitere Ausg.: Print version: Willison, John The Models of Engaged Learning and Teaching Singapore : Springer Singapore Pte. Limited,c2020 ISBN 9789811526824

Sprache: Englisch

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Ausgabe: 1st ed.

ISBN: 9783030110666

Serie: ICME-13 Monographs

Anmerkung: Intro -- Contents -- 1 Introduction to Interdisciplinary Mathematics Education -- 1.1 Origins and Context of This Volume -- 1.2 The State of the Art in 2016: What Next? -- 1.3 The Sections and Chapters in the Book -- Reference -- Conceptualising and Theorising Interdisciplinarity in Research, Policy and Practice -- 2 Introduction -- Reference -- 3 Theoretical Perspectives on Interdisciplinary Mathematics Education -- 3.1 Introduction to Interdisciplinarity -- 3.2 Professional Disciplines -- 3.3 Disciplinarity in Sociocultural Activity Theory -- 3.4 History of the Disciplinary Nature of Human Praxis -- 3.5 Physical and Mental Discipline: Forms of Thought and Practice -- 3.6 Interdisciplinarity: Working Between and Across Disciplines -- 3.7 Interdisciplinary Power and Conflict -- 3.8 Transdisciplinarity: Considerations of Dialogism, Heteroglossia, and Voice -- 3.9 Identities in Disciplinary and Interdisciplinary Practices -- 3.10 Conclusion: Social Theory for Interdisciplinarity -- 3.11 Coda -- References -- 4 Integration from a Commognitive Perspective: An Experience with Mathematics and Music Students -- 4.1 Introduction -- 4.2 Commognition: Thinking as Communication -- 4.3 The Interdisciplinary Collaboration Experiences -- 4.3.1 First Experimentation of Interdisciplinary Collaboration -- 4.3.2 Second Experimentation of Interdisciplinary Collaboration -- 4.4 Results -- 4.4.1 About Line Graphs and Music Reading -- 4.4.2 About Baggies and Gestures -- 4.5 Discussion -- References -- 5 Challenges and Opportunities for a STEM Interdisciplinary Agenda -- 5.1 Introduction -- 5.2 Two Australian STEM Initiatives -- 5.3 Scoping the Nature of STEM Innovation -- 5.4 The Process of Change -- 5.4.1 An Increasing Focus on Authentic, Inter-disciplinary Activity -- 5.4.2 Growing Confidence with Group-Based, Student-Centred Pedagogies. , 5.4.3 Professional Learning Through Interactions with 'Other' Such Learners -- 5.4.4 Collaborative Planning and Implementing of Projects -- 5.5 Case Studies of Mathematics Within Inter-disciplinary Activity -- 5.5.1 Case 1: STEM Ed-A Collaborative Cross-Subject Program -- 5.5.2 Case 2: Whole of Level Design Technology-Led STEM -- 5.5.3 Case 3: Engaging in Mathematics Through Within-Subject STEM Investigations -- 5.6 Discussion -- 5.7 Conclusion -- 5.8 Coda -- 5.8.1 The Commonalities in Mathematics Through STEM Despite the Variety of Approaches -- 5.8.2 The Role of Disciplines -- 5.8.3 Principles Underpinning Mathematics in Interdisciplinary Settings -- 5.8.4 The Challenge for Teachers -- 5.8.5 Conceptual Engagement of Students -- 5.8.6 The Conditions for Sustainable Innovation -- References -- Focus on Cross-Cutting Skills: A Glass Half-Full? -- 6 Introduction: A Glass Half Full? -- 6.1 Glass Half Full? -- 6.2 Description of the Papers in the Section -- 6.3 The Empty Half of the Glass -- 6.4 Afterword -- References -- 7 Developing Mathematical Reasoning Using a STEM Platform -- 7.1 Introduction -- 7.2 Theoretical Framework of the Activity Design -- 7.2.1 Conduct of the Laboratory -- 7.2.2 Methods -- 7.3 Data Analysis -- 7.3.1 Descriptive Analysis -- 7.3.2 Inferential Analysis -- 7.4 In Search of Improving the Learning Experience -- 7.5 Discussion -- 7.5.1 Suggestions for Further Research -- References -- 8 Quantitative Reasoning and Its Rôle in Interdisciplinarity -- 8.1 Introduction -- 8.2 Interdisciplinary STEM: Authentic Teaching and Reasoning Modalities -- 8.2.1 Complex Systems Reasoning -- 8.2.2 Model-Based Reasoning -- 8.2.3 Computational Reasoning -- 8.2.4 Engineering Design-Based Reasoning -- 8.2.5 Quantitative Reasoning -- 8.2.6 Evaluation -- 8.3 Conclusion -- References. , 9 Modelling and Programming of Digital Video: A Source for the Integration of Mathematics, Engineering, and Technology -- 9.1 Introduction -- 9.2 Methods -- 9.3 The AOLME Project -- 9.4 Mathematical Modelling -- 9.4.1 Our Model-Eliciting Activities (MEAs) Framework -- 9.5 Findings -- 9.5.1 The Process of Designing -- 9.5.2 The Process of Modelling with Mathematics -- 9.5.3 The Process of Implementing -- 9.6 Discussion -- References -- Case Studies in Inter-Disciplinarity: Mathematics as Tool and Mathematics as (Conscious) Generalisation -- 10 Introduction -- 10.1 Case Studies in Inter-disciplinarity -- 10.1.1 The Case Studies -- 10.1.2 Mathematics as Tool and Mathematics as (Conscious) Generalisation -- References -- 11 Mathematics in an Interdisciplinary STEM Course (NLT) in The Netherlands -- 11.1 Introduction -- 11.1.1 Background of NLT -- 11.1.2 Focus of the Study -- 11.1.3 Research Question -- 11.2 Conceptual Framework -- 11.2.1 Method -- 11.3 Data Analysis -- 11.4 Results -- 11.4.1 NLT Curriculum -- 11.4.2 Teaching Materials -- 11.4.3 Teachers in NLT -- 11.4.4 Students -- 11.5 Summary -- 11.6 Discussion -- References -- 12 Maths Adds up -- 12.1 Introduction: A New Approach to Teaching Mathematics -- 12.2 Interdisciplinary Activities: Form and Requirements -- 12.2.1 Form: Different Specialists Develop the Educational Curriculum Around a Final Outcome -- 12.2.2 Requirements of Interdisciplinary Activities -- 12.3 Case Studies -- 12.3.1 Case Study 1: Create Your Own Package (12-14-Year- Olds) -- 12.3.2 Case Study 2: Creating Musical Instruments (11-13-Year-Olds) -- 12.4 Conclusions -- 12.5 We Encourage You to Try It -- References -- 13 The Successful Students STEM Project: A Medium Scale Case Study -- 13.1 Introduction -- 13.2 The Program -- 13.3 Negotiating the University-School Partnerships -- 13.4 The "STEM Vision Framework". , 13.5 Case Studies -- 13.5.1 Case 1: School J -- 13.5.2 Case 2: School G -- 13.5.3 Case 3: School H -- 13.5.4 Discussion -- 13.6 Conclusion -- References -- 14 "Draw What You See" Transcending the Mathematics Classroom -- 14.1 Introduction -- 14.2 Literature -- 14.3 Context and Task -- 14.4 Narrative of Experience -- 14.4.1 Redefining Authority -- 14.4.2 Redefining Autonomy -- 14.4.3 Redefining Success -- 14.4.4 Redefining Relationships with Others -- 14.5 Discussion and Conclusion -- References -- 15 Inter-disciplinary Mathematics: Old Wine in New Bottles? -- 15.1 Early Inter-disciplinarians and Interdisciplinarity -- 15.2 Modern Times -- 15.2.1 Integrative Approaches to Inter-disciplinary Learning -- 15.2.2 Integration of STEM -- 15.3 Caveats -- 15.4 Discussion -- References -- Teacher Education and Teacher Development -- 16 Teacher Education and Teacher Development -- References -- 17 Inclusion of Interdisciplinary Approach in the Mathematics Education of Biology Trainee Teachers in Slovakia -- 17.1 Introduction -- 17.2 Methods and Instruments -- 17.2.1 Development of Teaching Material -- 17.2.2 Mathematical Competencies Assessment -- 17.2.3 Feedback Obtained in Questionnaire Survey -- 17.3 Results and Discussion -- 17.3.1 Worksheet About Human Blood -- 17.3.2 Mathematical Competence Assessment -- 17.3.3 Feedback Obtained in Questionnaire Survey -- 17.4 Conclusion -- References -- 18 Creating Academic Teacher Scholars in STEM Education by Preparing Preservice Teachers as Researchers -- 18.1 Introduction -- 18.2 Background and Literature -- 18.3 Participants -- 18.4 Programme Description -- 18.4.1 Individualized Research Projects -- 18.4.2 Methods -- 18.5 Results and Discussion -- 18.5.1 Fellows' Beliefs Concerning Stem Education Research -- 18.5.2 Student Skills of Education Research -- 18.5.3 Impact on Fellows' Future Teaching. , 18.6 Conclusion and Coda -- References -- Conclusion to Interdisciplinary Mathematics Education -- 19 Conclusion to Interdisciplinary Mathematics Education -- References.

Weitere Ausg.: Print version: Doig, Brian Interdisciplinary Mathematics Education Cham : Springer International Publishing AG,c2019 ISBN 9783030110659

Sprache: Englisch

Fachgebiete: Pädagogik , Mathematik

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Ausgabe: 1st ed.

ISBN: 9783030202491

Serie: Environmental Discourses in Science Education Series ; v.4

Anmerkung: Conceptualizing Environmental Citizenship for 21st Century Education -- Acknowledgements -- Abbreviations -- Contents -- List of Figures -- List of Tables -- Chapter 1: Introduction to the Conceptualisation of Environmental Citizenship for Twenty-First-Century Education -- 1.1 Introducing Environmental Citizenship -- 1.1.1 The Need for Environmental Citizenship -- 1.1.2 The Roots of Environmental Citizenship -- 1.2 The Need for Conceptualisation of Environmental Citizenship -- 1.3 Environmental Citizenship and Education -- 1.4 The European Network for Environmental Citizenship as a Community of Practice -- 1.5 ENEC Definitions: EC, EEC and ECn -- 1.6 The Structure of the Book -- References -- Part I: Political, Economic and Societal Dimensions of Environmental Citizenship -- Chapter 2: Political Dimensions of Environmental Citizenship -- 2.1 Introduction -- 2.2 Philosophical Views of the Environment -- 2.3 Citizenship -- 2.4 Role of the State -- 2.5 Implications for Education -- 2.6 Empirical Research -- References -- Chapter 3: Economic Dimensions of Environmental Citizenship -- 3.1 Introduction -- 3.2 Conceptual Approaches -- 3.2.1 The Ethics and Values -- 3.2.2 Environment and Mainstream Economics -- 3.2.3 Market Externalities, Tragedy of the Commons and Neoliberal Environmentalism -- 3.3 Levels of the Economic Dimension of Environmental Citizenship -- 3.3.1 Global Level -- 3.3.2 National Level -- 3.3.3 Local Level -- References -- Chapter 4: Societal Issues and Environmental Citizenship -- 4.1 Introduction -- 4.2 Cities, Landscapes, and Cultural Diversity -- 4.3 Vital Issues of Transportation -- 4.4 Forms and Approaches of Tourism -- 4.5 Tangible and Intangible Cultural Heritage -- 4.6 Conclusion -- References -- Part II: Environmental Citizenship as Psychological Construct -- Chapter 5: Knowledge and Environmental Citizenship. , 5.1 Environmental Citizens Need Knowledge -- 5.2 Which Knowledge and How to Acquire It? -- 5.3 Topical Knowledge -- 5.4 Types of Knowledge -- 5.5 Knowledge Use and Production -- 5.6 Conclusion -- References -- Chapter 6: Values, Beliefs and Environmental Citizenship -- 6.1 Introduction -- 6.2 Relating Values and Environmental Citizenship -- 6.2.1 The Value Basis of Environmental Citizenship -- 6.3 Relevance of Belief Formation on Environmental Citizenship -- 6.3.1 Predicting and Explaining Environmental Citizenship Through Beliefs -- 6.4 Using Values and Beliefs to Understand and Promote Environmental Citizenship -- 6.4.1 Future Directions and Practical Recommendations -- References -- Chapter 7: Attitudes and Environmental Citizenship -- 7.1 Discourses on Environmental Citizenship -- 7.2 Environmental Attitudes -- 7.3 Environmental Values -- 7.3.1 Values -- 7.3.2 Basic Environmental Value Orientations -- 7.4 Environmental Citizenship in Empirical Research -- 7.5 Research on Link Between Environmental Values, Attitudes and Behaviour -- 7.6 Measuring Environmental Attitudes -- 7.7 How Do Environmental Attitudes Develop? What Are the Factors Influencing EA? -- 7.7.1 Studies Focusing on Children -- 7.7.2 Retrospective Studies -- 7.8 How Can Attitudes Be Changed? -- 7.9 Concluding Remarks -- References -- Part III: Environmental Citizenship in the Context of Environmental Education and Education for Sustainability -- Chapter 8: Education for Environmental Citizenship and Responsible Environmental Behaviour -- 8.1 Introduction -- 8.2 Pro-environmental Behaviour in the Context of Environmental Citizenship -- 8.3 Behaviour Models -- 8.3.1 Knowledge-Based Models -- 8.3.2 Attitude-, Value- and Norm-Oriented Models -- 8.3.3 Skills, Self-Efficacy and Situational Factors -- 8.3.4 New Approaches to Environmental Behaviour Models. , 8.4 Implications for Educating for Environmental Citizenship -- References -- Chapter 9: Environmental Citizenship and Youth Activism -- 9.1 Introduction -- 9.2 The Concept of Activism -- 9.3 Supporting Youth Activism -- 9.4 Conclusion -- References -- Chapter 10: Education for Environmental Citizenship and Education for Sustainability -- 10.1 Similarities and Differences Between Education for Environmental Citizenship and Education for Sustainability -- 10.2 Why Education for Environmental Citizenship Is Crucial -- 10.3 The Duty to Act and Spheres of Environmental Citizenship Action -- 10.4 Competencies That Need to Be Promoted by Education for Environmental Citizenship -- 10.5 Fostering the Idea of Sustainability Through Education for Environmental Citizenship -- References -- Part IV: Environmental Citizenship in Educational Levels -- Chapter 11: Environmental Citizenship in Primary Formal Education -- 11.1 Characteristics of Primary Formal Education -- 11.2 Education for Environmental Citizenship: Relevant Approaches -- 11.3 Education for Environmental Citizenship in Curricular Materials -- 11.4 Education for Environmental Citizenship: Valuable Learning Outcomes at Primary School -- 11.4.1 Shaping Environmental Attitudes and Values -- 11.4.2 Skills and Attitudes in Dealing with Environmental Problems -- 11.4.3 Ecological Knowledge and Inquiry Competence -- 11.4.4 Development of Action Competence -- 11.5 Conclusion -- References -- Chapter 12: Environmental Citizenship in the Context of Primary Non-formal Education -- 12.1 Features of the Primary Educational Sector -- 12.2 Non-formal Education for Environmental Citizenship -- 12.2.1 Defining Non-formal Education -- 12.2.2 Non-formal Primary Education and Environmental Citizenship -- 12.3 Children Can Learn to Become Environmental Citizens -- 12.3.1 Children Are Not Adults. , 12.3.2 Social Practice Theory and the Formation of an Environmental Identity -- 12.3.3 Significant Life Experiences That Contribute to the Formation of an Environmental Identity -- 12.3.4 From Experiencing Nature to Agency for the Environment -- References -- Chapter 13: Environmental Citizenship in Secondary Formal Education: The Importance of Curriculum and Subject Teachers -- 13.1 Curriculum Principles and Environmental Citizenship -- 13.2 Environmental Citizenship in Policy and Curriculum -- 13.2.1 The Case of England -- 13.2.2 The Case of Croatia -- 13.2.3 The Case of the Netherlands -- 13.3 Teaching Approaches for Environmental Citizenship -- 13.4 Moving Towards Education for Environmental Citizenship in Secondary Schooling -- References -- Chapter 14: Educating for Environmental Citizenship in Non-formal Frameworks for Secondary Level Youth -- 14.1 Characteristics of Non-formal Education Promoting the Attributes of an Environmental Citizen -- 14.2 Pedagogies, Teaching Tools and Learning Schemes of Secondary Non-formal Education for Promoting Environmental Citizenship -- 14.2.1 Place-Based Education -- 14.2.2 Civic Ecology Education -- 14.2.3 Ecojustice Pedagogy -- 14.2.4 Action Competence -- 14.2.5 Socio-Scientific Inquiry-Based Learning -- 14.3 Examples of Secondary Non-formal Settings and Programmes Suitable for Promoting Education for Environmental Citizenship -- 14.3.1 Environmental Education Centres as Non-formal Settings Promoting Education for Environmental Citizenship: "Environmental Crime on the Coast", Cyprus -- 14.3.2 Youth Clubs as a Youth Engagement Framework: Case Study of Israeli Youth Movements -- 14.3.3 Learning from Forests: Certification Course Programme for Forest Pedagogy, Austria -- 14.3.4 A Museum Lesson on Biodiversity Loss 'Endangered Animals and Plants, Disappearing Ecosystems', The Netherlands. , 14.3.5 The Program for the Recovery and Educational Use of Abandoned Villages. CENEAM. Centro Nacional de Educación Ambiental, Spain -- 14.3.6 Environmental Citizenship through Applied Community Service Learning, Afghanistan, Asia -- 14.3.7 The Africa Environmental Education and Training Action Plan (AEETAP) 2015-2024 -- 14.4 Challenges Regarding the Secondary Age Level and the Non-formal Focus and Suggestions for Overcoming Them -- References -- Chapter 15: Education for Environmental Citizenship: The Pedagogical Approach -- 15.1 The Need for Education for Environmental Citizenship -- 15.2 The EEC Model: Goals and Objectives -- 15.2.1 The Green Cycle -- 15.2.2 Agents of Change -- 15.2.3 Solving Environmental Problems -- 15.2.4 Preventing Environmental Problems -- 15.2.5 Achieving Sustainability -- 15.2.6 Healthy Relationship with Nature -- 15.2.7 Environmental Rights and Duties -- 15.2.8 Structural Causes of Environmental Problems -- 15.2.9 Civic Participation -- 15.2.10 Inter- and Intra-Generational Justice -- 15.3 The Pedagogical Approach of Education for Environmental Citizenship -- 15.3.1 The Pedagogical Landscape of Education for Environmental Citizenship -- 15.3.2 Description of the Education for Environmental Citizenship Pedagogical Approach -- 15.4 Curriculum and Learning Materials for Education for Environmental Citizenship -- 15.5 Teachers and Teacher Professional Development for Education for Environmental Citizenship -- 15.6 Educational Institutions and Education for Environmental Citizenship -- 15.7 Conclusion -- References.

Weitere Ausg.: Print version: Hadjichambis, Andreas Ch. Conceptualizing Environmental Citizenship for 21st Century Education Cham : Springer International Publishing AG,c2020 ISBN 9783030202484

Sprache: Englisch

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