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Format: 1 online resource (457 pages)

ISBN: 981-336-342-8

Series Statement: Psychodrama in Counselling, Coaching and Education ; v.1

Content: This open access book outlines the intersections between social work and the methods of sociometry and psychodrama. Different sections offer essential practice wisdom for both trauma-focused and trauma-informed experiential work for individuals, groups, organizations, and communities. This text enriches the understanding of various action-based approaches and highlights how to enliven social work practice. The chapters include clinical vignettes and examples of structured sociometric prompts with diverse populations, topics, and social work settings to enhance the understanding of group practice, individual practice, and community practice. It provides social workers and other professionals with dynamic tools to improve assessment, intervention, activism, and leadership. Strength-based practical tools are offered to readers, along with guidance for theoretical conceptualizations. This integrative book is an essential read for students, practitioners, leaders, and scholars within the fields of social work, psychodrama, the creative art therapies, group therapy, community organizing, and social activism.

Note: Intro -- Series Preface -- Foreword -- Acknowledgements -- Praise for Social Work, Sociometry, and Psychodrama -- Contents -- About the Author -- List of Figures -- List of Tables -- 1 Introduction to Social Work, Sociometry, and Psychodrama -- 1.1 USA and International Contexts -- 1.1.1 Cultural Contexts -- 1.2 What Are Sociometry and Psychodrama? -- 1.3 Social Work with Groups -- 1.4 Social Workers and Beyond -- 1.5 Concerning Psychodramatists -- 1.6 How to Read This Book -- References -- Part IHistory of Social Work with Groups and Moreno's Methods -- 2 History of Social Work with Groups in Practice and Education -- 2.1 Brief History of the Social Work Profession -- 2.2 History of Group Work in Social Work -- 2.3 Social Group Work Defined -- 2.4 Group Work's Increased Demand in Practice -- 2.5 Placing Group Work Within the Historical Context of Social Work Education -- 2.6 Conclusion -- References -- 3 History of Sociometry, Psychodrama, Group Psychotherapy, and Jacob L. Moreno -- 3.1 History of Group Psychotherapy -- 3.1.1 Group Psychotherapy Defined -- 3.1.2 Moreno's Controversial Personality -- 3.2 History of Sociometry, Psychodrama, and Jacob L. Moreno -- 3.3 Moreno as a Social Worker and Sociatrist -- 3.4 Sociometry and Psychodrama Since Moreno's Death in 1974 -- 3.5 Conclusion -- References -- Part IIAn Integrated Theory and Philosophy of Social Work, Sociometry, and Psychodrama -- 4 Social Work Philosophy Encounters Morenean Philosophy -- 4.1 Philosophical Underpinnings of Moreno's Work -- 4.2 Human Nature, Cosmic Man, and the Godhead -- 4.3 The Encounter Symbol and Autonomous Healing Center -- 4.4 Spontaneity-Creativity Theory -- 4.5 The Moment, the Situation, and the Here-and-Now -- 4.6 Action Theory -- 4.7 Role Theory -- 4.8 Developmental Theory -- 4.9 Biopsychosocial-Spiritual Existence. , 4.10 Social Work Values Relationship to Moreno's Work -- 4.11 The Importance and Centrality of Relationships -- 4.11.1 Dignity and Worth of Each Human Being -- 4.11.2 Social Justice -- 4.11.3 Service -- 4.11.4 Competence -- 4.11.5 Integrity -- 4.11.6 Conclusion -- References -- 5 Sociometry and Social Work Theory -- 5.1 Sociometric Theory and Research -- 5.2 Moreno's Interpersonal Theory and the Encounter -- 5.3 The Social Atom -- 5.4 Cultural Atom -- 5.5 The Sociogram -- 5.5.1 Sociodynamic Effect -- 5.5.2 Tele -- 5.6 Social Networks and Society -- 5.7 Organic Unity of Humankind -- 5.8 Social Work and Sociometry -- 5.9 Conclusion -- References -- 6 Psychodrama and Social Work Theory -- 6.1 Healing in Action -- 6.2 Catharsis -- 6.3 Surplus Reality and Concretization -- 6.4 Three Phases of a Psychodrama -- 6.4.1 The Warm-Up -- 6.4.2 The Enactment -- 6.4.3 Sharing -- 6.5 The Five Elements of a Psychodrama -- 6.5.1 Stage -- 6.5.2 Protagonist -- 6.5.3 Director -- 6.5.4 Auxiliary Egos -- 6.5.5 The Audience or the Group -- 6.6 Morenean Philosophy and Sociometric Theory Within Psychodrama -- 6.6.1 Sociometry -- 6.6.2 Role Theory, Role Relations, and Role-Playing -- 6.6.3 Theories of Change -- 6.6.4 Developmental Theory -- 6.7 Psychodrama and Social Work Theory -- 6.8 Conclusion -- References -- Part IIISocial Work and Moreno's Methods Informed by Trauma, Neuroscience, Strengths, and Research -- 7 Trauma, Social Work, and Psychodrama -- 7.1 Trauma-Informed Practice -- 7.2 History of Trauma-Informed Practice -- 7.3 Trauma-Informed Practice Versus Trauma-Focused Practice -- 7.4 Culture, Oppression, and Social Justice -- 7.5 Trauma and Social Work Education -- 7.6 Trauma-Focused Group Work -- 7.7 Trauma-Focused Psychodrama -- 7.7.1 Safety, Play, and Spontaneity -- 7.8 Therapeutic Spiral Model -- 7.8.1 Prescriptive Roles and Safety Structures. , 7.8.2 The Triangle of Trauma Roles -- 7.8.3 Transformative Roles of Post-traumatic Growth -- 7.9 Relational Trauma Repair Model -- 7.9.1 Level 1: Sociometrics -- 7.9.2 Level 2: Reconstructive Role Plays -- 7.10 Conclusion -- References -- 8 Interpersonal Neurobiology, Social Work, Sociometry, and Psychodrama -- 8.1 Trauma and Neuroscience -- 8.1.1 Brain Structure and Brain Systems -- 8.1.2 Attachment and Brain Development -- 8.1.3 Polyvagal Theory and Danger Responses -- 8.1.4 Stress Regulation and the HPA Axis -- 8.1.5 Experience and Memory -- 8.1.6 Dissociation, Fragmentation, and Integration -- 8.2 Social Work and Neuroscience -- 8.2.1 Foundation of Relationships -- 8.3 Group Psychotherapy and Neuroscience -- 8.3.1 Group Holding Environment -- 8.3.2 Early Childhood Experiences -- 8.3.3 Neural Integration Through Group Psychotherapy -- 8.4 Sociometry, Psychodrama, and Neuroscience -- 8.4.1 Action -- 8.4.2 Healing Trauma with Psychodrama -- 8.4.3 Integration as the Key to Wellness -- 8.4.4 Mirror Neurons-The Double, The Mirror, and Audience Catharsis -- 8.4.5 Role-Playing and Role Reversal -- 8.4.6 Neurospirituality of Spontaneity -- 8.5 Sociometry and Interpersonal Neurobiology -- 8.6 Conclusion -- References -- 9 Strengths-Based and Mutual Aid Approaches in Social Work and Psychodrama -- 9.1 Strengths-Based Social Work Practice -- 9.1.1 Positive Psychology and Strengths-Based Social Work -- 9.2 Strengths-Based Approach with Trauma -- 9.2.1 Resilience -- 9.2.2 Post-Traumatic Growth -- 9.3 Mutual Aid as a Strengths-Based Group-As-A-Whole Approach -- 9.3.1 Mutual Aid in Social Work -- 9.3.2 Group-As-A-Whole -- 9.3.3 Moreno's Sociometry as a Group-As-A-Whole Mutual Aid Process -- 9.4 Strengths-Based Psychodrama -- 9.4.1 Morenean Philosophy as Strengths-Based Humanistic Approach -- 9.4.2 Positive Psychology and Positive Psychodrama. , 9.4.3 Therapeutic Spiral Model -- 9.4.4 Souldrama -- 9.5 Conclusion -- References -- 10 Creating an Evidence Base for Social Work, Group Work, and Psychodrama -- 10.1 Social Work and Evidence-Based Practice -- 10.2 Limitations and Critiques of Evidence-Based Practice -- 10.3 Group Psychotherapy Research -- 10.4 Humanistic-Experiential Psychotherapy Research -- 10.5 Research on Drama Therapy, Creative Arts Therapies, and Body- and Movement-Oriented Therapies -- 10.6 Psychodrama's Evidence Base -- 10.6.1 Psychodrama Research Limitations -- 10.7 Moreno the Researcher -- 10.8 Conclusion -- References -- Part IVSociometry and Psychodrama in Social Group Work -- 11 Experiential Sociometry Practice and Safety Structures with Groups -- 11.1 Clinical Applications of Sociometry -- 11.2 Dyads, Triads, and Small Groups -- 11.3 Spectrograms -- 11.4 Locograms -- 11.5 Floor Checks -- 11.6 Step-in Sociometry -- 11.7 Hands-on-Shoulder Sociograms -- 11.8 Circle of Strengths -- 11.9 Conclusion -- References -- 12 Warming-up, Sociometric Selection, and Therapeutic Factors -- 12.1 The Warming-up Process -- 12.2 Warming-up as Director -- 12.3 Sociometric Selection of Topic and Protagonist -- 12.4 Contracting and Initial Interview -- 12.5 Warming-up to Therapeutic Factors -- 12.6 Therapeutic Factors in Group Therapy -- 12.6.1 Instillation of Hope -- 12.6.2 Universality -- 12.6.3 Imparting Information -- 12.6.4 Altruism -- 12.6.5 The Corrective Recapitulation of the Primary Family Group -- 12.6.6 Development of Socializing Techniques -- 12.6.7 Imitative Behavior -- 12.6.8 Interpersonal Learning -- 12.6.9 Group Cohesiveness -- 12.6.10 Catharsis -- 12.6.11 Existential Factors -- 12.7 Conclusion -- References -- 13 Essentials of Psychodrama Practice -- 13.1 Psychodramatic Techniques and Interventions -- 13.1.1 Doubling -- 13.1.2 Mirroring -- 13.1.3 Role Reversal. , 13.1.4 Soliloquy -- 13.1.5 Initial Interview -- 13.1.6 Scene Setting -- 13.1.7 Self-Presentation -- 13.1.8 Spontaneous Improvisation -- 13.1.9 Sculpting -- 13.1.10 Resistance Interpolation -- 13.1.11 Games -- 13.1.12 Intermediate Objects -- 13.1.13 Role Training -- 13.1.14 The Empty Chair and Multiple Empty Chairs -- 13.2 Psychodrama Interventions Adapted for Teletherapy -- 13.3 Psychodrama Scenes -- 13.3.1 The Psychodramatic Spiral -- 13.3.2 Hollander Curve -- 13.4 Closure, De-roling, and Striking the Set -- 13.5 Sharing in Psychodrama -- 13.6 Conclusions -- References -- 14 Advanced Psychodrama Directing -- 14.1 Sociometry Within a Psychodrama -- 14.2 Advanced Directing of the Audience -- 14.3 Moments of Multiple Protagonists -- 14.4 Clinical Role Assignments and Advanced Auxiliary Directing -- 14.4.1 Projective Identification -- 14.4.2 Prescribing Roles -- 14.5 Trauma-Based Role Considerations for Safety -- 14.6 De-Roling Difficult Roles -- 14.7 Conclusion -- References -- 15 Other Experiential Approaches Similar to Psychodrama -- 15.1 Sociodrama -- 15.2 Social Microscopy and Sociatry -- 15.3 Other Morenean or Psychodrama Approaches -- 15.3.1 Axiodrama -- 15.3.2 Monodrama -- 15.3.3 Autodrama -- 15.3.4 Ethnodrama -- 15.3.5 Bibliodrama -- 15.4 Teledrama and Telemedicine -- 15.5 Other Approaches Similar to Psychodrama -- 15.5.1 Drama Therapy -- 15.5.2 Playback Theater -- 15.5.3 Theater of the Oppressed -- 15.5.4 Gestalt Therapy -- 15.5.5 Internal Family Systems -- 15.5.6 Pesso Boyden System Psychomotor Therapy -- 15.5.7 Family Constellations and Systemic Constellations -- 15.6 Conclusion -- References -- Part VSociometry and Psychodrama in Individual Social Work Practice -- 16 Sociometric Assessment and Written Psychodramatic Interventions in Individual Social Work Practice -- 16.1 The Social Atom -- 16.2 The Role Atom -- 16.3 Timeline Assessments. , 16.4 Psychodramatic Letter Writing and Journaling. , English

Additional Edition: ISBN 981-336-341-X

Language: English

Subjects: Psychology

Keywords: Llibres electrònics ; Llibres electrònics ; Electronic books.

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Format: XII, 220 S. : , Ill.

ISBN: 0-19-820308-X

Series Statement: Oxford historical monographs

Note: Teilw. zugl.: Diss.

Language: English

Subjects: History

Keywords: Handschrift ; Schreibschule ; Buch ; Gelehrsamkeit ; Buch ; Gelehrsamkeit ; Schreiber ; Handschrift ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=004392194&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

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Format: 1 online resource

ISBN: 9789354352911 , 9789354351327 , 9780755645411

Content: "The past few decades have seen a burgeoning of interest in the manuscript cultures of the Muslim world. The study of manuscripts has brought to light new perspectives on the transmission of texts and larger questions of cultural practices passed down within the learned circles of premodern Muslim societies. But the intellectual and literary heritage of Ismaili communities, forming a major branch of Shi'i Islam, has until recently been preserved in private and largely inaccessible libraries. This open access volume brings together studies offering insights on different aspects of the manuscript cultures nurtured by Ismaili communities until well after the widespread dissemination of printed books. The wide-ranging materials transmitted via these manuscripts in Arabic, Persian and Indic languages also reflect the doctrinal and literary preoccupation of Muslims at large and of other groups from the societies where Ismailis lived. Hence, the manuscripts bear the imprint of their respective cultural contexts, namely a number of regions from the Near East, Central and South Asia. As well as engaging with multifaceted problems surrounding the processes of textual transmission, the chapters in this book deal with other connected aspects like codicology, scribal and reading practices, educational and social history, authorship, script, religious identity and interactions of ideas across ideological denominations. With contributions from both seasoned and younger scholars, the volume will be of interest to those working on textual scholarship, manuscript and literary cultures, and Islamic studies."--

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

Keywords: Aufsatzsammlung ; Konferenzschrift

DOI: 10.5040/9780755645411

URL: https://doi.org/10.5040/9780755645411?locatt=label:secondary_bloomsburyCollections

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Format: 1 online resource (263 pages)

Edition: 1st ed.

ISBN: 1-00-304579-0 , 1-000-37742-3 , 1-003-04579-0 , 1-000-37737-7

Series Statement: Critical Social Thought

Content: "This book provides a significant contribution to the increasing conversation concerning the place of big data in education. Offering a multidisciplinary approach with a diversity of perspectives from international scholars and industry experts, chapter authors engage in both research- and industry-informed discussions and analyses on the place of big data in education, particularly as it pertains to large-scale and ongoing assessment practices moving into the digital space. This volume offers an innovative, practical, and international view of the future of current opportunities and challenges in education and the place of assessment in this context"--

Note: Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- Series Editor's Introduction -- Acknowledgements -- Editor Biographies -- List of Contributors -- List of Abbreviations -- 1. Transforming Schooling through Digital Disruption: Big Data, Policy, Teaching, and Assessment -- Introduction -- Backdrop and Contexts -- Policy and Assessment Frames -- Education Policy -- Working Together - Policy and Assessment Frames in the Digital -- Digital Disruption in and through Assessment and Testing -- Digital Disruption in and through Big Data -- Digital Disruption in Teaching -- Digital Literacy and Data Literacy for Teachers -- Chapters in the Collection -- Conclusion -- 2. Automated Knowledge Discovery: Tracing the Frontiers, Infrastructures, and Practices of Education and Data Science -- Introduction -- Data Science Frontiers -- Education Data Science -- Precision Learning Engineering -- Inscribed Bodies -- Conclusion -- 3. Artificial Intelligence and Machine Learning: A Practical and Ethical Guide for Teachers -- Introduction -- What Is AI? -- What Is Machine Learning (ML)? -- How Is AI Used in Education? -- What Are the Ethical Concerns with AI and Some of the Governance Implications? -- 1. Awareness -- 2. Explainability -- 3. Fairness -- 4. Transparency -- 5. Accountability -- Conclusion -- 4. The Relationship between Humans and Machines in Public Policy -- Introduction -- Digital: It Is Not New, and It Is All around Us -- Problem Solving through AI -- Building Confidence to Address the Risks -- Action and Reaction -- Innovation, Regulation, and Oversight -- Conclusion: Better Public Policy through Digital -- 1. Create the Environment for Innovation -- 2. Nurture an Ethical Use Culture -- 3. Make Risk Your Friend -- 4. Success in the Digital Realm Relies on Structure. , 5. Amazon Go for Education? Artificial Intelligence, Disruption, and Intensification -- Introduction -- Conceptual and Methodological Note: Speculation as beyond Gray Literature -- Intensification -- Datafication and Data Infrastructures -- Pre-automation and the Structuring of Professional Obsolescence -- Disruption -- Human-machine Learning -- Education Technology Platforms as Education Providers -- Literacies and Skills in a "Third Media Revolution" -- Avoiding Technological Somnambulism: Enlarging Our Considerations of AI in Education -- 6. Pearson's Digital Transformation and the Disruption of Public Education -- Introduction -- The Digital Transformation of the GEI -- Methods -- Charting the Promotion of Digital Learning in Pearson's "Open Ideas" Forum -- Digital Transformation and the Disruption of Teaching, Curriculum, and Assessment -- Disrupting Teaching -- Disrupting Curriculum and Instruction -- Disrupting Schools -- Conclusion -- 7. Costs of Big Data: Challenges and Possibilities of Cost-benefit Analysis of ILSAs -- Introduction -- US Participation in ILSAs: What Does It Cost? -- ILSA Costs in the US -- Possibilities and Challenges of Exploring Costs and Benefits of ILSAs -- Conclusion -- 8. Data Infrastructures and the (Ambivalent) Effects of Rising Data Interoperability: Insights from Germany -- Introduction -- The German "Context" of Datafying and Digitalizing Education -- Understanding the "Disruptive" Potential of Data Infrastructures: Three Examples from Germany -- The Transforming Infrastructures of Standardized Assessments -- The Transforming Infrastructures of State School Monitoring -- The Transforming Infrastructure of School Platforms and Learning Management Systems -- Conclusion and Outlook -- Disclosure Statement -- 9. Datafication and Surveillance Capitalism: The Texas Teacher Evaluation and Support System (T-TESS). , Introduction -- The Datafication of Teachers and Teaching: Providing Fertile Ground for Surveillance Capitalism -- Teacher Accountability and the T-TESS -- The T-TESS Ensemble -- Rendering Teacher Performance as Data: SAS Analytics Inc. -- Rendering Teacher Behavior as Data: Responsive Learning -- Rendering Teacher Experience as Data: NIET -- Discussion and Conclusion: The Possibilities for Surveillance Capitalism via the T-TESS -- 10. Governing by Dashboard: Reconfiguring Education Governance in the Global South -- Introduction -- Dashboards in Governance -- The Sociotechnical Imaginary of the GEPD -- The Imagined "System" -- The Imagined Classroom -- The Imagined User -- Conclusion and Discussion: Contradictions and Conundrums -- 11. Next Generation Online Assessments, Technical Democracy, and Responding to Digital Disruption -- Introduction -- Education Reform in Australia -- Problems with NAPLAN Census Testing -- The Online Formative Assessment Initiative -- The Logistics of Engagement -- New Possibilities: Owning Data and Responding to the Displacement of the Teacher -- Conclusion -- 12. "Lenses on COVID-19": Provocations -- Provocation #1: Digital Education in the Aftermath of COVID-19: Critical Hopes and Concerns -- Introduction -- Point 1: COVID-19 as cover for the Corporate Reform of Education -- Point 2: Establishing Alternate Agendas and Counter-narratives -- Conclusion -- Note -- Provocation #2: Education without Borders, Rule without Limit Nick Couldry -- Introduction -- The impact of COVID-19 -- Conclusion -- Provocation #3: The Electric "Shock" of the COVID-19 Crisis on Schooling -- Introduction -- New Global Policy Networks -- Pandemic Prototyping -- Private Infrastructures -- Pandemic Profit Making -- Conclusion -- Acknowledgement. , Provocation #4: Teachers, the Anti-heroes? The Global Pandemic Crisis and the Construction of Teachers as the Problem "Other" -- Introduction -- The Changing Narrative -- Conclusion -- Note -- Provocation #5: The COVID-19 Pandemic Creates Opportunities to Repair the Infrastructure of Public Education -- Glossary -- Index. , English

Additional Edition: ISBN 0-367-49332-2

Additional Edition: ISBN 0-367-49335-7

Language: English

Keywords: Electronic books.

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Format: 150 Seiten : , Illustrationen.

ISBN: 978-0-226-25741-9 , 978-0-226-25755-6

Content: Ethnography centers on the culture of everyday life. So it is ironic that most scholars who do research on the intimate experiences of ordinary people write their books in a style that those people cannot understand. In recent years, the ethnographic method has spread from its original home in cultural anthropology to fields such as sociology, marketing, media studies, law, criminology, education, cultural studies, history, geography, and political science. Yet, while more and more students and practitioners are learning how to write ethnographies, there is little or no training on how to write ethnographies well. From Notes to Narrative picks up where methodological training leaves off. Kristen Ghodsee, an award-winning ethnographer, addresses common issues that arise in ethnographic writing. Ghodsee works through sentence-level details, such as word choice and structure. She also tackles bigger-picture elements, such as how to incorporate theory and ethnographic details, how to effectively deploy dialogue, and how to avoid distracting elements such as long block quotations and in-text citations. She includes excerpts and examples from model ethnographies. The book concludes with a bibliography of other useful writing guides and nearly one hundred examples of eminently readable ethnographic books.

Note: Introduction: why write clearly? -- Choose a subject you love -- Put yourself into the data -- Incorporate ethnographic detail -- Describe places and events -- Integrate your theory -- Embrace dialogue -- Include images -- Minimize scientism -- Unclutter your prose -- Master good grammar and syntax -- Revise! -- Find your process

Additional Edition: Erscheint auch als Online-Ausgabe, ebook ISBN 978-0-226-25769-3

Language: English

Subjects: Ethnology

Keywords: Ethnologie ; Schreiben

Author information: Ghodsee, Kristen Rogheh 1970-

UID:

Format: 1 online resource (463 pages)

Edition: 1st ed.

ISBN: 1-4632-4401-0

Series Statement: Gorgias Handbooks Series ; v.64

Content: The colophon, the ultimate or "crowing touch" paragraphs of a manuscript or a book, provides readers with a the historical context in which the scribe produced the manuscript (or the publisher, a book). At its most fundamental level, the colophon gives us the "metadata" of the manuscript: who was the scribe? When and where was the manuscript produced? For whom was it produced and who paid for it? But colophons are far more rich. They are literary works in their own right, having a style and rhetoric independent of the main literary text of the manuscript. Some are assertive, providing contextual data about the scribe/publisher and manuscript/book; others are expressive, demonstrating the scribe's feelings and wishes. Some are directive, asking the reader for an action; others declarative, providing all sorts of statements about the scribe/publisher or even the reader. The latter sometimes provide historical facts otherwise lost to histories: wars, earthquakes, religious events, legal agreements, etc. This edited volume brings together scholars from various disciplines to study colophons in various languages and traditions across space and time.

Note: Frontmatter -- , TABLE OF CONTENTS -- , TOWARDS A DISCIPLINE OF COLOPHONOLOGY AND COLOPHONOGRAPHY -- , MANUSCRIPTS OFFERED FOR THE GODS: DEDICATORY COLOPHONS FROM MESOPOTAMIA -- , THE COLOPHONS OF ASHURBANIPAL, KING OF THE WORLD -- , SACRED AND PROFANE: COLOPHONS AND PARATEXTS EMBEDDED INTO THE TEXT OF MEDIEVAL SAMARITAN PENTATEUCH MANUSCRIPTS -- , OPENING FORMULAS BY SCRIBES IN TALMUDIC LITERATURE -- , HEBREW PRINTING AND PRINTERS' COLOPHONS IN THE CAIRO GENIZAH: NETWORKING BOOK TRADE IN EUROPE AND THE OTTOMAN EMPIRE -- , THIS TORAH, A SIGN OF GOOD THINGS TO COME: TRADITION, RELIGION, AND POLITICS IN THE COLOPHONS OF TWO TENTH-CENTURY SIBLING SCRIBES -- , EARLY CHRISTIAN ARABIC COLOPHONS FROM THE PALESTINIAN MONASTERIES: A COMPARATIVE ANALYSIS -- , THE LITERARY AND LANGUAGE VALUE OF THE ARMENIAN COLOPHONS -- , IN COLOPHONS AND MARGINS OF THE SYRIAC LITURGICAL MANUSCRIPTS -- , NUN-SCRIBES AND THEIR COLOPHONS: FEMALE SELF-IDENTIFICATION AND REMEMBRANCE IN EARLY MODERN ITALY -- , A COLLECTION OF FRAGMENTARY COLOPHONS: MANUSCRIPTS FROM THE MONASTERY OF SAINT MACARIUS -- , COLOPHONS OF MEDIEVAL ARMENIAN MANUSCRIPTS AS SOURCES FOR WOMEN'S HISTORY -- , MARQUS OF ALEPPO, A SEVENTEENTH-CENTURY FORGOTTEN SCRIBE: A BIOGRAPHY RECONSTRUCTED FROM THE COLOPHONS -- , COLOPHONS IN ARABIC AND PERSIAN TREATISES ON THE MATHEMATICAL SCIENCES AND RELATED SUBJECT MATTERS -- , TRANSLATION AND IDENTITY IN SIXTEENTHCENTURY TUNISIA: COLOPHONS IN THE WORKS OF ʿALĪ B. AḤMAD B. MUḤAMMAD AL-SHARAFĪ FROM SFAX -- , STYLISTIC FEATURES OF FOURTH/TENTHCENTURY ARABIC COLOPHONS, WITH PARTICULAR ATTENTION TO SCRIBAL BIOGRAPHICAL DETAILS -- , WINDOWS INTO THE WORLD OF PERSIANSPEAKING WEST SYRIANS: A STUDY OF COLOPHONS IN THREE EARLY PERSIAN BIBLICAL MANUSCRIPTS -- , TIMES OF DISINTEGRATION AND CALAMITIES: AẒHAR AND HIS MYSTERIOUS COLOPHONS -- , "A SCHOLARLY COPYIST": EARLY ILKHANID INTELLECTUAL NETWORKS THROUGH THE PRISM OF TWO COLOPHONS , Papers in English, with excerpted text in Akkadian, Arabic, Hebrew and Syriac.

Additional Edition: Print version: Kiraz, George A. Literary Snippets Piscataway : Gorgias Press, LLC,c2023

Language: English

Keywords: Electronic books.

DOI: 10.31826/9781463244019

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Format: 1 online resource (262 pages)

ISBN: 9789004508477

Series Statement: Sinica Leidensia ; Volume 156

Content: "Marginalia are a variety of writings and symbols written by readers in book margins. This study focuses on marginalia and explores the reading practices and the scholarly culture of late Imperial China. Beginning in the late Ming and early Qing, more scholars devoted themselves to reading and collating ancient texts. They developed the habit of writing marginalia while reading, of transcribing other readers' marginalia, and of printing marginalia, all of which formed a particular scholarly culture. This book explores how this culture developed, gained momentum, and shaped the styles, lives, thoughts, and mind states of scholars in the Qing dynasty"--

Note: Intro -- Contents -- Figures and Tables -- Conventions -- Chart of Historical Periods -- Chapter 1 Introduction -- Chapter 2 Chinese Interpretive Texts: Annotations, Commentaries and Marginalia -- 1 Contents and Features -- 1.1 Zhushu/Annotations: Proposing Meanings from the Classics -- 1.2 Pingdian/Commentaries: In-Depth Understanding of LiteraryFeatures -- 1.3 Pijiao/Marginalia: Hand-Written Reading Responses -- 2 Forms and Circulation -- 2.1 Annotations: From Oral Transmission to Writing on Paper -- from Separation to Combination -- 2.2 Commentaries: Reshaping Chinese Books -- 2.3 Marginalia: Anywhere, Any Color -- Chapter 3 The "Reading Seed": He Zhuo and His Marginalia -- 1 He Zhuo: The "Reading Seed" -- 2 He Zhuo's Scholarly Transition -- 3 A Pioneer of Textual Criticism -- 4 Reading He Zhuo's Historical Comments -- 5 The Stigmatization of a Scholar -- Chapter 4 Scholarly Communities and the Transcription of Marginalia -- 1 He Zhuo and His Students: Transcription of the Teacher's Marginalia -- 2 Scholarly Communities and the Transcription of Marginalia -- 3 Booksellers and Scribes and Their Role in the Marginalia Culture -- 4 Shaping the Text of the Classics -- 5 Marginalia Culture -- Chapter 5 The Writing of Scholarly Lives in Marginalia -- 1 Temporal and Spatial Records in Marginalia -- 2 The Artistic Lives of Scholars -- 3 The Mental World of Scholars -- Chapter 6 Edited Reading: The Printing of Marginalia in the Qing Dynasty -- 1 The Printing of the Yimen dushu ji -- 1.1 From Notation Book to Marginalia -- 1.2 The Compilation of the Yimen dushu ji -- 1.3 The Selection and Omission of Marginalia: The Hou Hanshu as Example -- 2 Printing Marginalia alongside the Main Text -- 3 The Printing of Collation Notes -- 4 The Flourishing of Collation Biji -- 5 The Merits of Printing -- Chapter 7 Epilogue -- 1 Marginalia and the Evidential Research. , 2 Invisible Scholars and the Intellectual History of the Qing -- Appendix Books Containing He Zhuo's Marginalia and Their Transcriptions -- Bibliography -- Index.

Additional Edition: Print version: Wei, Yinzong Scholars and Their Marginalia in Late Imperial China Boston : BRILL,c2022 ISBN 9789004508156

Language: English

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Format: 1 online resource (xxvi, 287 pages) : , illustrations.

ISBN: 90-04-37004-8

Series Statement: Harvard semitic studies ; 59

Content: The city of Emar, modern Tell Meskene in Syria, is one of the most important sites of the western ancient Near East during the Late Bronze Age that have yielded cuneiform tablets. The discovery of more than one thousand tablets and tablet fragments assures Emar's position, along with Bogazkoy-Hattusa and Ras-Shamra-Ugarit, as a major scribal center. Ephemeral documents such as wills or sale contracts, texts about rituals and cultic festivals, school texts and student exercises, and inscribed seals and their impressions enable reconstruction of the Emar scribal school institution and provide materials for investigation into the lives of more than fifty scribes whose works were found in the city. The aim of this book is to place Emar's scribal school institution within its social and historical context, to observe the participation of its teachers and students in the study of the school curriculum, to investigate the role of the scribes in the daily life of the city (in particular within the administration), and to evaluate the school's and its members' position within the network of similar institutions throughout the ancient Near East.

Note: Based on the author's thesis (Ph. D.--Harvard University, 2003) presented under the title: The transmission and reception of Mesopotamian scholarly texts at the city of Emar. , Preliminary Material -- Introduction -- Schools, Scribes, and Scholars -- The Syrian Scribes -- Excursus: The Munbāqa-Ekalte Scribes -- The Syro-Hittite Scribes and Officials, Hittite Officials, and Foreign Scribes -- The Syrian Scholarly Scribes and the Syrian Tradition Scholarly Compositions -- The Syro-Hittite Scholarly Scribes and the Syro-Hittite Tradition Scholarly Compositions -- Concluding Remarks -- Bibliography -- Index of Personal Names -- Index of Place Names -- Index Locorum.

Additional Edition: ISBN 1-57506-931-8

Language: English

Keywords: History. ; History. ; History.

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Format: 1 online resource (369 pages)

Edition: 1st ed.

ISBN: 9783030202231

Series Statement: ICME-13 Monographs

Note: International Reflections on the Netherlands Didactics of Mathematics -- Preface -- Contents -- 1 Seen Through Other Eyes-Opening Up New Vistas in Realistic Mathematics Education Through Visions and Experiences from Other Countries -- 1.1 Introduction3pc -- 1.2 Making Acquaintance with RME3pc -- 1.2.1 Personal Encounters3pc -- 1.2.2 Narratives of First RME Experiences3pc -- 1.2.3 Outstanding Features of RME3pc -- 1.3 Processes of Implementation of RME3pc -- 1.4 Challenges in Implementing RME3pc -- 1.5 Adaptations of RME3pc -- 1.6 Criticisms of RME and Dissenting Views3pc -- 1.7 RME Flavours in Foreign Curricula, Textbooks, Instructional Materials, and Teaching Methods3pc -- 1.8 A Reflection to Conclude3pc -- 2 From Tinkering to Practice-The Role of Teachers in the Application of Realistic Mathematics Education Principles in the United States -- 2.1 Introduction3pc -- 2.1.1 The Role of Teachers in Advancing RME in the United States3pc -- 2.1.2 Attractive Features of RME to U.S. Teachers3pc -- 2.2 Introduction of RME in the United States: Late 1980s-Mid 1990s3pc -- 2.2.1 The Whitnall Study3pc -- 2.2.2 Going to Scale with Mathematics in Context3pc -- 2.2.3 Assessing RME3pc -- 2.2.4 Two Other Collaborations3pc -- 2.2.5 FIUS: Developing RME Networks in the United States3pc -- 2.3 Guided Reinvention of High School Mathematics: Fred Peck's Personal Account3pc -- 2.4 Summary Remarks3pc -- References -- 3 Searching for Alternatives for New Math in Belgian Primary Schools-Influence of the Dutch Model of Realistic Mathematics Education -- 3.1 Traditional Mathematics3pc -- 3.2 New Math3pc -- 3.3 Critique on New Math3pc -- 3.4 The 'Realistic' Alternative3pc -- 3.5 Math Wars3pc -- 3.6 Future Developments?3pc -- References -- 4 The Impact of Hans Freudenthal and the Freudenthal Institute on the Project Mathe 2000 -- 4.1 Introduction3pc. , 4.2 Developmental Research3pc -- 4.3 The View of Mathematics3pc -- 4.4 A Genetic View of Teaching and Learning3pc -- 4.5 Mathematics Education as a Research Domain3pc -- References -- 5 Reflections on Realistic Mathematics Education from a South African Perspective -- 5.1 Introduction3pc -- 5.2 The Essences of REMESA3pc -- 5.3 Vision Geometry3pc -- 5.4 Global Graphs3pc -- 5.5 Conclusion3pc -- References -- 6 Learning to Look at the World Through Mathematical Spectacles-A Personal Tribute to Realistic Mathematics Education -- 6.1 At the Beginning It Was Symbol Crunching, but with a Bit of Spice3pc -- 6.2 Starting to Look at the World with Mathematical Spectacles3pc -- 6.3 Meeting RME3pc -- 6.4 Developing a 'Mathematical Gaze'-From Instructional Design to a Learning Goal3pc -- 6.5 Coda3pc -- References -- 7 Graphing Linear Equations-A Comparison of the Opportunity-to-Learn in Textbooks Using the Singapore and the Dutch Approaches to Teaching Equations -- 7.1 Introduction3pc -- 7.2 A Study of Teaching Graphing Linear Equations in Textbooks Using the Singapore and Dutch Approach3pc -- 7.2.1 Objective of This Chapter3pc -- 7.2.2 Backgrounds of the Contexts of Textbooks Examined3pc -- 7.2.3 Framework for Analysing the OTL in the Textbooks3pc -- 7.3 Data and Results3pc -- 7.3.1 The Sequencing of the Content on Graphing Equations in the Two Textbooks3pc -- 7.3.2 Classroom Activities Proposed on Graphing Equations in the Two Textbooks3pc -- 7.3.3 Complexity of the Demands for Student Performance on Graphing Equations in the Two Textbooks3pc -- 7.4 Findings and Discussion3pc -- 7.4.1 Sequencing of Content3pc -- 7.4.2 Classroom Activities3pc -- 7.4.3 Complexity of the Demands for Student Performance3pc -- 7.5 Reflections of Two Singapore Mathematics Teachers3pc -- 7.5.1 Profiles of the Two Teachers3pc. , 7.5.2 How Do You Teach Graphing Equations to Your Students?3pc -- 7.5.3 Has the Dutch Approach Textbook Provided You with an Alternative Perspective?3pc -- 7.5.4 Would the Dutch Approach Work in Singapore Classrooms? What Would It Take for It to Work in Singapore Classrooms?3pc -- 7.6 Concluding Remarks3pc -- References -- 8 Low Achievers in Mathematics-Ideas from the Netherlands for Developing a Competence-Oriented View -- 8.1 Introduction3pc -- 8.2 Mathematics Education in Special Education in Germany3pc -- 8.3 Looking at the Netherlands: Looking at a Competence-Oriented Approach3pc -- 8.3.1 Realistic Mathematics Education3pc -- 8.3.2 Diagnostic Procedures: New Assessment Formats3pc -- 8.3.3 Students' Own Productions: Open Problems3pc -- 8.3.4 Making Connections Between Problems: Patterns and Structures3pc -- 8.4 Research in Germany3pc -- 8.4.1 Competence-Oriented Diagnosis3pc -- 8.4.2 Students' Own Productions: Open Problems3pc -- 8.4.3 Making Use of Picture Books for Learning Mathematics3pc -- 8.4.4 Primary Students' Preconceptions of Negative Numbers3pc -- 8.5 Conclusions and Perspectives3pc -- 8.5.1 Competence-Oriented Diagnosis and Instruction3pc -- 8.5.2 Own Productions and Open Problems3pc -- 8.5.3 Support of Own Strategies3pc -- 8.5.4 Role of Mistakes3pc -- 8.5.5 Last but Not Least3pc -- References -- 9 From the Bottom Up-Reinventing Realistic Mathematics Education in Southern Argentina -- 9.1 Introduction3pc -- 9.1.1 Curricular Innovation in Mathematics Education3pc -- 9.1.2 Initial Attempts at Bringing Realistic Mathematics Education to Argentina3pc -- 9.1.3 San Carlos de Bariloche, Birthplace of the Grupo Patagónico de Didáctica de la Matemática3pc -- 9.2 First Phase (2000-2004): Contexts, Situations, Models, and Strategies3pc -- 9.2.1 Fractions, Decimals, and Percentages3pc -- 9.2.2 City Buses3pc. , 9.2.3 From Necklaces to Number Lines3pc -- 9.2.4 The Function of Contexts in RME3pc -- 9.2.5 Mental Arithmetic: Models and Strategies3pc -- 9.3 Second Phase (2005-2009): Deepening and Solidifying3pc -- 9.3.1 Mathematising Within the GPDM3pc -- 9.3.2 Making Connections3pc -- 9.3.3 Fall Seminar: Teachers Teaching Teacher Educators3pc -- 9.3.4 In the Meanwhile, in Pre-service Teacher Education3pc -- 9.3.5 Thinking Aloud Together3pc -- 9.4 Third Phase (2011-2015): The GPDM, an Ever-Expanding Endeavour3pc -- 9.4.1 More Publications and Translations3pc -- 9.4.2 Research Projects3pc -- 9.5 Closure3pc -- References -- 10 Realistic Mathematics Education in the Chinese Context-Some Personal Reflections -- 10.1 Historical Review3pc -- 10.1.1 Hans Freudenthal's Visit to China3pc -- 10.1.2 Chinese Scholars' Visits to the Freudenthal Institute3pc -- 10.1.3 Two Forums on the Theory and Practice of RME Held in China3pc -- 10.2 The Influence of RME in the Chinese Context3pc -- 10.2.1 The Influence of RME on Curricular Policy Making3pc -- 10.2.2 The Influence of RME on Textbook Design3pc -- 10.2.3 The Influence of RME on Classroom Teaching3pc -- References -- 11 The Enrichment of Belgian Secondary School Mathematics with Elements of the Dutch Model of Realistic Mathematics Education Since the 1980s -- 11.1 Papy and Freudenthal: Opposite Views on Mathematics Education in Neighbouring Countries3pc -- 11.2 Critique on New Math in Belgium and Search for Alternatives3pc -- 11.3 How During the Middle 1980s and 1990s New Developments in Neighbouring Countries Reached the Community of Flemish Mathematics Teachers3pc -- 11.3.1 Rounding off the Rough Edges of New Math3pc -- 11.3.2 A Second Wave of Changes3pc -- 11.3.3 Consolidation3pc -- 11.4 Some Topics that Underwent a True Metamorphosis3pc -- 11.5 Conclusion3pc -- References. , 12 Echoes and Influences of Realistic Mathematics Education in Portugal -- 12.1 Introduction3pc -- 12.2 Influences on Research Studies3pc -- 12.2.1 Whole Numbers and Operations3pc -- 12.2.2 Mental Calculation3pc -- 12.2.3 Rational Numbers3pc -- 12.2.4 Algebra3pc -- 12.2.5 Geometry3pc -- 12.3 Influences on Curriculum Documents3pc -- 12.4 Conclusion3pc -- References -- 13 Supporting Mathematical Learning Processes by Means of Mathematics Conferences and Mathematics Language Tools -- 13.1 The Santa Claus Problem3pc -- 13.2 The Guiding Principle of Progressive Mathematisation3pc -- 13.3 Using Mathematics Conferences3pc -- 13.3.1 Learning to Subtract in the Number Domain up to 10003pc -- 13.3.2 Task-Related Exchange with the Help of Mathematics Conferences3pc -- 13.3.3 Tools for Organising Mathematics Conferences3pc -- 13.4 Learning to Describe and Explain by Using Mathematics Language Tools3pc -- 13.4.1 Mathematics, More Than Calculating3pc -- 13.4.2 Sums of Consecutive Natural Numbers3pc -- 13.4.3 Mathematics Language Tools3pc -- 13.5 Numbers Can Be Realistic Too3pc -- References -- 14 Reinventing Realistic Mathematics Education at Berkeley-Emergence and Development of a Course for Pre-service Teachers -- 14.1 Reinventing Realistic Mathematics Education at Tel Aviv University: Dor's Story3pc -- 14.2 Meanwhile, in New York City: Betina's Story3pc -- 14.2.1 At the Graduate Center of City University of New York3pc -- 14.2.2 Mathematics in the City: Learning and Practicing Realistic Mathematics Education3pc -- 14.2.3 At Brooklyn College3pc -- 14.3 Reinventing Algebra Brick by Brick: A Graduate Level Pre-service Mathematics Teaching Course3pc -- 14.3.1 Paradigmatic Didactical-Mathematical Problematic Situations3pc -- 14.3.2 The 'Brick Pyramid' Problem3pc -- 14.3.3 Reinventing Algebra by Thinking Aloud Together About the Brick Pyramid and Beyond3pc. , 14.4 An Undergraduate Course for Pre-service Mathematics Teachers3pc.

Additional Edition: Print version: van den Heuvel-Panhuizen, Marja International Reflections on the Netherlands Didactics of Mathematics Cham : Springer International Publishing AG,c2019 ISBN 9783030202224

Language: English

Keywords: Electronic books.

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Format: 1 Online-Ressource (xvi, 549 Seiten) , ill

ISBN: 9781847202987

Note: "A UCONN CIBER supported research initiative.. - Includes bibliographical references and index , pt. 1. Introduction -- pt. 2. Market opportunity -- pt. 3. Strategic direction -- pt. 4. Entry alternatives -- pt. 5. Challenges and obstacles -- pt. 6. Conclusion , The economic power of Brazil, Russia, India and China (BRICs) is rapidly increasing, changing the landscape of global economics and politics. Top scholars of international business address in this vital volume the markets, strategy implications, challenges and possibilities of this new economic reality. As these four nations acquire greater economic clout, the opportunities for other countries increase. The contributors describe the favorable circumstances these evolving economies could provide for the US and other countries, such as expanded markets and services, higher returns on investments, and new partners in building a more peaceful and prosperous world. In contrast, they also discuss risks to traditional industries and possible challenges to positions on human rights and intellectual property protections, environmental standards, free markets and democratic governments. The volume emphasizes the need for companies to adopt strategies to stay ahead in the changing business environment. Governments must also design and implement new policies geared toward mutually beneficial relationships with BRICs

Additional Edition: Erscheint auch als Druckausgabe ISBN 1845425979

Additional Edition: Erscheint auch als Druckausgabe ISBN 9781845425975

Language: English

Subjects: Economics

Keywords: Brasilien ; Wirtschaftswachstum ; Wirtschaftsbeziehungen ; Direktinvestition ; Multinationales Unternehmen ; Russland ; Indien ; China ; Schwellenländer ; Emerging Market ; Wirtschaftswachstum ; Wirtschaftsbeziehungen ; Direktinvestition ; Multinationales Unternehmen ; Brasilien ; China ; Russland ; Außenwirtschaft ; Wirtschaftspolitik ; Fallstudiensammlung ; Aufsatzsammlung

DOI: 10.4337/9781847202987

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