Kooperativer Bibliotheksverbund

UID:

Format: IX, 180 S.

Series Statement: Society for Research in Child Development: Monographs of the Society for Research in Child Development 257 = 64,2

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures , Psychology

Keywords: Familie ; Erzählen ; Sozialpsychologie ; Familie ; Narratives Interview ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=008605467&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

URL: Inhaltsverzeichnis

URL: Inhaltsverzeichnis

UID:

Format: 1 online resource (216 pages)

Edition: 1st ed.

ISBN: 1-350-38307-4

Content: 〈b〉In this open access book, Aliou Ly draws on extensive archival sources and documents an entirely new oral history of the Portuguese Guinea Liberation War that corrects the gender bias inherent in many current accounts of the war.〈/b〉 〈b〉 〈/b〉The Portuguese Guinea Liberation War is a major episode in 20th-century decolonization, as Portugual's defeat ultimately led to their abrupt withdrawal from their African colonies in 1974. Yet current accounts of the war, both popular and scholarly, usually focus on the charisma of male leaders and on male-dominated high politics and ideology, and they rarely ask how women contributed to independence. Summarizing extensive interviews with women who participated in the war as spies, guerrilla fighters, and weapons transporters. Ly shows that women played major roles in winning the war, this largely because their motives for participating were often uniquely concrete: unlike most male participants, for example, many women joined the struggle in order to help fight for their families' food security. Ly also shows how women faced discrimination both during the war and immediately afterwards. They had to fight internally to be able to engage in active combat, and they returned to home to find that they were expected to take a back seat in the post-independence era, a trend that continues to this day. 〈i〉 〈/i〉〈i〉The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Bloomsbury Open Collections Library Collective.〈/i〉

Note: Introduction Chapter 1. Colonial Policies and Women in Portuguese Guinea 1938-1962 Chapter 2. Female Work and Participation in the Armed Struggle in Portuguese Guinea Chapter 3. Female Combatants and Portuguese Guinea National Liberation War Narratives: Do They Tell the Whole Story? Chapter 4. Gendering War Space and Heroinization of Female Fighters Chapter 5. Gender Roles and the First Republic Chapter 6. Conclusion

Additional Edition: ISBN 1-350-38304-X

Language: English

DOI: 10.5040/9781350383074

URL: kostenfrei

UID:

Format: 1 online resource (254 pages)

Edition: 1st ed.

ISBN: 90-04-69923-6

Series Statement: Critical Storytelling ; 11

Content: This thought-provoking research anthology adopts a postmodern stance and fills in a gap of knowledge for the education of professional development in teacher education, health sciences and the arts. Allowing subjectivity and multiple voices, the authors add to the intimate and negotiated knowledge of being and becoming – indigenous, architect, mother, teacher, health researcher, and supervisor. In fifteen chapters, the authors share knowledge of pain and reward in critical events in the realm of professional identity formation. The book provides a selection of personal and far-reaching stories and adds to the reflexivity of memories of critical events. Contributors are: Geir Aaserud, Åsta Birkeland, Bodil H. Blix, Sidsel Boldermo, Mimesis Heidi Dahlsveen, Nanna Kathrine Edvardsen, Rikke Gürgens Gjærum, Tona Gulpinar, Carola Kleemann, Tove Lafton, Mette Bøe Lyngstad, Elin Eriksen Ødegaard, Anna-Lena Østern, Alicja R. Sadownik, Tiri Bergesen Schei and Vibeke Solbue.

Note: Intro -- Contents -- Foreword: Narrative Inquiry: Storying Who We Are -- Acknowledgements -- Figures -- Notes on Contributors -- 1. Beginning with Experience: Introduction -- Abstract -- Keywords -- 1 Revisiting the Formation of Professional Identity -- 2 Intersecting the Personal, the Relational, and the Situational -- 3 The Dynamic Perspectives of Forming and Shaping Identities -- 4 What Purposes Does a Critical Event Narrative Inquiry Serve? -- 5 Experiences to Be Continued -- References -- 2. Negotiating the Cultural Script of Mothering: Entangling Self-Explorative Narrative -- Abstract -- Keywords -- 1 Introduction: Composing Lives in the Making of Professional Identities -- 2 Enriching Professional Identity by Self-Explorative Narrative Inquiry -- 3 Negotiating the Cultural Narrative Script -- 4 Self-Explorative Narrative Inquiry - A Methodology for the Study of Professional Identity Formation, including a Personal Dimension -- 5 Conclusion -- References -- 3. On the Traveling and Turns of Being and Becoming a Narrative Inquirer -- Abstract -- Keywords -- 1 My Personal and Professional 'Narrative Turns' -- 2 Turning from Narrative Research to Narrative Inquiry -- 3 Turning towards the World Traveling of Narrative Inquiry -- 3.1 Risten3 -- 3.2 Maria -- 4 Turning towards Embodied Experiences -- 5 Turning towards Silence and Silencing -- 6 Turning Forward -- Notes -- References -- 4. Beyond Personal and Political Boundaries: Being and Becoming a Cross-Cultural Researcher -- Abstract -- Keywords -- 1 Turning Points in Professional Formation -- 2 Threshold Encounters -- 3 Narrative Inquiry -- 4 Narratives from Threshold Encounters -- 4.1 Suffering and Sacrifices -- 4.2 Being on the Right Side -- 4.3 The Relative Relativist -- 4.4 Being an In-Betweener -- 5 Formation of a Cross-Cultural Researcher as an In-Betweener -- References. , 5. Am I Sámi Enough? Narratives as a Means of Exploring a Sámi Pedagogy for Kindergarten -- Abstract -- Keywords -- 1 Introduction -- 2 The Relationship between Narrative Inquiry and Traditional Sharing of Experiences in Indigenous Tradition -- 3 Access to Language as Pivotal Point -- 4 Identity -- 5 Sámi Pedagogy -- 6 Concluding Remarks -- Acknowledgements -- Notes -- References -- 6. The Inherent Power of Teachers: An Autobiographical Narrative Inquiry -- Abstract -- Keywords -- 1 A Critical Turn -- 2 Personal Narrative as Inquiry -- 3 The Research Puzzle -- 4 Dimensions of Temporality, Place and Sociality (Clandinin, 2013) -- 5 I Am Not That Kind of a Teacher -- 6 Putting the Pieces Together -- References -- 7. A Professional Identity Based on an International Career as Engineer -- Abstract -- Keywords -- 1 Introduction -- 2 A Critical Incident -- 3 Structure of the Article and Analytical Question -- 4 Axel Honneth's Theory of Recognition and René Brown's Theory of Shame and Resilience -- 4.1 Love, Respect, Self-Esteem -- 4.2 The Consequence of Non-recognition Affects a Person's Honor and Dignity -- 4.3 Shame and Resilience -- 5 Paul Ricoeur and Narrative as Threefold Mimesis -- 6 Narrative Inquiry as Methodology -- 6.1 Narrative Three-Dimensionality -- 6.2 Critical Incident/Event -- 7 Gustav's Story -- 7.1 Gustav's Formal Education -- 7.2 Gustav's Professional Life -- 7.3 Informal Schooling in Childhood and Youth: Self-Defense, Learning to Dance -- 7.4 Military Service: Work, Seriousness, and Responsibility -- 7.5 Heavy Workload, Love, and Family -- 7.6 International Career in Canada: Hiring and Firing -- 7.7 Am I an IT-Architect? - Back to Sweden, Switzerland, and Saudi Arabia -- 7.8 Yes, I Am an IT-Architect for a Finnish Marine Power Corporation -- 7.9 At Mature Age a Love Story including Deacon Education. , 7.10 Post Retirement Work in the Finnish Archipelago, with a Base in a Caravan Trailer in Sweden -- 7.11 A Nomad Landing in His Birth Village: I Should Never Have Retired -- 8 Gustav's Story Revisited as a Narrative about Recognition -- 9 Epilogue -- Notes -- References -- 8. A Tender Narrative on Intra-Active Identity Shaping: A Potty Enters a Kindergarten -- Abstract -- Keywords -- 1 A Tender Narrative -- 2 The Potty Constituted through the Free Body in a Summer Garden -- 2.1 SpaceTime Coordinates: Gdansk Oliwa, July 2013 -- 3 Telling and Retelling the (Diffracting) Potty -- 3.1 SpaceTime Coordinates: Bergen, September 2013, Monday Morning, My Daughter's Kindergarten -- 3.2 SpaceTime Coordinates: Bergen, September 2013, Thursday Morning, My Daughter's Kindergarten -- 3.3 The Pressure Constituting the Potty and the Potty Constituting the Pressure -- 4 Narrative Inquiry: A Relational Methodology of Experience as a Story -- 4.1 Tracing New Materialism in Narrative Inquiry and (New) Pragmatism -- 4.2 "It's Not about Me as a Person" She Says. "It Is about the Fear of Toilets That I Had as a Child, and That Many Children Have without Saying a Word", Says M. (Ethical Commitments) -- 5 Telling and Retelling the Directing Fragments of the Potty -- 5.1 My Story of the Happy Child Becoming Diaper Free -- 5.2 A Friend's Story about Migrant Families and Oppressive Toilet Training -- 5.3 The Taboo Potty - The Story of a Special Needs Teacher -- 5.4 Diverse Potty-Entanglements and Diffractive Stories: Pedagogy Class with Second-Grade Kindergarten Teacher Education Students -- 5.5 The Rainbow of Potties Enabling Us to Meet Each Child - The Story of the Headmaster -- 5.6 Potty Diffracting between Kindergarten Staff: SpaceTime Coordinates - November 2013, M.'s Kindergarten -- 5.7 The Uncleanable Potty -- 5.8 Potty Makes a New Bathroom. , 6 Identity Shaped in Intra-Action: Let's Trust the Fragments … Let Them Diffract (Us) -- References -- 9. She's the Lion King! -- Abstract -- Keywords -- 1 Introduction -- 2 Narrative Beginnings: Being a Child and a Teacher in Kindergarten -- 3 Wondering about My Beginnings -- 4 Becoming a Teacher -- 5 The Story of Line -- 6 Unpacking and Analyzing the Story of Line -- Note -- References -- 10. A Memory of Experiencing Milk in Kindergarten -- Abstract -- Keywords -- 1 Introduction -- 2 Experiencing Milk -- 3 Imagination and Memory of Experience -- 4 Imagination and Making-Kin -- 5 The Feast as a Thought-Thing -- 6 Re-telling through Re-visiting the Narrative -- 7 Re-telling through Babette's Feast -- References -- 11. At the Intersection of Pastoral and Intellectual Support -- Abstract -- Keywords -- 1 Introduction -- 2 Context: Place, Time, Space, and Relation -- 3 Supervision Theory -- 4 Performative Narratives -- 5 The Narratives of Vulnerability -- 6 Time as Structure -- 7 Places for Professional Community -- 8 Relations -- 9 Independence -- 10 Critical Thinking -- 11 Conclusion -- Notes -- References -- 12. It Also Applies to You -- Abstract -- Keywords -- 1 Introduction -- 2 Research on Holocaust Education -- 3 Research on Inclusion and Intercultural Education - My Own Research -- 4 Narrative Inquiry -- 5 Autoethnographical Narrative Inquiry -- 6 Turning Point in Narrative Research -- 7 Using the Feeling of Concern as a Critical Lens -- 8 An Equal Education for All -- 9 The Education about Evil -- 10 The Feeling of Shame -- 11 Conclusion -- References -- 13. The Minotaur Myth, Mimesis and Me -- Abstract -- Keywords -- 1 A Greek Myth -- 2 The Name-Giving -- 3 Another Beginning -- 4 Fictional Experiences -- 5 The Personal Experience of the Myth -- 6 Mimesis and Desire -- 7 Conclusion -- References -- 14. Q for Quarantine -- Abstract -- Keywords. , 1 The Opening Act -- 2 The Narrative -- 3 The Closure -- Notes -- References -- 15. Using Narratives to Understand Professional Identities -- Abstract -- Keywords -- 1 Introduction -- 2 Narrative Interviews -- 3 Narrative Competences and Narrative Identity -- 4 Researcher-Researched Relationship -- 5 Time, Place and Sociality -- 6 The Church as a Space of Opportunity -- 7 The Sports Arena That Challenges - Time and Sociality -- 8 In the Boss's Office -- 9 Summing Up Time, Place and Sociality -- 10 Key Roles -- 11 Being a Bridge Builder -- 12 Being a Role Model -- 13 A Personal Comment -- References. , English

Additional Edition: ISBN 90-04-69922-8

Language: English

UID:

Format: 1 online resource (411 pages)

ISBN: 1-78785-694-1 , 0-12-813414-3

Note: Front Cover -- Handbook of Student Engagement Interventions -- Copyright Page -- Contents -- List of Contributors -- 1 Interventions for Student Engagement: Overview and State of the Field -- What Is Engagement? -- Importance of Engagement in Research, Policy, and Practice -- Demographic and Developmental Differences in Engagement -- Theories and Conceptual Issues With Student Engagement -- Theoretical Perspectives on Engagement -- Lack of Clarity in Definition and Measures -- Engagement as an Outcome and Mediator -- Engagement and Disengagement/Disaffection -- Motivation and Engagement -- Interventions to Enhance Student Engagement -- Evaluation and Interventions -- Implementation of Interventions -- Goals of Handbook -- References -- 2 Promoting Student Engagement From Childhood to Adolescence as a Way to Improve Positive Youth Development and School Comp... -- Introduction -- Student Engagement as a Multidimensional Construct -- Consequences of Student Engagement and Disengagement -- Promoting Student Engagement, Positive Development, and School Completion -- Universal Programs (Tier 1) -- Selective Programs (Tier 2) -- Intensive Programs (Tier 3) -- Multilevel Programs -- Programs Summary -- Program Objectives and Expected Outcomes -- Program Length -- Intervention Components -- Alignment With Effective Program Requirements -- Implications for Future Research -- Conclusion -- References -- Further Reading -- 3 Profiles of School Disengagement -- What Is Engagement and Disengagement? -- What Is School Engagement and Disengagement: Case Examples -- Person-Centered Analysis -- Person-Centered Analysis: Case Example -- Sample -- Survey Measure -- Results -- Engagement Profiles -- Behaviorally Disengaged -- Emotionally Disengaged -- Cognitively and Emotionally Disengaged -- Conclusion -- References -- Further Reading. , 4 Early Warning Indicators and Intervention Systems: State of the Field -- History and Development of Early Warning Systems -- Growth Across States and Districts -- Common Elements of Early Warning Systems -- Early Warning Indicators -- Data Systems and Reports -- Multitiered Response Systems -- Early Evidence on Impact of Early Warning Systems -- Emerging Directions for Early Warning Systems -- Elementary and Middle Grades -- Postsecondary Education -- Conclusion -- References -- Further Reading -- 5 The Intersection of Student Engagement and Families: A Critical Connection for Achievement and Life Outcomes -- Introduction -- Understanding Family Influence -- Families, Student Engagement, and Outcomes -- Home Expectations and Attributions -- Discipline Orientation -- Home-Affective Environment -- Parent Participation -- Structure for Learning -- Summary -- Implications for Practice -- References -- Further Reading -- 6 Peers and Engagement -- Peer Relationships and Engagement -- Socialization -- Relatedness and Social Support -- Social Status -- Bullying and Victimization -- Supporting Peer Relationships to Promote Engagement -- Social-Emotional Learning Programs -- Emotionally Supportive Relationships and Contexts -- Conclusion -- References -- 7 A Teacher-Focused Intervention to Enhance Students' Classroom Engagement -- Student Engagement -- What Is Engagement? -- Engagement-Disengagement -- Multidimensional Structure -- Four Dimensions of Engagement -- Four Dimensions of Disengagement -- Contextual Supports and Thwarts -- Students' Basic Universal Psychological Needs -- Teachers' Motivating Styles -- Our Teacher-Focused Autonomy-Supportive Intervention Program of Research -- Research Design and Intervention Experience -- Does the Autonomy-Supportive Intervention Program Work? -- Enhancing Engagement and Diminishing Disengagement. , Student Benefits From Teacher Participation in Autonomy-Supportive Intervention Program -- Teacher Benefits From Teacher Participation in Autonomy-Supportive Intervention Program -- Future Research -- Nature of Student Engagement-Disengagement -- Expanding the Intervention -- The Curious Case of Disengagement -- Conclusion -- References -- 8 Instructional Interventions That Support Student Engagement: An International Perspective -- Introduction: Student Disengagement as an International Problem -- The Vital Role of Instructional Environments in Promoting Student Engagement -- Engagement Types and Instructional Facilitators -- Intervention Studies Supporting Key Facilitators of Student Engagement -- Discussion of Findings and Implications for Research and Practice -- The Impact of Instructional Interventions on Student Engagement -- Intervention Implementation Issues -- References -- 9 Reducing Suspension and Increasing Equity Through Supportive and Engaging Schools -- School Discipline and Student Engagement -- Framework for Increasing Equity in School Discipline -- Prevention Principle 1: Supportive Relationships -- Restorative Practices -- Prevention Principle 2: Bias-Aware Classrooms and Respectful School Environments -- Empathic Mind-Set Training -- Prevention Principle 3: Academic Rigor -- My Teaching Partner -- Prevention Principle 4: Culturally Relevant and Responsive Teaching -- Manhood Development Program -- Prevention Principle 5: Opportunities for Learning and Correcting Behavior -- Reading, Writing, Respect, and Resolution Program -- Principles of Intervention in the Framework for Increasing Equity in School Discipline -- Intervention Principle 1: Data-Based Inquiry for Equity -- Disproportionality Root Cause Analysis Process -- Intervention Principle 2: Problem-Solving Approaches to Discipline. , Virginia Student Threat Assessment Guidelines -- Intervention Principle 3: Inclusion of Student/Family Voice on Conflicts' Causes and Solutions -- Conjoint Behavioral Consultation -- Intervention Principle 4: Reintegration of Students After Conflict or Absence -- Restorative Reentry Circles -- Intervention Principle 5: Multitiered System of Supports -- School-Wide Positive Behavior Intervention Supports -- Summary and Future Considerations -- References -- Further Reading -- 10 Assessing and Promoting the Choice of Academic Engaged Time During Reading Instruction -- Academic Engagement -- Assessing Academic Engaged Time -- Measuring Academic Engagement -- Choice of Academic Engaged Time -- Techniques for Promoting Academic Engagement in Reading -- Specific Opportunities to Respond Techniques -- Verbal Opportunities to Responds -- Written Opportunities to Responds -- Signal Opportunities to Responds -- Increasing Engagement During Supplemental Tier 2 Reading Intervention -- Summary -- References -- Further Reading -- 11 Student-Centered Practices for Student Mathematical Agency and Engagement -- Introduction -- The Mathematical Agency Improvement Community -- Mathematical Agency -- Mathematical Agency and Student Engagement -- Barriers to Engagement -- Societal Beliefs and Biases Around Mathematics -- Being Good at Mathematics Is a "Gift" -- Viewing Math as Procedural Instead of Conceptual -- Tracking -- Lesson Structures That Support Student Engagement -- Constructivist Mathematics -- Lesson Structure That Supports Student Engagement -- The Launch -- The Explore Phase -- The Discussion -- Practices That Support a Launch, Explore, Discuss Lesson Structure -- Anticipating -- Monitoring -- Selecting and Sequencing -- Connecting -- Group Work in Heterogeneous Classrooms -- Complex Instruction -- Productive Group Work -- Participation Quizzes. , Group Roles -- Group Roles as Status Intervention -- Broadening What it Means to be Mathematical -- Group-Worthy Tasks -- Visual Tasks -- Challenges and Consideration for Adopting Student-Centered Math Instruction -- Conclusion -- References -- Further Reading -- 12 Changing Beliefs to Be Engaged in School: Using Integrated Mindset Interventions to Promote Student Engagement During Sc... -- Introduction -- Theoretical and Empirical Foundation for Psychosocial Interventions -- Intervening Following School Transitions During Secondary School -- Interventions Utilizing Motivational Approaches -- Approach 1: Struggle Story-Telling Approach -- Approach 2: Belonging Mindset Training -- Approach 3: Intelligence Mindset Training -- Integration of the Approaches -- Using Narratives as an Integrative Framework -- Description of the Integrated Mindset Intervention -- Overview of the Intervention -- Intervention Section 1: Description of Struggle Stories and Writing Reflection -- Writing Exercise 1: Internalization -- Intervention Section 2: Description of Belonging Mindset Quotations -- Intervention Section 3: Growth Mindset Lesson -- Writing Exercise 2: Saying-Is-Believing -- Theory of Change -- Control Presentation -- Integrated Mindset Intervention Study -- Intervention Development -- Implementation Procedure Timing and Stealth -- Conclusions and Implications -- References -- Further Reading -- 13 Chronic Absence: A Sign to Invest in Conditions for Learning -- Introduction -- Chronic Absence: A Growing Problem -- Community Factors -- Conditions for Learning -- Safety -- Connectedness and support -- Academic challenge and relevant instruction -- Peer and educator SEC -- All Conditions Must Be Culturally Responsive -- Educator Capacity. The Difference Between Engaging and Disengaging Conditions -- Skill: Strong Social, Emotional, and Academic Competencies. , Will: Strong Commitment and Motivation to Build Conditions for Learning for All.

Additional Edition: ISBN 0-12-813413-5

Language: English

UID:

Format: 1 online resource (117 pages)

Edition: 1st ed.

ISBN: 9789811508455

Note: Intro -- Acknowledgments -- Contents -- About the Authors -- 1: A Brief Overview of Smallholder Farmers' Access to Seed of Improved Legume Varieties -- 2: Impact Stories and Testimonies from Diverse Actors in Groundnut Value Chain in Tanzania -- 2.1 Farmers and Farmer Groups in Remote Communities Share Their Benefits from TL Projects' Investments in Tanzania -- 2.1.1 Farmer Sharing Asset Enhancement Through Groundnut Production -- 2.1.2 Farmer Groups Take Up Groundnut Farming as a Business -- 2.1.3 Informed Decision-Making for Groundnut Production -- 2.1.4 Improved Groundnut Varieties Planted at the Dispensary Farm to Teach the Nutritional Benefit to Communities -- 2.1.5 Agricultural School Facilitating Community Access to Improved Varieties of Groundnut -- 2.2 Seed Companies and Agro-Dealers Got Interested in Groundnut Seed Business -- 2.2.1 Seed Companies Venture into Groundnut Business -- 2.2.2 Agro-Dealers Have Improved Their Business in Tunduru -- 2.3 Groundnut Processors and Traders Boosting Their Business and Making More Cash -- 2.3.1 Processors in Tanzania Now Processing Cash -- 2.3.2 New Business Opportunities Through Purchase and Sale of Groundnut in Kahama -- 2.4 Researchers Share Their Views of Groundnut Breeding and Research Efficiencies Enhancement in Tanzania -- 2.4.1 The Breeder Who Is Glad to Have Been Alive When the TL Projects Set in Tanzania -- 2.4.2 Happy, a Breeder at TARI-Naliendele, Is Now a Happier Breeder -- 2.5 TL Projects' Investments in Research Infrastructure of the National Agricultural Research Systems -- 2.5.1 Irrigation Facilities Fully Installed at the Tanzania Agricultural Research Institute-Naliendele, Tanzania -- 2.5.2 The TL Projects Have Catalyzed Our Work of Research, at TARI-Naliendele, Mtwara -- 2.6 Sensitivity Towards Gender Equality and Equity. , 2.6.1 TL Projects Attribute Success to Among Other Things, Sensitivity Towards Gender-Related Issues -- 2.6.1.1 Professor Joseph Hella in Morogoro, Tanzania, in March 2018 -- 2.7 TL Projects Extended Research Capacity Building Beyond Focal Research Centers Across Tanzania -- 2.8 Digitization of Data Collection Practices Becomes the Common Practice Within the Research Programs -- 2.9 TL Projects Make Work Easier for Agricultural Extension Officers in Tanzania -- 2.10 Development Organizations Partnered to Spread Improved Varieties to Communities -- 2.11 District Authorities Happy with TL Achievements for Their Farming Communities -- 3: Common Bean Value Chain Actors Share Their Feeling About TL Projects in Tanzania -- 3.1 TL Projects Enhance the Effectiveness of Breeding of Common Beans in Tanzania -- 3.1.1 Researcher Shares Perceptions of TL Projects' Achievements -- 3.1.2 Nutrient-Dense Common Beans Available to Improve Malnutrition -- 3.1.3 TL Projects Have Increased Research on Beans Seed Systems -- 3.1.4 TL Projects in Tanzania Factor in Issues of Gender in Bean Production -- 3.2 Research Technicians in Common Beans Production Get Specialized Tools of Work and Trainings Under TL Projects -- 3.3 Research Centre Directors Attest the Increase of Resources and Infrastructure Under TL Projects -- 3.4 Agricultural Extension Officers in the Bean Crop Tell of Their Benefits Under TL Projects in Tanzania -- 3.5 Non-Governmental Organizations Working Hand in Hand with TL Projects to Develop Production of Common Beans in Tanzania -- 3.6 Private and Public Seed Enterprises Flourishing in Common Bean -- 3.6.1 Private Seed Companies Venture into Multiplication and Distribution of Improved Bean Varieties. , 3.6.2 Public Seed Companies in Tanzania, Agricultural Seed Agency (ASA) Takes Up Multiplication of Improved Varieties of Beans in Partnership with TL Projects -- 3.6.3 Agro-Dealers Find Business in Improved Bean Varieties Through Efforts by TL Projects in Tanzania -- 3.7 Farmer Groups Improve Their Livelihoods Through Production of Improved Bean Varieties in Tanzania -- 3.8 Bean Grain Market Fed with New Varieties -- 3.8.1 Grain Farmers Embrace New Bean Varieties After Rollout of TL Projects in Tanzania -- 3.8.2 Processors in a New Niche in Improved Bean Varieties -- 3.8.3 Beans Lovers in Tanzania Now Consume Improved Varieties Courtesy of TL Projects in the Country -- 4: Enthusiasm of Actors Within the Groundnut Value Chain Sharing Impact Stories in Uganda -- 4.1 Women's Battle for Financial Independence: How Women Are Using Groundnut to Attain Financial Stability in Uganda -- 4.2 Against All Odds: Farmers Actualizing Their Dreams with New Groundnut Varieties -- 4.3 Scaling up Improved Groundnut Varieties: Tropical Legumes Revolutionized Groundnut Breeding in Uganda -- 5: Empowered Communities Tell Their Own Stories from Common Bean Production in Uganda -- 5.1 Empowering Rural Women in Central Uganda to Achieve Higher Income and Improved Food Security with New Bean Varieties -- 5.2 The Exciting Experience of Common Bean Seed Producer Cooperatives -- 5.2.1 The Successful Experience of Gomba Seed Producers' Cooperative, Gomba, Uganda -- 5.2.2 Improving Livelihoods of Smallholder Bean Farmers in Uganda: The Success of Kyazanga Bean Seed Farmer Cooperative -- 5.2.3 CEDO Ensuring Access of Improved Varieties of Bean to Smallholder Farmers and Vulnerable Groups in Uganda -- 5.3 Strengthening the Bean Breeding Program and Value Chain in Uganda -- 6: Breakthroughs in Groundnut Production Communities in Nigeria. , 6.1 Enriching Lives of Women: Groundnut Production and Processing Is a Mine of Wealth for Women in Northern Nigeria -- 6.2 Seed Companies Helping to Lift People Out of Poverty: A Breakthrough in Seed Systems with Maina Seeds and Greenspore -- 6.3 New Groundnut Varieties Released by Breeding Program After Decades -- 7: Women at the Center of Cowpea Value Chain Development in Nigeria -- 7.1 Woman Transforming Her Family Life and That of Her Community -- 7.2 From Grass to Great: Tropical Legumes Projects Have Changed the Pattern of Agricultural Extension in Northern Nigeria and Nigerian Farmers Increase Their Cowpea Production -- 7.3 Enhanced Production of Early Generation Seed of Cowpea -- 8: Better-off Women Boosting Groundnut Business in Ghana -- 8.1 More Groundnut Means Shelling Is a Business -- 8.2 Village Savings and Loans Association (VSLA) Boosting Groundnut Production Among Small Holder Farmers in Northern Ghana -- 8.2.1 Formation of Village Savings and Loans Association (VSLA) -- 8.2.2 Training of VSLA Community Volunteers -- 8.3 Cutting Down the Breeding Cycle and Revamping the Groundnut Seed Systems -- 8.4 A Very Innovative Way of Making Foundation Seed Available to the Seed Producers -- 9: Concluding Remarks: The Tropical Legumes Projects Empowered Communities in a Wide Variety of Assets.

Additional Edition: Print version: Akpo, Essegbemon Sowing Legume Seeds, Reaping Cash Singapore : Springer Singapore Pte. Limited,c2020 ISBN 9789811508448

Language: English

Keywords: Electronic books.

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URL: lizenzpflichtig

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Format: XX, 1146 p. 242 illus. in color. , online resource.

Edition: 1st ed. 2022.

ISBN: 9783030826581

Series Statement: Association for Women in Mathematics Series, 28

Content: The Assocation for Women in Mathematics (AWM), the oldest organization in the world for women in mathematics, had its fiftieth anniversary in 2021. This collection of refereed articles, illustrated by color photographs, reflects on women in mathematics and the organization as a whole. Some articles focus on the situation for women in mathematics at various times and places, including other countries. Others describe how individuals have shaped AWM, and, in turn, how the organization has impacted individuals as well as the broader mathematical community. Some are personal stories about careers in mathematics. Fifty Years of Women in Mathematics: Reminiscences, History, and Visions for the Future of AWM covers a span from AWM's beginnings through the following fifty years. The volume celebrates AWM and its successes but does not shy away from its challenges. The book is designed for a general audience. It provides interesting and informative reading for people interested in mathematics, gender equity, or organizational structures; teachers of mathematics; students at the high school, college, and graduate levels; and members of more recently established organizations for women in mathematics and related fields or prospective founders of such organizations.

Note: AWM Through the Decades (J.L. Beery, S.J. Greenwald, C. Kessel) -- Part I. How AWM Began -- When I Awoke (M. Gray) -- Mathematicians Action Group and the Founding of AWM (C. Davis) -- A Caucus is Born (J. Darken) -- Part II. How it Was, How Should it Be? -- How it Was (J. Roitman) -- My AWM Experience (E.E. May) -- Reflection on Diversity from a Former National Science Foundation Program Officer (L. Douglas) -- Mathematicians for Equal Opportunity (A. Silverberg) -- Part III. How AWM Grew -- How AWM Changed My Life (J. Green) -- Starting and Early Days of AWM (P.C. Kenschaft) -- A Brief History of the Association for Women in Mathematics (L. Blum) -- Reflections from AWM's Fourth President (J. Roitman) -- This and That (A. Leggett) -- Reminisces (B.A.B. Case) -- Part IV. Organizing AWM Workshops, Panels, Regional Meetings, Research Networks, and Research Symposia -- Trying to Make the Math World a Better Place (S. Geller) -- Intertwining Paths (C.A. Roberts) -- Seeking Advice Through the Association for Women in Mathematics (C. Sormani) -- My Journey Alongside the Association for Women in Mathematics (D. Danielli) -- How AWM Panel Discussions Brought Me to the AWM Community (J.A. Jensen-Vallin) -- The Road Less Traveled (R. Higgins) -- From Graduate School to Tenure (K.A. Ott) -- Meeting AWM Members Where They Are (B. Mayfield) -- Part V. Telling Our AWM Stories -- Telling Our Stories (V.E Howell, H.A. Lewis) -- The AWM, 50 Years Ago and Today (J. Birman) -- My Personal Interaction with AWM (K.K. Uhlenbeck) -- AWM Activity of Fern Y. Hunt (F.Y. Hunt) -- Supporting Women in Mathematics and Computer Science (M. M. Klawe) -- Personal Reflections (L. Hogben) -- What AWM Has Meant to Me (S. Landau) -- High Hopes (S. Kiliç-Bahi) -- How AWM Can Help Support and Shape a Career (K. Kavanaugh) -- Part VI Individuals, Institutions, Recognition, Collaboration -- Mathematical Institutions and the "In" of the Association for Women in Mathematics (M. Barany) -- Alice Turner Shafer (J. Lorenat) -- Women as Data and as Individuals (L. E. Turner) -- Snapshots of AWM's Alice T. Schafer Prize Winners (J. A. Gallian) -- Gender and the Cultural Construction of Individualism and Collaboration in Mathematics (S. H. Hottinger) -- Part VII. Reflecting on Fifty Years of Women in Mathematics -- Has There Been Progress for Academic Women Since Title IX? (L. Billiard) -- Welcome to What? (M. Senechal) -- Reminiscences, Anecdotes, Reflections (J. V. Grabiner) -- Snapshots of Five Decades (T. H. Straley) -- Women and Mathematics (E. L. Poiani) -- Part VIII Outreach, Inreach, and Mentoring -- Women Count! (B. Yanik) -- Twenty Years of the AWM Mentor Network (A. Ghazaryan, R. Kuske, and E. Lawrence) -- The SummerMath and SEARCH Programs 1982-2009, Mount Holyoke College (C. Morrow and J. Morrow) -- Mentoring and Providing Community for Young Women (D. Haunsperger) -- Advisor Actions (W. Y. Vélez and A. J . H. Christensen) -- Mentoring and Empowering with (Sometimes) Distressing Mathematics (H. G. Grundman) -- A Few Memories and Insights from a 50-Year Career (N. Jochnowitz) -- Celebrating AWM's Fiftieth Anniversary (C. Shu) -- Part IX. Education and AWM -- (The Education Column in the AWM Newsletter (J. M. Dewar) -- The Improbable Member of AWM Who Stuck Around for a Few Decades (E. D. Voolich) -- The AWM (Mathematics) Education Committee (P. Hsu and J. M. Dewar) -- Part X. AWM in Her Teens -- Reflections of AWM's Fifth President (B. Srinivasan) -- Reflections from the Sixth President (L. Rothschild) -- Reflections of AWM's Seventh President on AWM in the Mid-1980s (L. Keen) -- My AWM Presidency (R. Hughes) -- AWM's Executive Director 1987-88 (L. Kenschaft) -- Part XI AWM in Her Twenties -- Into the Nineties (J. P. Mesirov) -- 1991-1992 Plus and Minus ε (C. Wood) -- Reflections of Chuu-Lian Terng (C. Terng) -- Musings on being AWM's Thirteenth President (S. Wiegand) -- Part XII AWM in Her Thirties -- A Blast from the Past and a Hope for the Future (J. E. Taylor) -- Connections with my AWM Family (S. Lenhart) -- Progress and Hope (C. Gordon) -- Interesting Times (B. L. Keyfitz) -- Reminiscences and Reflections of AWM's Eighteenth President (C. Kessel) -- The Evolution of the AWM Executive Director Position (M. L. McCarthy, K. Pershell, and J. J. Quinn) -- Part XIII AWM in Her Forties -- Reflections of AWM's Nineteenth President (G. Benkart) -- A Personal Reflection by AWM's 21st President (R. Charney) -- AWM and the Genius of Women (K. Lauter) -- AWM in Her Forties (M. Lien) -- Part XIV Advocacy, Policy, and Recognition -- A Mathematician's Adventures in Advocacy and Policy (K. Saxe) -- AWM Hill Days (M. B. Snider) -- The Crucial Work of the AWM Policy and Advocacy Committee (G. Letzter and M. A. Vitulli) -- Recognition for Professional Achievement (B. Mayfield) -- Part XV AWM Student Chapters -- University of Oregon AWM Chapter (E. Bellah, S. Frei, L. Merrill, and K. Pohland) -- Building Community through the University of North Carolina at Chapel Hill Student Chapter (F. Bernardi) -- The Florida Atlantic University Student Chapter of AWM (C. Berrouët, A. Myers, A. Robinson, and Y. Wang) -- Journey of the University of Houston AWM Student Chapter (J. Bhullar, P. Bedekar, and Y. Gorb) -- Society for Women in Mathematics at the Colorado School of Mines (D. Carney, K. Leiderman, and R. Swanson) -- Looking Within and Reaching Out (G. Jaffe and M. Nahvi) -- The AWM at the University of Kentucky (K. Ponto, K. Sawyer, and C. Slone) -- My Unspoken Mathematical Journey (J. Vega) -- Part XVI National and International Groups That Support Women in Mathematics -- AWM in Context (A. Ackerberg-Hastings) -- European Women in Mathematics and the European Mathematical Society's Women in Mathematics Committee (M. Roy and C. Series) -- Korean Women in Mathematical Sciences (S. Kang and K. K. Park) -- Indian Women and Mathematics (N. Agarwal, A. Habib, and G. Venkataraman) -- Women in Mathematics Special Interest Group of the Australian Mathematics Society (C. E. Praeger and L. A. Ward) -- The African Women in Mathematics Association (M. F. Ouedraogo) -- Women of Nepal in Mathematical Sciences (D. Thapa and A. Pokharel) -- Now That We're Together (M. I. Cortez and A. Vera-Gajardo) -- International Initiatives for Women Mathematicians (M. Roy and C. Series) -- Part XVII AWM at Fifty -- No Ordinary Time (R. Haas) -- Creating A Place (K. Leonard).

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783030826574

Additional Edition: Printed edition: ISBN 9783030826598

Language: English

DOI: 10.1007/978-3-030-82658-1

URL: https://doi.org/10.1007/978-3-030-82658-1

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 online resource (341 pages)

Edition: First edition.

ISBN: 1-003-38346-7 , 1-000-99543-7

Series Statement: Routledge Research in International and Comparative Education Series

Note: Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- Acknowledgments -- About the Editors -- About the Contributors -- Part I: Violence Responses through Relational and Mindful Education -- Chapter 1: Introduction -- Introduction -- Overview of Chapters -- References -- Chapter 2: Imagining Relational Ontologies for Education amidst Ricocheting (non)Violence: Notes from Vancouver, Canada -- Conceptualizing Education and Pedagogy alongside a Relational Ontological Imagination -- Autoethnographic Reflection for Imaginative Practice -- Resultant Considerations -- Conclusion -- Notes -- References -- Appendix -- Chapter 3: Embodied Universal Peace: Curriculum Theory and Buddhist Intersubjective Contemplative Inquiry -- Methodology: Curriculum Theory and Buddhist Intersubjective Contemplative Inquiry -- Intrascape -- Intrascape to Interscape -- Intrascape Reconsidered -- Intrascape-Interscape Expanded -- Interscape -- Intrascape-Interscape Redux -- Interscape Expanded -- Conclusion -- Note -- References -- Appendix -- Part II: Cross-Cultural Education Countering Violence -- Chapter 4: Creating an Intercultural Peace Education Course Online with Devised Theatre for High-Ability Teenagers of Different Backgrounds and World Regions -- Teenagers with High Ability -- The Summer Academic Enrichment Camp -- Intercultural Education -- Devised Theatre -- Conceptual Understandings of an Online Culture of Peace using Devised Theatre -- Building Cultures of Peace with Students with HA through Devised Theatre -- Pedagogical Considerations Relevant for Instructors and Curriculum Developers -- The Course as Process and Product -- Course Goals and Learning Outcomes -- Specific Peace Education Standards for Students -- Using Devised Theatre Techniques in an Online Classroom. , Key Considerations Relevant for Instructor and Curriculum Developers -- Products and Measures of Growth -- New Knowledge Gained by Instructors while using Devised Theatre -- Note -- References -- Appendix -- Chapter 5: Utilizing Multicultural Read-Alouds in the USA to Support Empathy Development -- Action Research Methodology and Results -- Action Research -- Study Methodology and Results -- Read-Aloud as a Pedagogical Tool -- Book Selection -- Read-Aloud Technique -- Question Design -- The Discussion: A Living Work in Progress -- From Interactive Read-Aloud to Peace Education -- Conclusion -- Notes -- References -- Appendix -- Chapter 6: Inter-Religious Dialogue Pedagogy for Teaching Peace Education in Uganda -- Introduction -- Theory and Philosophy -- Methods -- Research Design and Approach -- Ethical Considerations -- Conceptualization of Religion, Peace, and a Culture of Peace -- Religion and Peace Education -- A Culture of Peace -- The Religious Nonviolent Texts -- Interfaith Dialogue: A Pedagogy for Peace Education -- Interfaith Dialogue and Peace Education -- Content of Interfaith Dialogue Pedagogy -- Methodology of Interfaith Dialogue Pedagogy -- Use of the Case Study Methodology -- Use of Storytelling Methodology -- Conclusion -- Key Informant Interviews with Stakeholders of IRCU -- Notes -- References -- Appendix -- Chapter 7: Ethnopedagogy: Exploring Peaceful Traditions of Indonesia's Sundanese Indigenous Communities -- Introduction -- The Context of the Study -- Method -- Findings -- We Are Only Puppets, and It Is God Who Has the Power: Harmony with God-Nature -- Be a Good Person: Harmony with Self -- Other People Are Our True Selves: Harmony with Others -- Strategy for Inheritance of Local Wisdom Values -- Discussion -- Regional Differences of Peace Values -- The Implication of Pedagogy of Peace. , Curriculum and Instruction from Sundanese Total Peace -- Conclusion -- Acknowledgment -- Note -- References -- Appendix -- Part III: Countering Violence in Responsive Education -- Chapter 8: Memorials as Sites for Peace Education: The John Hope Franklin Reconciliation Park in the USA -- Introduction -- Grounding Concepts and Scholarship -- Case Study Context -- Case Study Site -- Learning to Listen: Multisensory Engagement at Hope Plaza -- Lessons of Connection and Commoning -- Call to Action: Moving Pedagogies -- Contemplation and Application -- Notes -- References -- Appendix -- Chapter 9: Families' Discourse in Polarized Societies When Talking about Violence with Their Children in Catalonia -- Building Bridges in Polarized Societies -- Families' Share in Confronting Social Violence -- Conversations at Home Related to Violence Associated with Gender, Cultural Origin, Disability, and Bullying -- Objectives and Method -- Sample -- Instrument -- Design -- Results -- Discussion -- Conclusion -- Acknowledgment -- Note -- References -- Appendix -- Chapter 10: Conflict Coaching in the United Kingdom: Youth Leading a Transformative Approach to Conflict -- Introduction -- What Is Conflict Coaching? -- The History of Conflict Coaching -- Conflict Coaching: Key Approaches -- Comprehensive Coaching Model -- The CINERGY Method -- CAOS -- Conflict Coaching: Violence and Harm -- CRESST Conflict Coaching Approach -- The Role of Coaches -- Non-Violent Communication (NVC) -- Aims and Principles of CRESST Conflict Coaching -- Skills -- CRESST CC Methodology and Training -- CRESST Training -- Human Needs -- After Training -- Successful Implementation of Conflict Coaching in Schools -- Conclusion -- Note -- References -- Appendix -- Chapter 11: Decolonizing English as an Additional Language Curriculum: Addressing Cultural Violence in a Colombian School -- Introduction. , EAL in the Colombian Context: Postcolonialism and Structural Violence -- Start of the Journey: The Local Community -- PAR and Critical Theories: Countering Structural and Cultural Violence -- Capturing Vivencias : Listening the Voice of the Community -- Diverse Voices from the Community: Colonial Legacy and Transformation -- Rethinking EAL Curriculum for the Construction of Peace: The Beginnings of a Decolonizing Curriculum -- Final Remarks -- Note -- References -- Appendix -- Chapter 12: A Holistic Approach to Peace Education: Experiences of Putumayo, Colombia -- Introduction -- Conflict and Lack of Educational Opportunities -- Education: Widening the Perspectives -- Peacebuilding Education: Re-imagining and Conceptualizing Peace Locally -- Unfolding Peace through the People's Voice -- Unfolding Peace through the Recognition of Human Dignity -- Unfolding Peace through Materiality -- Conclusion -- Notes -- References -- Appendix -- Chapter 13: Adaptive Instruction: Peace Education in Argentina during a Pandemic -- Introduction -- Theoretical Framework -- Conflict and Violence -- Peace Education -- Popular Education -- Methodology -- Neighborhood Context -- CoPaz in Action -- Instructional Formats -- Literature Workshop -- Activities of the Literature Workshop -- Music Workshop -- Ludopedagogy Workshop -- Adaptation of CoPaz Activities to Distance Learning Mode -- Methodology for Distant Instruction -- Teaching Resources -- Multidisciplinary Activity-Based Peace Education in Addressing Multipoverty -- Conclusion -- Notes -- References -- Appendix -- Part IV: Pedagogies of Transformative Hope -- Chapter 14: "Engaged Pedagogy" with Hope: Dance Instruction to Heal from Violence in South Africa -- Framing Dance Instruction as Storytelling -- Engaging the Politics of the Everyday -- Dance as an Act of Peacebuilding in (South) Africa. , Methodologies of Enquiry -- FLATFOOT DANCE COMPANY -- Turning to Paulo Freire and bell hooks -- FLATFOOT's Living Democracy -- Facing Xenophobia in Durban - Narrating the Context of Our Program -- Changing the Narrative and Telling Different Embodied Stories -- Moving in the Dance Studio -- Some Concluding Thoughts That Open up More Discussion -- Notes -- References -- Chapter 15: Fostering the Hope of Distressed African-Americans in the USA: Culture, Arts, and Youth Development Strategies -- Introduction -- Methods -- Data Sources -- Participants -- Education -- Youth Development -- Instructional Strategies -- Conclusion -- Note -- References -- Appendix -- Chapter 16: Conclusion -- Note -- References -- Index.

Additional Edition: Print version: Carter, Candice C. Educating for Peace Through Countering Violence Milton : Taylor & Francis Group,c2023 ISBN 9781032468259

Language: English

UID:

Format: 1 online resource (512 pages) : , illustrations

ISBN: 1-78374-758-7

Content: "In these powerful and stylishly written essays, Maria Manuel Lisboa dissects the work of Paula Rego, the Portuguese-born artist considered one of the greatest artists of modern times. Focusing primarily on Rego's work since the 1980s, Lisboa explores the complex relationships between violence and nurturing, power and impotence, politics and the family that run through Rego's art.Taking a historicist approach to the evolution of the artist's work, Lisboa embeds the works within Rego's personal history as well as Portugal's (and indeed other nations') stories, and reveals the interrelationship between political significance and the raw emotion that lies at the heart of Rego's uncompromising iconographic style. Fundamental to Lisboa's analysis is an understanding that apparent opposites - male and female, sacred and profane, aggression and submissiveness - often co-exist in Rego's work in a way that is both disturbing and destabilising.This collection of essays brings together both unpublished and previously published work to make a significant contribution to scholarship about Paula Rego. It will also be of interest to scholars and students of contemporary painting, Portuguese and British feminist art, and the political and ideological aspects of the visual arts."--Provided by vendor.

Note: Intro; Contents; Acknowledgments; A Note on Images; Prologue: A Patriot for Me; Pre-Figuring the Motherland; The Things that Define Us; From Practice to Theory; 1. Past History and Deaths Foretold: A Map of Memory; Ideal Homes; A Home is Not a Home Without a Pet; A Dog's Life; 2. (He)Art History or a Death in the Family: The Late 80s; Families and Other Animals; So Sorry For Your Loss; 3. The Sins of the Fathers: Mother and Land Revisited in the 1990s; Burning Books; A Picture Is Worth a Thousand Words; All at Sea; 4. An Interesting Condition: The Abortion Pastels; Christmas by Any Other Name , Infallible FallaciesLife, Death and Russian Roulette; Look at Me Enjoying Myself; The Image as Problem Child; Watching Him Watching Her: Everything Depends on the Eye of the Beholder; A Target of Indifference; Child Brides; The Mother's Dilemma; The Counter-Purification of Categories; The Wages of Sin; 5. Brave New Worlds: The Birthing of Nations in First Mass in Brazil; Unexpected Visitors; Little Strangers; Goodbye and Thanks for All the Fish; 6. I Am Coming to Your Kingdom, Prince Horrendous: Scary Stories for Baby, Perfect Stranger and Me; It's Fantastic; Prince? Frog? Or Worse? , Sweet Dreams, Scary Nightmares: Fairy Tales and Nursery RhymesWhy Are You Glaring at Me?; In Theory Anyone Can Be a Fairy; Freud & Daughters: A Family Concern; Revolution in the Nursery; Women Telling Tales; Stay by my Cradle till Morning is Nigh: The Nursery Rhymes; What's It All About?; Black Sheep, Strange Creatures and Dangerous Rogues; One Elizabeth, Two Marys and Assorted Royals; Beautiful Princesses, Evil Stepmothers and Wicked Witches: Who is Dead Now?; Women Against the Canon: Who is Cannon Fodder Now?; Bad Wolves, Beastly Beasts and Bluebeard: They Had it Coming, M'Lud , Size Does Matter: Angry Jane, Gothic BerthaDearest Satan: The Lady with a Cloven Hoof; Lady, May I Kiss Your Hand? Inês de Castro; 7. Paula and the Madonna: Who's That Girl?; (Un)Like a Virgin; Just a Girl; Where's God Gone?; Is He Dead or Just Resting?; His Mother's Little Boy; A Mother's Work Is Never Done; Making His Mother Cry; Where Is She Going Now?; 8. Epilogue Let Me Count the Ways I Love You; Appendix AA Dama Pé de Cabra (The Lady with a Cloven Hoof); First Canticle; Second Canticle; Third Canticle; Appendix B'Fascinação' ('Enchantment'); Works Cited; List of Illustrations

Additional Edition: ISBN 1-78374-756-0

Additional Edition: ISBN 1-78374-757-9

Language: English

UID:

Format: IX, 180 S.

Series Statement: Society for Research in Child Development: Monographs of the Society for Research in Child Development 257 = 64,2

In: no:726

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures , Psychology

Keywords: Familie ; Erzählen ; Sozialpsychologie ; Familie ; Narratives Interview ; Aufsatzsammlung

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=008605467&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

UID:

Format: 1 online resource (276 p.)

Edition: 1st ed.

ISBN: 1-281-03696-X , 9786611036966 , 0-08-054609-9

Content: This book provides an overview of computational analysis of genes and genomes, and of some most notable findings that come out of this work. Foundations of Comparative Genomics presents a historical perspective, beginning with early analysis of individual gene sequences, to present day comparison of gene repertoires encoded by completely sequenced genomes. The author discusses the underlying scientific principles of comparative genomics, argues that completion of many genome sequences started a new era in biology, and provides a personal view on several state-of-the-art issues, such as

Note: Description based upon print version of record. , The beginning of computational genomics -- Finding sequence similarities -- Homology: can we get it right? -- Getting ready for the era of comparative genomics: the importance of viruses -- The first fact of comparative genomics: protein sequences are remarkably resilient in evolution -- The second fact of comparative genomics: functional convergence at the molecular level -- Prediction of function and reconstruction of metabolism from genomic data: homology-based approaches -- Prediction of function and reconstruction of metabolism: post-homology approaches -- Structural genomics: what does it tell us about life? -- How many protein families are there? -- Phylogenetic inference and the era of complete genomes -- Two stories about evolution -- Minimal and ancestral genomes -- Comparative genomics and systems biology. , English

Additional Edition: ISBN 0-12-088794-0

Language: English