Educational: Arts, general

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Book SynopsisOffers a defense of the value of literature and suggests ways in which the problematic relationship between personal and academic reading may be overcome. This title offers a conception of the value of literary reading that demonstrates its importance for psychological and social wellbeing.Trade Review"This bold, innovative, clear, and well-argued book not only gives an answer to the question 'Why Literature?' at a time when many people doubt its value. It also makes detailed recommendations, in the light of the answer given, for how literature should be taught. We need literature, Cristina Vischer Bruns argues, because a literary work is an ideal example of what D. W. Winnicott, one of the founders of object relations psychoanalysis, calls a 'transitional object'—an object, that is, halfway between the self and the external world. Such an object aids in the (primarily unconscious) discovery and transformation of the self. Bruns's teaching agenda is based not only on this theory of literature's 'why,' but also on her long face to face experience in the classroom. Rather than stressing analytical reading, she argues, teachers should encourage self-reflection in students about what happens to them in 'immersive reading.' In such reading the reader gets lost in the imaginary world the words on the page create. That can lead to a transition in selfhood. Distanced reading, analytical reading, may inhibit that transformation, though it can also serve as a way station toward a more powerful immersive reading. This is one of the most informed and challenging books on why we should read and teach literature." -- J. Hillis Miller, UCI Distinguished Research Professor, Departments of Comparative Literature and English, University of California Irvine, USA"A very well-written, powerfully insightful, thorough and thoughtful contribution to the ongoing conversations about literary theory, critical theory, psychology of understanding, and pedagogy. I do not know of anything else written in the last ten years that I would regard as a more important contribution to ongoing professional conversations about the teaching of literature." -- Jeffrey D. Wilhelm, Professor of English Education and Director of Boise State Writing Project, Boise State University, USA"Cristina Bruns is clearly not one of those teachers who conveys to students, ‘If you don't know why you should read literature, then what are you doing in this course?' Thanks to this well informed and immensely readable study, the Why Literature? question has taken on a whole new life." -- Professor Gerald Graff, Professor of Literature and Education, University of Illinois at Chicago, USA, and author of Clueless in Academe: How Schooling Obscures the Life of the Mind (Yale University Press)Christina Vischer Bruns’ work is highly readable. She situates herself very clearly as a teacher and researcher and reveals her perspective as what it is, not assuming more claim to truth than an individual perspective allows. Following a very stringent argument, she guides the reader strongly and with a clear voice. Speaking in her own terms, her text facilitates immersive reading on all levels. -- Kira Sara, Georg-August-Universität Göttingen * Journal of Literary Theory *Table of ContentsPreface - Situating the Questioner; Introduction - The Question and Its Importance; Chapter 1: Why Read Literature?; Chapter 2: From Words on Paper to an Object in Transitional Space: Reading for the; Chapter 3: Recent Conceptions of Literary Education and Their Potential Impact on; Students' Formative Use of Literature; Chapter 4: Toward a Literary Education Conducive to the Formative Use of; Literature.

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Book SynopsisChildren love to draw, especially when they can follow simple steps. In DrawâThen Write, students follow picture and written directions to draw animals, people, and vehicles. The finished drawings provide motivation for creative writing.

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Table of ContentsInhalts -Verzeichniss.- I. Reichs-Gesundheitswesen.- Bestimmungen der Reichsverfassung.- A. Die auf dem Gebiete des Gesundheitswesens thätigen Behörden des Reichs.- 1. Reichskanzler und Reichsamt des Innern.- 2. Das Kaiserliche Gesundheitsamt.- B. Bestimmungen und Einrichtungen auf dem Gebiete des Gesundheitswesens.- 1. Die Stellung des Heilpersonals und die Heranbildung desselben.- a. Bestimmungen, betreffend die Thätigkeit der Aerzte, Zahnärzte und Apotheker.- Anhang. Bestimmungen, betreffend das Apotheken- und Hebammenwesen, sowie die Konzessionirung von Privatkrankenanstalten.- b. Der Bildungsgang des Arztes, Zahnarztes und Apothekers, insbesondere die medizinischen Bildungsanstalten im Deutschen Reiche.- c. DerBefähigungsnachweisdesArztes, ZahnarztesundApothekers.- 2. Medizinalstatistik.- a. Statistik des Heilpersonals (Kurze Uebersicht der Verbreitung des Heilpersonals).- b. Erkrankungsstatistik der Heilanstalten.- c. Pockentodesfalls- und Pockenerkrankungsstatistik.- d. Impfstatistik.- e. Sterblichkeitsstatistik der Städte mit 15000 u. mehr Einwohnern.- f. Erkrankungsstatistik für einzelne Verwaltungs- und Stadtbezirke.- 3. Bekämpfung der Infektionskrankheiten.- a. Massnahmen gegen die Pocken. Reichsimpfgesetz. Ausführungsbestimmungen. Thierlymphinstitute etc.- b. Massnahmen gegen die Cholera.- c. Massnahmen gegen das Gelbfieber.- d. Massnahmen, betreffend ärztliche Kontrole der Seeschiffe.- e. Massnahmen, betreffend Desinfektion der Schiffe und der Eisenbahnviehwagen.- f. Massnahmen, betreffend die Regelung der Leichenbeförderung.- Anhang. I. Massnahmen gegen Tollwuth und Trichinose.- II. Bestimmungen, betreffend die Prüfung ärztlicher Thermometer.- 4. Verkehr mit Arzneimitteln.- a. Ausschluss der Arzneimittel vom freien Verkehr.- b. Verkehr mit Arzneimitteln in den Apotheken.- 5. Verkehr mit Nahrungsmitteln, Genussmitteln und Gebrauchsgegenständen.- Im Allgemeinen.- Im Einzelnen.- a. Gesundheitsschädliche Farben etc.- b. Blei- und zinkhaltige Gegenstände.- c. Trinkwasser.- d. Wein.- e. Bier.- f. Branntwein.- g. Milch.- h. Butter.- i. Petroleum.- 6. Flussverunreinigung. Reinigung von Abwässern.- 7. Gewerbehygiene.- a. Schutz der jugendlichen Arbeiter und Arbeiterinnen.- b. Schutz der Arbeiter in Bleifarben- und Bleizuckerfabriken.- c. Schutz der Cigarrenarbeiter.- d. Massnahmen in Zündholzfabriken.- e. Schutz der Arbeiter in Spiegelbeleganstalten.- f. Krankenversicherung. Unfallverhütung. Internationale Arbeiterschutzgesetzgebung.- Nachtrag.- II. Das Gesundheitswesen der Bundesstaaten Preussen, Bayern und Württemberg.- 1. Das Gesundheitswesen in Preussen.- I. Organisation der Preussischen Medizinal — Verwaltung.- Ministerium der geistlichen, Unterrichts- und Medizinal-Angelgenheiten, Medizinal-Abtheilung.- Wissenchaftliche Deputation Für das Medizinalwesen.- Provinzial- und Kreis-Medizinal-Verwaltung.- II. Heilwesen.- 1. Die Aerzte.- 2. Die Preussischen Staatsärzte.- a. Staatsärztliche Prüfung.- b. Beamtete Aerzte.- 3. Hebammenwesen.- Lehranstalten.- Aufnahme-Bedingungen.- Prüfung.- Bezirks- Hebammen.- Nachprüfung.- Massregeln zur Verhütung des Kindbettfiebers..- 4. Aerztlicbes Hülfspersonal.- Heildiener.- Hühneraugen-Operateure.- Krankenpfleger.- Evangelische Diakonissen.- Krankenpflegende Genossenschaften der katholischen Kirche..- 5. Apothekenwesen.- Vorbildung der Apotheker.- Berechtigung zum Betrieb einer Apotheke.- Anlage neuer Apotheken.- Einrichtung.- Beaufsichtigung des Betriebes.- 6. Heilbäder, Badeanstalten, Mineralwasser-Anstalten.- 7. Krankenhäuser, öffentliche, private.- III. Verwaltung der öffentlichen Gesundheitspflege. Gesundheits-Polizei.- 1. Uebertragbare Krankheiten.- Cholera.- Typhus.- Pocken.- Diphtheritis und Meningitis cerebrospinalis.- Desinfektion.- Kindbettfieber.- 2. Nahrungs- und Genussmittel. Gebrauchsgegenstände.- Fleisch.- Schlachthäuser.- Milch.- Bier..- 3. Massregeln zur Verbesserung der allgemeinen Bedingungen für die Gesundheit der Bevölkerung. (Assanirungsmassregeln.).- Oeffentliche Reinlichkeit. Beseitigung der Abfälle etc.- Wohnungshygiene.- Trinkwasser.- 4. Haltekinder.- 5. Schul-Gesundheitspflege.- 6. Gewerbehygiene.- 7. Strafanstalten und Gefängnisse.- 8. Prostitution.- 9. Leichenwesen. Begräbnissplätze.- 10. Anhang. Gerichtliche Medizin.- 2. DasGesundheitswesen in Bayern.- Verwaltung des Heilund Gesundheitwesens.- A. Heilwesen.- Heilpersonal.- Heilanstalten.- B. Oeffentliche Gesundheitspfledge.- Uebertragbare Volkskrankheiten.- Vorkeheungen gegen Beschädigungen durch Nahrungs, Genussmittel und Gebrauchsgegenstände.- Anweisung zur polizeilchen Ueberwachung des Verkehrs mit Milch.- 3. Das Gesundheitswesen in Württemberg.- Das württembergische Medizinalwesen.- I. Organisation der Medizinalbehörden in Württemberg.- Ministerium des Innern.- Medizinal-Kollegium.- Die Kreisregierungen.- Die medizinische Fakultät in Tübingen.- Die Amtsärzte.- II. Verwaltung des Gesundheitswesens in Württemberg.- A. Heilwesen.- a. Heilpersonal.- b. Apothekenwesen.- c. Hebammen.- d. Heildiener.- e. Krankenpfleger.- B. Oeffentliche Gesundheitspflege.- Uebertragbare Volkskrankheiten.- Nahrungs- und Genussmittel.- Einrichtungen und Anstalten zur Verbesserung der Bedingungen für die öffentliche Gesundheit (Assanirung).- Kinderpflege und Ernährung.- Schul-Gesundheitspflege.- Anhang. Gerichtliche Medizin.

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Book SynopsisDieser Buchtitel ist Teil des Digitalisierungsprojekts Springer Book Archives mit Publikationen, die seit den Anfängen des Verlags von 1842 erschienen sind. Der Verlag stellt mit diesem Archiv Quellen für die historische wie auch die disziplingeschichtliche Forschung zur Verfügung, die jeweils im historischen Kontext betrachtet werden müssen. Dieser Titel erschien in der Zeit vor 1945 und wird daher in seiner zeittypischen politisch-ideologischen Ausrichtung vom Verlag nicht beworben.Table of ContentsRationalisierung der Schreibmaschinenkonstruktion.- Die Eignungsprüfung.

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Book SynopsisDie explosionsartige Entwicklung der digitalen Vernetzung hat auch die Kommunikationspolitik von Unternehmen verändert. Social-Media-Kommunikation beeinflusst das Eventmarketing und bietet ein großes Potenzial für die Verbindung von multisensualen Erlebnissen mit einer Erhöhung der Reichweite von Events. Nach dem Grad der Intensität der Verbindung von realen Events und Social Media sind verschiedene Eventtypen zu ermitteln. Im Beitrag werden sowohl virtuelle Events im engeren Sinne als auch sogenannte hybride Events, bei denen reale Events mit Social-Media-Elementen verbunden sind, betrachtet.Table of Contents​Social Media und die Veränderung der Kommunikation.- Social Media und Events – ein Systematisierungsansatz.- Perspektiven für die Entwicklung von Events im Zeitalter von Social Media.

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Book SynopsisDieser Buchtitel ist Teil des Digitalisierungsprojekts Springer Book Archives mit Publikationen, die seit den Anfängen des Verlags von 1842 erschienen sind. Der Verlag stellt mit diesem Archiv Quellen für die historische wie auch die disziplingeschichtliche Forschung zur Verfügung, die jeweils im historischen Kontext betrachtet werden müssen. Dieser Titel erschien in der Zeit vor 1945 und wird daher in seiner zeittypischen politisch-ideologischen Ausrichtung vom Verlag nicht beworben.Table of ContentsGeschichte.- System.- Die Völkerrechtliche Stellung der Schweiz.

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Table of Contents1 Segelfliegen — ein Sport für dich?.- 2 Das Segelflugzeug und deine ersten Flüge.- 3 Fliegen lernen.- 4 Ratschläge zum Landen.- 5 Steiler gleiten.- 6 Gebrauch der Bremsklappen.- 7 Landeeinteilung.- 8 Überziehen und Trudeln.- 9 Windeinfluß.- 10 Flugzeugschlepp.- 11 Umschulung auf Segelflugzeuge — Ratschläge für Motorpiloten.- A Der Yates-Effekt.- B Segelflugabzeichen und -rekorde.- Sachwortverzeichnis.

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Book SynopsisThe steel tongue drum (aka tong drum, tank drum, gluck-o-phone, hapi drum, mandala or lotus drum) and the handpan (aka hank drum, UFO drum, zen drum) are percussion musical instruments designed to help you focus on your feelings, sensations, and body.You don''t need classical music training or knowledge of music theory to play them. The main purpose is relaxation, meditation, and traveling through your inner world.No previous training or skills are necessary to enjoy these fascinating instruments. It is impossible to play them incorrectly. Anyone can play them: those who want to develop a good sense of rhythm and an ear for music, those who are seeking relaxation after a hard day at work, those who have always had an interest in learning how to play a musical instrument, and those who want to introduce something unusual into their lives and explore their inner selves.This book is aimed at those who want to add popular melodies to their experimentation.All songs in this book have been written without using the classic music score system because it is for absolute beginners who cannot read sheet music.We use circles with numbers because most modern tongue drums have numbers engraved or painted on their keys. We do not show the note duration -- we just group the circles closer to each other to show the rhythms. You can experiment with the duration on your own. Because most tongue drums include and are tuned to involve the notes of the main octave, all songs from this book are possible to play in one octave. This book includes very simple, popular children''s and folk songs, but even well-known children''s songs played on the drum will create an unusual magical sound.Attention: Songs have been transposed for a DIATONIC range. Some melodies might be changed and simplified. If you have flat keys on your instrument, please use the classic music score for the piano.Contents Introduction Rub-a-Dub-Dub The Wheels on the Bus Miss Mary Mack Happy Birthday Doggie Doggie Mary Had a Little Lamb Oh We Can Play on the Big Bass Drum Twinkle, Twinkle Little Star A Hunting We Will Go Kookaburra Ode to Joy Do You Know the Muffin Man? Old Bald Eagle La Cucaracha A Sailor Went to Sea Are You Sleeping? The Mulberry Bush Old McDonald Bim Bum Biddy London Bridge Jingle Bells Tinga Layo Itsy Bitsy Spider We Wish You a Merry Christmas Brahms Lullaby Ninety-Nine Bottles Jolly Old Saint Nicholas Oh Susannah Row Row Your Boat Acka Backa Hot Cross Buns Bell Horses

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Book SynopsisJoan Packer Isenberg is Professor Emerita of Education at George Mason University, where she also served as associate dean in the College of Education and Human Development from 2003-2011 and as the founding director of the Advanced Studies in Teaching and Learning (ASTL) program from 1999-2003. She is past president of the National Association of Early Childhood Teacher Educators and was the 2006 recipient of the Early Childhood Teacher Educator of the Year Award from NAECTE/Allyn & Bacon. Isenberg also served as the first visiting scholar for the National Board for Professional Teaching Standards (NBPTS) from 2002-2003. For most of her academic career she has studied and written about early childhood curriculum, play, and arts integration, particularly as they affect children's learning and development. She has taught children from preschool through grade four in both public and private settings. Among her numerous authored or co-authored publications are Table of Contents Part I: Exploring Creativity and the Arts Chapter 1: Creativity and the Arts Chapter 2: Facilitating Creativity and the Arts Chapter 3: Designing Environments for Creativity and the Arts Part II: Teaching the Creative Arts: What Does It Look Like? Chapter 4: Visual Arts and Children’s Development Chapter 5: Creative Materials and Activities for the Visual Arts Chapter 6: Creative Materials and Activities for Drama Chapter 7: Creative Materials and Activities for Music, Movement, and Dance Part III: Creative Materials and Activities in the Content Areas Chapter 8: Language, Literacy and the Creative Arts Chapter 9: Mathematics and the Creative Arts Chapter 10: Science and the Creative Arts Chapter 11: Social Studies and the Creative Arts Part IV: Planning and Assessing Creative Experiences Chapter 12: Assessing Creative Learning Chapter 13: Planning Effective Arts-Based Lessons Chapter 14: Integrating the Curriculum through Arts-Based Units

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Book SynopsisArt and Design for Secondary Students with SEN is a valuable compilation of practical ideas, visual aids and lesson plans designed to engage students in developing their creative art skills. Made up of twelve lessons that each examine a particular theme, the book spans a wide variety of topics and different media in art, progressing from basic drawing and painting techniques in pencil, pastel, watercolour and acrylic and moving onto higher level creative design techniques of painting on glass and silk.FEATURES INCLUDE: Step by step, tried and tested lesson plans devised by an experienced and qualified art teacher. Helpful learning outcomes, timings, materials and recommended resources for each lesson. Useful tips and visual teaching aids for introducing new techniques. Full colour illustrations throughout, including examples of students' art work. All illustrations available to download as e-resources.WitTable of Contents1. Drawing with lines and symbols for creative patterns 2. Colour theory and 3D shapes 3. Circles and ellipses 4. Stone and sea shell studies in pencil and paint 5. Tonal Value – Still Life Studies 6. Composition techniques 7. Pastel portraits 8. Painting on glass 9. Acrylic still life painting 10. Watercolour painting 11. Painting on silk using gutta and salt 12. Painting on silk using faux-batik

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Book SynopsisAn updated, expanded, edition of the popular textbook for student and practising teachers of religious education. It is a book for and about teaching and learning religious education in schools, which is a lively and open-ended subject, ideal for those wanting to explore how people understand the world, and how they live their lives. A wide range of religious and non-religious ways of life are explored. New to this edition are descriptions of more recent research on teaching and learning religious education from the UK, Europe, America, Asia, Africa and Australia. Also included are personal accounts written by pupils, teachers and researchers, giving voice to those learning and researching religious education in practice. As well as revising and extending every chapter of the first edition, there are brand-new chapters on: - the real lives of teachers and pupils in religious education - religious education around the world - spirituality - thinking about philosophy, truth, and religTrade ReviewThis book represents a useful tool for all those who have responsibility teaching RE to pupils in the primary school. * Education 3-13 *A distillation of the collective wisdom and experience of the RE practitioners ... A lively narrative combined with practical suggestions for innovative teaching and learning activities ... Every busy RE teacher should make the time to read this book. * The Journal of the National Association of Teachers of Religious Education (of the first edition) *The author’s vision of RE does not shy from the problems of real life, and he produces a wealth of theoretical reflections and practical measures for researchers, teachers and pupils that should help all readers to take the subject forward, asking demanding questions of their own lives, and of the lives of others. * Journal of Beliefs and Values (of the first edition) *Rooted in the UK context, Teaching Religious Education provides opportunities for religious educators to reflect on their own practice in the light of teaching in other geographical regions. It also provides opportunities for religious education teachers in other regions to consider their own research and practice in light of insights on religious education in broader context. * Michael T. Buchanan, Associate Professor, Australian Catholic University, Australia *When Stern speaks of empowering educators as researchers, he isn’t merely telling what ‘should’ be done but actively models how to go about this through case studies, examples, and resources. The reader leaves with more than just passion having a vision of what research-infused RE might look like in their classroom. * Richard E. Cleveland, Assistant Professor, Georgia Southern University, USA *Table of ContentsAcknowledgements Preface to the Second Edition 1. Introduction: Inclusive RE:search 2. Dialogue Within and Between 3. The Real Lives of Teachers and Pupils in Religious Education 4. RE around the World 5. Understanding Pedagogy in Religious Education 6. Inclusion, Diversity and Religious Education 7. Working with Sacred Texts 8. Spirituality 9. Ethnographic Research in Communities 10. Thinking about Philosophy, Truth, and Religious Education 11. Ethics, Rights, Morality and Virtues 12. Creativity and RE 13. The Future of RE:search Bibliography Index

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Book SynopsisThrough embodied and material practice research, underpinned with theories of new materialism, Tara Page shows how our ways of knowing, making and learning place are entangled with embodied and material pedagogies.

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Book SynopsisEssentials For Successful English Language Teaching is about how we teach English Language Learners (ELLs) and how our ELLs learn. Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning: Encourage learner autonomy Emphasize the social nature of learning: Develop curricular integration, focus on meaning. Utilize alternative assessment, and Promote English language teachers as co-learners along with their students. These essentials are best implemented as a whole, rather than one at a time and so they are interwoven with each other to encourage a holistic teaching approach. Highly accessible, each chapter comes with case studies and a range of activities to encourage the reader to put each of the essentials into practice. With these the authors aim to bring an inner smile to all English language teachers thatreassures themthey made the right choice when they chose to become teachers of the English language. This reflective and engaging book will be invaluable to postgraduate students of TESOL and applied linguistics, and in-service language teachers.Trade Review"Written in a clear and easy-to-understand language, the book provides a great source of inspirations for language practitioners who wish to develop their professionalism and become more learner- and learning-centred in their teaching. A must read for every 21st-century language teacher!!" - Willy A. Renandya, Language Teacher Educator National Institute of Education, Singapore‘With the above strengths, the accessibility of this book, and its positive lens, Farrell and Jacobs have successfully provided a resource of value not only to English language teachers, but also to the broader audience of all second language teachers.' -- The Canadian Modern Language ReviewThe present book proves to be yet another noteworthy and valuable tool for both language teachers and language teacher trainers. In particular, the book’s manual-like style and user-friendly presentation make this text a helpful resource for language teachers from different educational and cultural backgrounds, ranging from mother-tongue teachers and experts in applied linguistics, to non-native teachers, to TESOL students and trainers, and graduate students in applied linguistics. * U.S. Linguistics Journal *Table of Contents1. Introduction; 2. Encourage Learner Autonomy; 3. Emphasize The Social Nature of Learning; 4. Develop Curricular Integration; 5. Focus on Meaning; 6. Celebrate Diversity; 7. Expand Thinking skills; 8. Utilize Alternative Assessment Methods; 9. Promote English Language Teachers as Co-Learners; 10. Conclusion: English Language Education; Bibliography; Index.

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