Educational: Humanities and social sciences, general

Book SynopsisThe fall of 2016 saw the release of the widely popular First World War video game Battlefield 1. Upon the game's initial announcement and following its subsequent release, Battlefield 1 became the target of an online racist backlash that targeted the game's inclusion of soldiers of color. Across social media and online communities, players loudly proclaimed the historical inaccuracy of black soldiers in the game and called for changes to be made that correct what they considered to be a mistake that was influenced by a supposed political agenda. Through the introduction of the theoretical framework of the ‘White Mythic Space’, this book seeks to investigate the reasons behind the racist rejection of soldiers of color by Battlefield 1 players in order to answer the question: Why do individuals reject the presence of people of African descent in popular representations of history?

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Book SynopsisThis volume focuses on the depiction of women in video games set in historical periods or archaeological contexts, explores the tension between historical and archaeological accuracy and authenticity, examines portrayals of women in historical periods or archaeological contexts, portrayals of female historians and archaeologists, and portrayals of women in fantastical historical and archaeological contexts.　 It includes both triple A and independent video games, incorporating genres such as turn-based strategy, action-adventure, survival horror, and a variety of different types of role-playing games. Its chronological and geographical scope ranges from late third century BCE China, to mid first century BCE Egypt, to Pictish and Viking Europe, to Medieval Germany, to twentieth century Taiwan, and into the contemporary world, but it also ventures beyond our universe and into the fantasy realm of Hyrule and the science fiction solar system of the Nebula.　

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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 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 SynopsisSeeking to challenge the focus on 'big data' by understanding it outside of the computational power required to process it, this volume explores the role of digital methods in the future of digital humanities research.

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Book SynopsisGame playing is a highly effective way of engaging children and has long been acknowledged as an important means of psychological therapy. This book offers an abundance of fun games that help children to confront personal problems and issues in a light-hearted yet meaningful way.These are games with a difference, as they must be constructed before they can be played. The creation aspect involves collaboration and cooperation within a team, and instils an empowering sense of ownership in the creators. By the time the game is ready to be played, children are confident, thoroughly engaged and ready to explore issues in a supportive environment. Each game has been tried and tested by the author, and is proven to really work.This book is an essential tool for therapists, counsellors, social workers, youth workers and teachers supporting children and young people.Trade ReviewThis book is a "recipe-book" of lovely ideas for playful and creative art games to play with children. Although designed for group work and directive in nature, there are great ideas here. The games are unique in that children are involved in making them as well as playing them... This would be a useful book for those running nurture groups or other small groups of children with mild to moderate behavioral, emotional or social needs. Teachers keen to support emotional and social learning would also find this practical book useful. -- Play for LifeAs a play therapist I was excited to receive this book to review so as to explore new ideas and possibilities for working with children, in this case using art as well as play. What sets it apart from other such books is Barber's focus on the importance of involving the young persons in the process of creating the games, rather than just playing them. Indeed this is the book's greatest strength... The games are simple, clear and transferable to a wide variety of settings working to offer emotional support to children and young people. It is a valuable resource that could be dipped into either to take a game as it is, or to use it as a starting point from which to create and explore one's own ideas. Therapists, counsellors, social workers, youth workers or teachers may find it a useful addition to their 'toolbox'. -- British Gestalt JournalThis useful book provides guidelines for creating and playing art games with children and young children, to help them discuss and deal with emotional issues. An unusual feature of the book is an emphasis on the making of the games, involving the participants, valuing this as just as important as the subsequent playing of the games. The book will be useful to anyone working with children and young people and hoping to empower them in a fun and creative way. -- Dr. Marian Liebmann, Art Therapist, Bristol Inner City Mental Health Team and University of BristolTable of ContentsIntroduction. How to Get the Most Out of This Book. Step-by-Step User Guide. List of Materials. Case Studies. Part I Warm-Up Games. Pass the Ball. Guess the Colour. Make the Sound of... Guess Who? Feel What It Is... Whose Nose Is It? Getting to Know Each Other. Colour Appreciation. Quick Colour Responses. Feeling Is the Object. Part II Creating Games for Improving Self-Esteem and Confidence. Pushing the Boundaries. Charades with a Difference. Run Rabbit. Whatever (sticks and stones). What Am I Really Like? Guess What It Is. Contour Drawings. Drawing Together. Drawing with Dfferent Body Parts. Let Rorschach Help Your Story. Future City. Happy Families. Why Am I Feeling This Way? Large Group Scribble. Against Time. Alphabet with Feeling. Cube Fun. Area Awareness Spinning Top. Pass the Compliment. What Am I Like? Drawing Blindfold. I'm the Greatest. Part III Creating Games for Raising Self-Awareness. Opposites Attract. Going with Change. My Patch. Treasure Hunt. Changing Faces. Shape Town/Village. Where Do I Belong. Please Don't Distract Me. Building up Clusters. The Nudge Game. Changing Circles. Scribble Exchange. How Do I Feel? Paper Roll Game. Jigsaw - Self Portrait. Playing Detective. My Patch Spinning Top. Listening and Responding. Please Pass the.... Who Am I? Useful Templates and Resources.

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Book SynopsisQuer durch die Geschichte der Perspektive.- Die Perspektive in der Geschichte der Kunst.- Die Perspektive in der Geschichte der Mathematik.- Die Perspektive in der Gegenwart.- Perspektivkonstruktion als Gestaltungsmittel der Malerei.- Allgemeines.- Die frontale Raumdarstellung.- Das Wandbild Abendmahl.- Studie zur Anbetung der Könige.- Das Tafelbild Kardinal Albrecht von Brandenburg als Hieronymus von Lucas Cranach d. Ä..- Das Wandbild Die Schule von Athen von Raffael.- S. Marco von den Arkaden der Neuen Procuration aus von Canaletto.- Entwurf zu einem Deckenfresko.- Das Tafelbild Perspektivisches Stilleben.- Der Holzstich Andere Weh.- Problematik und Wert der Perspektivkonstruktion.- Das Gesichtskreis-Verfahren zur Konstruktion von Perspektiven.- Grundbegriffe der Perspektive.- Das Perspektivmodell.- Die Entstehung des Gesichtskreises.- Der Fluchtpunkt.- Fluchtlinien.- Konstruktion des Quadrates in der Perspektive.- Der Würfel.- Der Meßpunkt (in der Einfluchtpunkt-Perspektive).- Perspektive schiefer Ebenen und schräger Geraden.- Treppen.- Transformation des Horizontes.- Einfluchtpunkt-Perspektive bei waagrechter Bildebene.- Zweifluchtpunkt-Perspektive.- Würfel und Quader in der beliebigen Lage oder Dreifluchtpunkt-Perspektive.- Spiegelung.- Grundriß-Aufriß-Verfahren.- Perspektivkonstruktion eines Quaders aus seinem Grund- und Aufriß ohne Fluchtpunkte.- Perspektivkonstruktion eines Quaders aus seinem Grund- und Aufriß mit Fluchtpunkten.- Nachwort.- Register.Table of ContentsQuer durch die Geschichte der Perspektive.- Die Perspektive in der Geschichte der Kunst.- Die Perspektive in der Geschichte der Mathematik.- Die Perspektive in der Gegenwart.- Perspektivkonstruktion als Gestaltungsmittel der Malerei.- Allgemeines.- Die frontale Raumdarstellung.- Das Wandbild „Abendmahl“.- Studie zur „Anbetung der Könige“.- Das Tafelbild „Kardinal Albrecht von Brandenburg als Hieronymus“ von Lucas Cranach d. Ä..- Das Wandbild „Die Schule von Athen“ von Raffael.- „S. Marco von den Arkaden der Neuen Procuration aus“ von Canaletto.- Entwurf zu einem Deckenfresko.- Das Tafelbild „Perspektivisches Stilleben“.- Der Holzstich „Andere Weh“.- Problematik und Wert der Perspektivkonstruktion.- Das Gesichtskreis-Verfahren zur Konstruktion von Perspektiven.- Grundbegriffe der Perspektive.- Sehstrahlen.- Projektstrahlen.- Der Begriff der Projektion und des Projizierens.- Die Bild- oder Projektionsebene.- Das Projektionszentrum.- Die Projektion eines Punktes.- Die Projektion einer Figur.- Die Zentralprojektion bei senkrechter Bildebene und unter Einbezug des Beschauers.- Das Perspektivmodell.- Die Entstehung des Gesichtskreises.- Der Gesichtskreis als Bild des Raumes.- Der Gesichtskreis als Bildraum, Raumbild und Gesichtsfeld.- Bestimmungen des Gesichtskreises.- Der Gebrauch des Perspektivmodells beim Zeichnen.- Die Gewinnung des Gesichtskreises zur Konstruktion von Perspektiven.- Der Fluchtpunkt.- Der Fluchtpunkt in der Anschauung.- Der Fluchtpunkt der Konstruierenden Perspektive.- Der unendlich ferne Punkt einer Geraden.- Fluchtpunkt-Konstruktion einer Geraden.- Fluchtlinien.- Die Fluchtlinie einer Ebene in der Anschauung.- Die Bedeutung des Horizontes als geometrischen Ort der Fluchtpunkte.- Die Entstehung der Sagittalen als Fluchtlinie.- Die Sagittale als geometrischer Ort der Fluchtpunkte einer Geraden.- Die Fluchthnie des Horizontes als Schnittgerade von waagrechten Ebenen.- Die Fluchtlinie der Sagittalen.- Die mathematische Gestaltauffassung des Fluchtlinien-Begriffs.- Die unendhch ferne Gerade einer Ebene.- Die Fluchtlinie in ihrer Zuordnung zu 2 oder mehreren Ebenen.- Die Fluchtlinie als Bild der unendlich fernen Geraden einer Ebene.- Die Fluchtebene.- Konstruktion der Fluchtlinien des Horizontes und der Sagittalen.- Konstruktion des Quadrates in der Perspektive.- Festlegung der Lagen der Quadrate.- Die Perspektive des senkrechten, normal zur Bildebene stehenden Quadrates.- Die Perspektivkonstruktion mit Hilfe des Gesichtskreises.- Das perspektivische Quadrat als Trapez.- Anwendung der Quadratkonstruktion.- Geometrische Strukturen, Muster oder Ornamente aus dem Quadrat.- Perspektiven aus der Umlegung eines Quadrats.- Übertragung von eckigen Figuren in die Perspektive.- Übertragung einer Parabel in die Perspektive.- Übertragung eines Kreises in die Perspektive.- Ein anderes Verfahren zur direkten Konstruktion der Ellipse.- Übertragung von beliebigen Punkten der Peripherie des Inkreises.- Konstruktion von Tangenten an den perspektivischen Kreis.- Der Würfel.- Der Würfel in der Einfluchtpunkt-oder Frontalperspektive.- Die Fluchtpunkte der Flächendiagonalen des frontalen Würfels.- Die Fluchtlinien der Seiten des Würfels in der frontalen Lage.- Konstruktion des Würfels in der Einflucht- punkt-Perspektive.- Die Fluchtlinien der Diagonalflächen und die Fluchtpunkte der Raumdiagonalen des Würfels in der frontalen Lage.- Entwicklung eines Paraboloids aus dem Würfel.- Entwicklung von Gebilden aus dem Würfel.- Der Meßpunkt (in der Einfluchtpunkt-Perspektive).- Konstruktion des Meßpunktes zu einem bestimmten Fluchtpunkt.- Konstruktion von Netzen aus Quadraten.- Konstruktion von senkrechten Strecken nach der Tiefe hin.- Konstruktion von Innenräumen nach einem bestimmten Längen-, Höhen- und Tiefenmaßstab.- Horizonthöhe und Raumwirkung.- Perspektive schiefer Ebenen und schräger Geraden.- Entzerrung des Neigungswinkels.- Perspektive der schrägen Geraden.- Perspektive des Neigungswinkels der abfallenden Diagonalfläche eines frontal gestellten Würfels.- Perspektive der schiefen Ebene einer Rampe.- Rampen in der Frontalperspektive.- Schiefe Ebenen in der zeichnerischen Praxis.- Stadtstraßen.- Eine Unterführung.- Ein einfacher Sessel.- 3 Häuser an einer Dorf Straße.- Eine abfallende Brücke.- Meßpunkte zu Fluchtpunkten ansteigender und abfallender Geraden.- Konstruktion von Quadraten als schiefe Ebenen.- Konstruktion eines Kreiszylinders aus einem Quader in frontaler Lage.- Konstruktion eines Wasserrades aus einem Kreiszylinder.- Das Rotationshyperboloid.- Treppen.- Die Wendeltreppe.- Transformation des Horizontes.- Lösen von Aufgaben durch Transformierung des Horizontes.- Die schräg frontale Lage eines Quaders.- Einfluchtpunkt-Perspektive bei waagrechter Bildebene.- Transformation des Horizontes bei waagrechter Bildebene.- Photographie von New York City.- Perspektive eines zylindrischen Direktionsraumes.- Zweifluchtpunkt-Perspektive.- Würfel und Quader in der Übereckstellung.- Zentralprojektion eines Hauses in der Übereckstellung.- Die Fluchtpunkte FP 1 und FP 2 einesQuadersin der Übereckstellung.- Konstruktion von FP 1 undFP 2 einer Zweifluchtpunkt-Perspektive anhand des Gesichtskreises.- FP 1 und FP 2 einer Zweifluchtpunkt-Perspektive als Normalen-Fluchtpunkte.- Der Meßpunkt in der Zweifluchtpunkt-Perspektive.- Konstruktion von Quadraten in der Übereckstellung.- Konstruktion eines Quaders in der Übereckstellung.- Innenraum in der Frontalperspektive mit 2 Quadern in der Übereckstellung.- Innenräume in der Übereckstellung.- Konstruktion von Baukörpern in der Übereckstellung.- Der 60-Grad-Gesichtskreis als verzerrungsarme Zone innerhalb des 90-Grad-Gesichtskreises.- Die Fluchtlinien der Seiten des Würfels oder Quaders in der Übereckstellung.- Zweifluchtpunkt-Perspektive eines aus der frontalen Lage nach vorne oder hinten gekippten Würfels oder Quaders.- Baukörper im Gelände.- Perspektive der 4 schiefen Diagonalflächen des Würfels in der Übereckstellung-Konstruktion der Schnittgeraden von schiefen Ebenen.- Konstruktionen mit Hilfshorizonten.- Würfel und Quader in der beliebigen Lage oder Dreifluchtpunkt-Perspektive.- Konstruktion des Würfels in der Dreifluchtpunkt-Perspektive.- Konstruktion des Würfels anhand eines gleichseitigen Dreiecks.- Konstruktion des Gesichtskreises aus einem spitzwinkhgen Dreieck mit den 3 Höhen als Grundriß einer Pyramide.- Konstruktion eines spitzwinkhgen Dreiecks mit den 3 Höhen aus dem Gesichtskreis.- Konstruktion eines Würfels in der Dreifluchtpunkt.- Perspektive von einer bestimmten Kantenlänge aus.- Konstruktion eines Würfels in der Dreifluchtpunkt.- Perspektive mit Hilfe von Meßpunkten.- Darstellung eines abgedrehten Würfels auf schiefer Rampenfläche.- Konstruktion eines Würfels auf der schiefen Ebene einer Rampe in der Übereckstellung.- Konstruktion einer Dreifluchtpunkt.- Perspektive von einem bestimmten Standpunkt aus.- Rekonstruktion von Dreifluchtpunkt-Perspektiven von Städten mit Wolkenkratzern.- Spiegelung.- Die Wasserspiegelung.- KünstUche Spiegel.- Spiegelung der menschUchen Figur in Form einer Puppe.- Grundriß-Aufriß-Verfahren.- Perspektivkonstruktion eines Quaders aus seinem Grund- und Aufriß ohne Fluchtpunkte.- Das Wesen der Risse.- Grund- und Aufriß eines Punktes.- Grund- und Aufriß eines Quaders.- Die Seitenrisse eines Quaders.- Grund-, Auf- und Seitenriß eines Hauses.- Der Perspektivriß eines Punktes aus seinem Grund- und Aufriß.- Der Perspektivriß einer senkrechten Strecke aus ihrem Grund- und Aufriß.- Der Perspektivriß eines Quaders in der Übereckstellung aus seinem Grund- und Aufriß.- Das Perspektivbild des Würfels in beliebiger und spezieller Lage.- Perspektivkonstruktion eines Quaders aus seinem Grund- und Aufriß mit Fluchtpunkten.- Konstruktion des Perspektivbildes eines Quaders in der frontalen Lage aus seinem Grund- und Aufriß.- Die unterschiedliche Stellung der Bildebene zum Gegenstand.- Meßpunkt-Konstruktion.- Der Gesichtskreis im Grundriß-Aufriß-Verfahren.- Das Problem der Distanz.- Die Konstruktion der Distanz.- Anwendungen.- Der Zylinder aus einem Würfel oder Quader in frontaler Lage.- Das Zustandekommen der Umriß-Mantellinien des Zylinders.- Konstruktion des Kegels aus einem Würfel oder Quader.- Die Entstehung der Umriß-Matellinien beim geraden Kreiskegel.- Die Umriß-Matellinien eines Kegels in der Aufsicht.- Nachwort.- Register.

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Book SynopsisHistorians have long been interested in knowledge - its nature and origin, and the circumstances under which it was createdbut it has only been in recent years that the history of knowledge has emerged as an academic field in its own right. In Circulation of Knowledge, a group of Nordic scholars explore a range of theoretical and methodological approaches to this new and exciting area of historical research. The question of knowledge in motion is central to their investigations, and especially how knowledge is transformed when it circulates between different societal arenas, literary genres, or forms of media. Reflecting on twelve empirical studies, from sixteenth-century cartography to sexology in the 1970s, the authors make a significant contribution to the growing international research on the history of knowledge.

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Book SynopsisQuick Hits for Teaching with Digital Humanities is an edited collection of 24 articles that aims to introduce faculty, administrators, and staff to ways in which digital techniques from the arts, humanities, and social sciences can be incorporated in the classroom.Trade Review"At this moment when all of us, suddenly, have become teachers in the digital space, this volume provides the kinds of hands on, practical advice educators need to navigate the complexities of teaching in the digital humanities. Ten years ago, half of the topics covered in these essays wouldn't even be topics of discussion, but today are part of our regular teaching practices. None of us will ever master all aspects of DH teaching, but taken together, the essays in this volume come close."—Mills Kelly, Executive Director of Roy Rosenzweig Center for History and New Media and Professor of History, George Mason University"I'm not sure I can". "I'm not sure my students can."I don't think I'd know where to begin"I don't really see the point, to be honest". Decades after the emergence of digital humanities, the field can still seem daunting to outsiders and integration to teaching projects remains uneven. That's where this book comes in, presenting a variety of ambitious yet accessible, real-life projects to inspire and embolden. A stepping stone to a new dimension."—Géraldine Castel, Lecturer in English LEA (Applied Foreign Languages), Grenoble Alpes University"Featuring a wide variety of examples from educators from across higher-ed, this Quick Hits volume is as useful to educators looking to develop digital humanities classes as it is to more advanced practitioners interested in integrating the latest tools and approaches. By highlighting field-tested methods in digital humanities teaching, the essays collected here will greatly enrich scholars' ability to enhance their curricular interventions, both conceptually and methodologically."—Marisa Parham, University of Maryland, Director of irLhumanitiesTable of ContentsEdward L. Ayers / ForewordMichael Morrone / FACET Director's WelcomeChristopher J. Young, Michael Morrone, Emma Annette Wilson, and Thomas C. Wilson / IntroductionI. Overview of Ways to Teach with Digital Humanities1. Elizabeth Matelski / Social Network Analysis: Visualizing the Salem Witch Trials2. Camden Burd / Close Reading and Coding with the Seward Family Digital Archive: Digital-Documentary Editing in the Undergraduate History Classroom 3. Robert Voss / Teaching with Digital Humanities: Engaging your Audience4. Mary Alexander, Connie Janiga-Perkins, and Emma Annette Wilson / Teaching Text Encoding In The Madre María de San José (México 1656-1719) Digital Project5. Adam Clulow, Bernard Z. Keo, and Samuel Horewood / Teaching with Trials: Using Digital Humanities to Flip the Humanities Classroom6. Brian Kokensparger / Corpus Visualization: High-Level Student Engagement on a Zero Budget7. Lisa McFall / Metadata in the Classroom: Fostering an Understanding of the Value of Metadata in Digital Humanities8. Mary Angelec Cooksey / Teaching the Philosophy of Computing Using the Raspberry Pi9. Robert Voss / Teaching Digital Humanities with Timeline.js 10. Katherine Wills and Robin D. Fritz / Authentic Instruction through Blogging: Increasing Student Engagement with Digital HumanitiesII. Supporting Teaching and Learning11. Armanda Lewis / Capacity Building for DH Pedagogy Supports: An Ecological Approach 12. James Roussain and Silvia Vong / From Researcher to Curator: Reimagining Undergraduate Primary Source Research with Omeka13. Hélène Huet and Laurie N. Taylor / Teaching Together for the Digital Humanities Graduate Certificate14. Serenity Sutherland / Graduate Training in the Digital Archive15. David Ainsworth / Digital Humanities and Undergraduate Research for Undergraduates16. Kirsta Stapelfeldt, Christine Berkowitz, Chad Crichton, Anne Milne, Alejandro Paz, Natalie Rothman and Anya Tafliovich / Pay it Forward: Collaboration and DH Capacity Building at the University of Toronto Scarborough17. Scot A. French / VisualEyesThis: Using Interactive Visualization Tools to Engage Students in Historical Research and Digital Humanities R&D 3. Mapping and Augmented Realities18. Clifford B. Anderson and Joy H. Calico / The Digital Flâneur: Mapping Twentieth-Century Berlin19. Stephen Buttes / Digital Maps as Content and Pedagogy: Alternative Cartographic Practices in the Humanities Classroom20. Jacqueline H. Fewkes / Fieldtrips and Classrooms in Second Life: A Few Realities of Teaching in a Virtual Environment21. Sofiya Asher and Theresa Quill / Narrative Maps for World Language Learning22. Julia M.Gossard / Digitally Mapping Space and Time in History General Education Surveys: Google Maps & TimelineJS23. Molly Taylor-Poleskey / Charting Urban Change with Digital Mapping Tools24. Justin B. Makemson / Shifting Frames of Interpretation: Place-Based Technologies and Virtual Augmentation in Art Education25. Lisa Siefker Bailey / Using Podcasts to Teach Short StoriesIV. Public Scholarship and Community Engagement 26. J. Michael Francis, Hannah Tweet, and Rachel L. Sanderson / Building La Florida: Rethinking Colonial Florida History in the Digital Age27. Zach Coble and Rebecca Amato / (Dis)Placed Urban Histories: Combining Digital Humanities Pedagogy and Community Engagement28. Rhonda J. Marker / Digital Exhibitions: Engaging in Public Scholarship with Primary Source Materials29. Samantha J. Boardman / Oral History In The Digital Age: The Krueger-Scott Collection30 Carmen Walker / The Infusion of Digital Humanities in an Introductory Political Science Course at an HBCU: Lessons Learned31. Juilee Decker / No More 'Dusty Archive' Kitten Deaths: Discoverability, Incidental Learning, and Digital Humanities32. Mary R. Anderson and William M. Myers / Global Engagement and Digital Technology33. Patricia Turner / Using Digital Humanities to Re-Imagine College Writing and Promote Integrated and Applied Learning34. Shawn Martin and Carey Beam /Early Indiana Presidents: Incorporating Digital Humanities, Public History, and Community Engagement35. Evan Roberts/ Measuring the ANZACs: Exploring the Lives of World War I Soldiers in a Citizen Science Project36. Lauren S. Cardon/ Global Foodways: Digital Humanities and Experiential LearningList of ContributorsIndex

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Book SynopsisJohn Irish and Barbara Ozuna, both experienced history teachers, have teamed up to develop this workbook to focus on the historical thinking skills that high school students in the AP* World History course must master in order to perform well on the exam.

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Book SynopsisThis third edition is an ideal teacher development text for pre-service and in-service EFL/ESL teachers, as well as a guide for those who find themselves teaching English overseas but who do not have a master's in TESOL. This edition has the same three major sections as the previous edition: Self-Development, Exploration, and Settings; Principles of EFL/ESL Teaching; and Teaching Language Skills.

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Book SynopsisFrom the silent era to the present, film productions have shaped the way the public views campus life. Collaborations between universities and Hollywood entities have disseminated influential ideas of race, gender, class, and sexual difference. Even more directly, Hollywood has drawn writers, actors, and other talent from ranks of professors and students while also promoting the industry in classrooms, curricula, and film studies programs. In addition to founding film schools, university administrators have offered campuses as filming locations. In UniversityBabylon, CurtisMarez argues that cinema has been central to the uneven incorporation and exclusion of different kinds of students, professors, and knowledge. Working together, Marez argues, film and educational institutions have produced a powerful ideology that links respectability to academic merit in order to marginalize and manage people of color. Combining concepts and methods from critical university studies, ethnic studiTrade Review"Marez convincingly delineates how a particular idea of the university has served—and continues to serve—to define belonging and merit on college campuses in terms of white supremacy and patriarchal heteronormativity." * American Literary History *

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Book SynopsisDuring the global BlackLivesMatter protests of 2020, many called upon the United States to finally face its painful past. Tim Gruenewald's new book is an in-depth investigation of how that past is currently remembered at the national museums in Washington, DC.Trade ReviewCurating America’s Painful Past explores the vital contest between the dream of casting America’s past as a virtuous story and the need to come to terms with the pain and suffering it has caused. Tim Gruenewald’s insightful probe of the tension between these competing frames on national memory in new museums on the National Mall dedicated to the experiences of groups like African Americans and Native Americans makes it clear that this raging debate is far from over." - John Bodnar, distinguished professor of history emeritus, Indiana University, and author of The “Good War” in American Memory"Curating America’s Painful Past makes powerfully clear that the National Mall in Washington, DC, is an ongoing script through which US national identity is curated and contested. In an incisive critical analysis of the museums on the mall that are wrestling with painful national pasts, this book reveals the limitations of the national story told on the Washington Mall and challenges us to imagine other possibilities." - Marita Sturken, professor of media, culture, and communication, New York University"At a moment of national reckoning with traumatic histories of racial oppression, Tim Gruenewald offers deep insight into several sites casting these painful pasts, contributing to a broader collective forgetting that has long stymied the fight for racial justice. Undertaking a series of close readings of narratives and museum displays along the National Mall, as well as their affect, Gruenewald provides a powerful book that will challenge readers to reconsider the nexus of tourism, storytelling, and public culture. This is a critical work for a critical juncture in American society." - Nicole Maurantonio, associate professor of rhetoric and communication studies, University of Richmond, and author of Confederate Exceptionalism: Civil War Myth and Memory in the Twenty-First Century

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Book SynopsisExplores why and how personal narratives should be used as evidence, and the methods and pitfalls of their use.Trade ReviewThis decade has witnessed the publication of several anthologies that focus on how to design and conduct oral history projects; introduce and illustrate new applications of oral history to geographical, historical, and social research; and discuss the application of new technologies to oral history methodology.... In this new, important corollary to these works, the authors emphasize the research opportunities available through analysis of personal narratives: 'Read carefully, these sources provide unique insights into the connections between individual life trajectories and collective forces and institutions beyond the individual.' Telling Stories belongs in every oral history collection. Summing Up: Essential. * Choice *

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Book SynopsisIn an era of attacks on the humanities by the right (Goethe is not taught anymore!) and the left (Why teach dead white males?), a distinguished teacher and scholar presents a series of closely interconnected exercises in understanding the present state and future possibilities of the humanities.Table of ContentsPreface; Introduction: the fortunes of the humanities in an age of reallocated resources; 1. How to get tenure; 2. Teaching and researching in the humanities from a transdisciplinary perspective; 3. Some models of interdisciplinary teaching; 4. Habent sua fata libelli: books, jobs, and the MLA; 5. A humanist looks at language teaching and study; 6. A near future past the millennium: german studies after 2001; 7. German? American? literature? some thoughts on the problem of question marks and hyphens; 8. Medicine and education in the year 2001: can we live forever?; Notes.

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Book SynopsisIn an era of attacks on the humanities by the right ("Goethe is not taught anymore!") and the left ("Why teach dead white males?"), a distinguished teacher and scholar presents a series of closely interconnected exercises in understanding the present state and future possibilities of the humanities.Table of ContentsPreface; Introduction: the fortunes of the humanities in an age of reallocated resources; 1. How to get tenure; 2. Teaching and researching in the humanities from a transdisciplinary perspective; 3. Some models of interdisciplinary teaching; 4. Habent sua fata libelli: books, jobs, and the MLA; 5. A humanist looks at language teaching and study; 6. A near future past the millennium: german studies after 2001; 7. German? American? literature? some thoughts on the problem of question marks and hyphens; 8. Medicine and education in the year 2001: can we live forever?; Notes.

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Book SynopsisThrough a case study of one imperial institution, the community school, this book examines the primary sources we use to study it, the role it has played in debates over history and politics, and the nature of the Ming state.Trade Review"... a substantial, refined, and very readable analysis of the development and significance of village elementary schools, called 'community schools' shexue, in Ming China (1368-1644)." -- New Zealand Journal of Asian Studies"Sarah Schneewind must be thanked for producing a clearly argued, comprehensive, and up-to-date study on the subject. This book will be most useful for anyone interested in Ming political and social history."--Harvard Journal of Asiatic Studies"..meticulously researched and eloquently written..." -- American Historical ReviewTable of ContentsTABLE OF CONTENTS Table of Ming Reign Periods One: Introduction Two: Shaky Foundations: the Early Ming The Myth of the Ming Founder Invention? Abolition? Obeying the Law? Preserving the Laws? The Early Ming in the Historiography of Community Schools Three: Borders and Bureaucrats: the Middle Ming Memorials The Civilizing Mission Revising the Founder's Vision Testing the Impact of Edicts Four: Heros of the High Ming Whose Responsibility? The Rhetoric of Commemorative Records Wo Pan, 1481: A Gazetteer Records Adaption of Hongwu Institutions Zhang Bi, 1478: Idols Consigned to Water and Fire The Attack on Improper Shrines Intolerance and Syncretism Explaining Heroism Xu Jie, 1533: Exploiting Heroism Two poems on community schools. Five: Philosophy and Politics in Community School Curricula The Basic Curriculum Wang Yangming: Moral Development Gui E: The Separate Hall System Wei Jiao: The Compound System No Family Left Behind The Unity of Knowledge and Practice Education and Autocracy Six: Community Schools in Ming Society Pupils Teachers Funding Buildings A Mixed Blessing Seven: The Locality Fights Back: the Late Ming Localizing Gazetteers Reviving Temples Taking Charge The Complex of Local Institutions Local History and Ming State Institutions Eight: Conclusion Community Schools and Ming Autocracy The Ming State Appendices Eight books included in Great Instruction Records analyzed in chapter four, in chronological order Translations of three commemorative records Tables Glossary Bibliographies Gazetteers Other works cited Gazetteers consulted by Wang Lanyin Index

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Book SynopsisCatullus, Horace, Ovid, Cicero, and Vergil are standard reading for college and advanced secondary students of Latin. This book provides accessible information about recent scholarship on these authors to show how an awareness of current academic debates can enhance the teaching of their work.

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Book SynopsisBrings together scholars who have contributed to the field of fairy-tale studies since its origins. This collection offers information on materials, critical approaches and ideas, and pedagogical resources for the teaching of fairy tales in one comprehensive source that will further help bring fairy-tale studies into the academic mainstream.

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Book SynopsisRevealing the evolution of an independent, highly interdisciplinary program with distinctive subjects, methods, and goals that are much different than the traditional academic departments that nurtured it, this book entertains as it offers a twenty-first century account of how and why Americanists at home and abroad do what they do.Trade Review“A rich and multifaceted assessment of the field. By interspersing chapters that focus in great detail on a single aspect of American Studies with broader chapters that help contextualize his arguments, Lauter has provided readers with a remarkably thorough, exciting, and satisfying work.”—Emory Elliott, University of California, Riverside“Every page of this book gives evidence of an academic life spent in and for American Studies. Lauter covers a wide range of topics between the politics of cultural and literary texts and the politics in and beyond the classroom. In a sense, it offers the story of a lifetime—his own and that of his generation.”—Heinz Ickstadt, Freie Universität Berlin“Paul Lauter, who has been a leading figure in the movement to expand the canon of American literature, is ideally placed to tell the story of American Studies. This book is news.”—Cathy N. Davidson, Former President, American Studies AssociationTable of ContentsPart I: Practicing American Studies 1. Reconfiguring Academic Disciplines: The Emergence of American Studies 2. American Studies, American Politics, and the Reinvention of Class 3. Versions of Nashville, Visions of American Studies 4. Culture and Conformity in Wartime America: My Junior High School Songbook 5. Dinosaur Culture: From Mansfield Park to Jurassic Park Part II: American Studies in a Racialized World 6. American Studies and Ethnic Studies at the Borderlands Crossroads 7. Of Chodors and Capital 8. Fiction as Politics: The Novels of Charles Chesnutt Part III: Revisiting the Canon: The Question of Modernism 9. Reflecting On The Heath Anthology of American Literature 10. Melville Climbs the Canon 11. And Now, Ladies and Gentlemen, May I Present Miss Amy Lowell 12. Cold War Culture and the Construction of Modernism

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Book SynopsisAwakening Creativity shows in gloriously illustrated detail how Lily Yeh guides a participatory process of artistic expression that uplifts a distressed community. Her open, joyful approach to artmaking is a model for building healthy cultural esteem. Lily Yeh is an acclaimed visual artist who has worked with students, community leaders and teachers in Canada, China, Ecuador, Ghana, Kenya, Syria, Italy and in cities and neighborhoods across the United States. Yeh is considered one of America's most innovative urban designers and social pioneers. Awakening Creativity is her first, much-awaited book. In Awakening Creativity, Yeh facilitates the art-making process for students of The Dandelion School, the only nonprofit organization in Beijing that serves the children of poor migrant workers coming from 24 provinces. Yeh worked with hundreds of students, teachers, volunteers and workers to transform the school's main campus with mural painting, mosaics, and environmental sculpture. StudTrade Review"""Creativity is a certain flare of spirit that is truly unlike anything else. Awakening Creativity: Dandelion School Blossoms is a call for social change through creativity from Lily Yeh, as she shares her own drive to make the world a better place through art and tells her story of turning a wasted factory space in Beijing into something that is so much more - the Dandelion school, aimed at the local children to give them inspiration for a better future. With a certain dedication, Awakening Creativity comes with a powerful message that definitely should not be overlooked."" * Midwest Book Review, 2011 *""Art is in all of us, and the best seek to encourage it in others. Awakening Creativity: Dandelion School Blossoms is a chronicle of author Lily Yeh's journeys, offered as an example for encourage art all over the world. Focusing on her campaign in China, where she got an abandoned factory converted to encourage local middle school students, and helped them find artistic expression. Presented in full color and plenty of example art works throughout, Awakening Creativity is a choice pick for any educational collection dedicated to promoting the arts."" * Midwest Book Review 2012 *""As a case study, Awakening Creativity is both inspirational and detailed... At every step from concept to completion, Yeh recruits members of the school community, including students, as genuine collaborators in the artistic process. The result is a series of works that reverberate throughout the lives of their co-creators. The art beautifies the campus, but its impact is far deeper: it gives students the skills and the inspiration to be active co-creators of their own lives."" -- Joseph Hart * Public Art Review *""Yeh’s book should be used as a model in run-down schools everywhere. It should be used in community development training and in every school of design. Her work is the best of what art can do to build the human spirit and make a community place. Thank you, Lily, for your work and for documenting it so carefully in this book."" -- Susan Goltsman * Children, Youth and Environments *""It is not often that a book can transport the reader to another place and time, but Yeh has done this successfully. By including color images on every page, the reader gets lost in the school and community and makes readers feel part of the project from the beginning. Yeh tells a captivating story."" -- Carolyn Brown Treadon * Journal of Art for Life *

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Book SynopsisA book of opposites for young readers, based on the Philadelphia Museum of Art's collectionsTrade Review"The thoughtfully written text adds interest to the illustrations. The book ends with a note suggesting other activities that parents and children can do with the book. This is a great way to introduce young children to fine art, and a good book to review before a family or school trip to a museum."—School Library Journal

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Book SynopsisA Primer for Teaching Digital History is a practical guide for college and high school teachers who are teaching digital history for the first time or for experienced teachers who want to reinvigorate their pedagogy.Trade Review"With the substantial role it has played in higher education since the onset of the pandemic, teaching with technology is an area in need of robust scholarship. For humanities faculty, A Primer for Teaching Digital History fills this gap with a well-organized and comprehensive guide to assignments, digital tools, and pedagogical approaches that assist with teaching not only history but also literature, art, music, and culture. Guiliano’s eminently practical guide is as valuable for experienced digital pedagogies as those just getting started." -- Roopika Risam * Public Books *“Guiliano provides a creative, flexible, and comprehensive framework to guide digital history in the classroom. The digital resources linked throughout this book, most of them free, offer teachers and students multiple ways to immediately engage in the digital history methods the author describes and suggests. Teachers seeking to help their students understand their histories, communities, and the world around them will be well-served with this book as their guide.” -- Alison Dobrick * Teachers College Record *"The book includes a comprehensive glossary and endnotes, making it a valuable resource for anyone interested in history or digital storytelling, or those looking to refine their teaching practices. Recommended. Advanced undergraduates through faculty; professionals." -- C. R. Hilburger * Choice *“A Primer for Teaching Digital History is an excellent resource both for people who are new to teaching digital history and for those who have been doing it for a while.” -- William J. Turkel * Historical Studies in Education *Table of ContentsAcknowledgments ix Introduction 1 Part I. Foundations 1. Sources as Data 19 2. Learning Outcomes 35 3. New Forms of Assignments 53 4. The Basics of Digital Methods 71 Part II. Selected Methods 5. Digital Source Criticism 85 6. Text and Network Analysis 97 7. Visualization 111 Part III. Forms of Scholarship 8. Digital Archives, Digital Exhibits, and Digital Collections 129 9. Storytelling 149 10. Crowdsourcing 163 Conclusion: Embracing Digital History 171 Glossary 179 Notes 201 Bibliography 221 Index 243

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Book SynopsisThis full-color celebration of communities engaged in creative cultural expression profiles nine exemplary grassroots arts projects depicting an intersection of creativity with love of place. Stories range from children building an African-inspired mud facade on their Oregon middle school to an annual blessing-procession and festival in North Philadelphia that brings to life dozens of the most depressed blocks in urban America. Other regions represented include Minneapolis, Boston, Berkeley, rural Maine, San Francisco, the New York Bronx, and Vancouver, Canada. Community-based arts resources are sited throughout. Works of Heart offers a compendium of multicultural human-interest stories that will inspire and inform both community development professionals and citizen activists. Among those profiled are Lily Yeh and the Village of Arts and Humanities, Clara Wainwright and the Faith Quilts Project, Dolly Hopkins and Public Dreams, and the Beehive Collective.

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Book SynopsisThe premise of this book is very simple. While acknowledging that much progress has been made since the end of World War II to improve life conditions for billions of people and reduce the likelihood of war, current global challenges threaten to undermine, undo, or even reverse much of the progress made. Growing political and social polarization, and the resultant increasing fear of each other, is on a trajectory that could cause unprecedented harm. The book illustrates how everyone can have an impact on peace and that many already do so in both constructive and negative ways, illustrated by many examples. The book offers an expansive view of peace, which includes promoting human rights, identifying and resolving situations of slow violence, working to promote fair and sustainable economic development, identifying and resolving injustices, and establishing institutions and practices for resolving conflicts by communicative means. The book especially focuses on the role universities can and should play in promoting peace. Universities, which have played a pivotal role in creating a more humane and just world through their research, teaching and scholarship, now face the challenge of thoughtfully examining how each discipline and vocation and the university as a whole can contribute to fostering peace. In general, universities help to prepare students actively to work for peace by cultivating their capacities at reasoning and reflecting, developing their skills in communicating and research, and fostering among them an active awareness of their responsibilities as citizens of the world. While not every discipline or vocation shares the same level of responsibility to advance peace, all have the potential to do so as they intentionally and thoughtfully look for avenues to do so.

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Book SynopsisThe premise of this book is very simple. While acknowledging that much progress has been made since the end of World War II to improve life conditions for billions of people and reduce the likelihood of war, current global challenges threaten to undermine, undo, or even reverse much of the progress made. Growing political and social polarization, and the resultant increasing fear of each other, is on a trajectory that could cause unprecedented harm. The book illustrates how everyone can have an impact on peace and that many already do so in both constructive and negative ways, illustrated by many examples. The book offers an expansive view of peace, which includes promoting human rights, identifying and resolving situations of slow violence, working to promote fair and sustainable economic development, identifying and resolving injustices, and establishing institutions and practices for resolving conflicts by communicative means. The book especially focuses on the role universities can and should play in promoting peace. Universities, which have played a pivotal role in creating a more humane and just world through their research, teaching and scholarship, now face the challenge of thoughtfully examining how each discipline and vocation and the university as a whole can contribute to fostering peace. In general, universities help to prepare students actively to work for peace by cultivating their capacities at reasoning and reflecting, developing their skills in communicating and research, and fostering among them an active awareness of their responsibilities as citizens of the world. While not every discipline or vocation shares the same level of responsibility to advance peace, all have the potential to do so as they intentionally and thoughtfully look for avenues to do so.

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Book SynopsisBrings together experiences of teachers of African literature from around the world in the context of technological change. Focuses on theoretical and pedagogical approaches to the teaching of African Literature on both sides of the Atlantic and beyond. The publication of Chinua Achebe's Things Fall Apart in 1958 drew universal attention not only to contemporary African creative imagination, but also established the art of the modern African novel. In 1986, Wole Soyinka became the first African to win the Nobel Prize for Literature, and opened the 'gate' for other African writers. By the close of the 20th century, African Literature had gained world-wide acceptance and legitimacy in the academy and featured on the literature curriculum of schools and colleges across the globe. This specialissue of African Literature Today, examines the diverse experiences of teachers of African Literature across regional, racial, cultural and national boundaries. It explores such issues as student responses, productive pedagogical innovations, the impact of modern technology, case studies of online teaching, teaching Criticism of African Literature, and teaching African Literature in an age of multiculturalism. It is intended as an invaluable teacher's handbook and essential student companion for the effective study of African Literature. Ernest Emenyonu is Professor of Africana Studies at the University of Michigan-Flint, USA; the editorial board is composed of scholars from US, UK and African universities Nigeria: HEBNTrade ReviewNot only does it continue to honor its pledge to be a forum for discovering new talents, but, with this latest issue, African Literature Today expands the territory of African literature by covering the subject of current instructional strategies. * RESEARCH IN AFRICAN LITERATURES *Table of ContentsEditorial Article: Half a Century of Teaching African Literature in the Academy - Ernest N. Emenyonu Teaching Ben Okri's The Famished Road & Syl Cheney-Coker's The Last Harmattan of Alusine Dunbar - Eustace Palmer What has Criticism Got to do with it?: Teaching Theory & Criticism in African Literary Studies - Charles Nnolim Teaching African Literature in an Era of Technology: A Case Study of Coppin State University - Blessing Diala-Ogamba Teaching African Literature Online in America: A University of Michigan-Flint Initiative - Patricia Emenyonu Teaching African Literature in an Age of Multiculturalism - Helen Chukwuma Challenges & Prospects of Teaching Oral Literature in Africa: A Teacher's Perspective - Mark Ighile Teaching & Reading Doris Lessing's The Antheap - Anne Serafin The Francophone Novel of Africa & the Caribbean: A Teacher's Perspective - Peter Wuteh Vakunta Teaching about Africa through Literature, Film & Music - Isaac V. Joslin Teaching African Oral Literature: A Nigerian Perspective - Godini G. Darah Teaching African Literature without Redaction & Hypostasis - Chimalum Nwankwo Reviews - James Gibbs

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Book SynopsisEste libro consiste en la edición de 188 cartas inéditas que, desde 1906 hasta 1970, Pilar de Zubiaurre escribió y mayormente recibió de numerosos intelectuales y artistas del ámbito hispánico, desde José Ortega y Gassetobia Camprubí y María Martos de Baeza. ENGLISH VERSION A compilation of 206 unpublished letters written by Pilar de Zubiaurre from 1906 to 1970 to many Hispanic intellectuals and artists, ranging from José Ortega y Gasset toZenobia Camprubí and María Martos de Baeza.Trade ReviewIn Zubiaurre's epistolary correspondence, the letters that she received from other exiled women such as Zenobia Camprubí and María Martos de Baeza stand out due to their intensity and length because they show the richness of a parallel relationship between exiled women, fundamental to maintain the memory of the Spanish Republic and establish new links with the interior exile and the exiles in other American countries. . . . Many of these letters are moving because they express so well the exile's misfortune. . . . A great contribution to the knowledge of the hidden details of a fundamental period of the Spanish culture. A map of maps, private and collective. -- Enric Bou, Università Ca' Foscari Venezia * ARIZONA JOURNAL OF HISPANIC STUDIES *This edition is very important, not only to underline Pilar de Zubiaurre's work in the development of Spanish culture and defense of the Republican ideals in exile, but also for the study of epistolary literature, a genre considered secondary until the end of the 20th century. This edition is also fundamental to study the very important role that women played in the dissemination of news and communication between the exile communities and Spain. In a moment when transnationalism is considered a critical topic in the study of literature and culture, Zubiaurre's collection of letters is essential to apprehend the ties between Europe, the United States and Latin America in the 20th century. -- María Luisa Guardiola Tey, Swarthmore College * ANALES DE LA LITERATURA ESPAÑOLA CONTEMPORÁNEA *A brilliant contribution to the rescue of the recent historical memory, as well as a good addition to the field of Spanish Republican culture and exile. Not only does the book recover an intellectual figure but it also expands the knowledge of a period, a generation, and a genre: women's letters. -- José Ángel Ascunce Arrieta, University of Deusto - Hamaika Bide * LABERINTOS *Table of ContentsIntroducción. Pilar de Zubiaurre, Una Vida Epistolar Cartas de juventud [1906-1935] Cartas durante la Guerra Civil [1936-1938] Cartas durante el exilio [1938-1970] Obras Citadas

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