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Damascus Texts (Companion to the Qumran Scrolls)
by Charlotte HempelThe Damascus document is one of the most important texts from the Qumran caves. Part One of this Companion offers a lucid and up-to-date introduction to all the manuscripts, including the eight recently published from Qumran Cave 4. It also provides a review of the key areas of scholarly research on this important Qumran text. Part Two is devoted to the recently published text 4QMiscellaneous Rules (4Q265; olim Serekh Damascus). This text has already become the subject of intense interest among students of the Dead Sea Scrolls because of its unique relationship to both the Community Rule and the Damascus Document.
Das Techniker Handbuch: Grundlagen und Anwendungen der Maschinenbau-Technik
by Alfred Böge Friedrich Kemnitz Gert Böge Wolfgang Weißbach Heinz Wittig Karl-Heinz Röthke Wolfgang Böge Walter Schlemmer Karl-Heinz Degering Manfred Ristau Johannes Sebulke Hans-Jürgen Küfner Rainer Ahrberg Jürgen VossDas Techniker Handbuch enthält den Stoff der Grundlagen- und Anwendungsfächer im Maschinenbau. Anwendungsorientierte Problemstellungen führen in das Stoffgebiet ein, Berechnungs- und Dimensionierungsgleichungen werden hergeleitet und deren Anwendungen an Beispielen gezeigt. In der 16. Auflage wurden alle Abschnitte gründlich überarbeitet. In der Festigkeitslehre wurde das Omegaverfahren durch den Tragsicherheitsnachweis mit einem Arbeitsplan zur Berechnung einteiliger Knickstäbe nach DIN 18800 ersetzt. In der Werkstofftechnik wurden die Inhalte der Metallkunde vertieft und Normänderungen berücksichtigt, umfangreich bei Kupfer und seinen Legierungssystemen. Die Wärmelehre wurde wegen der nunmehr systembezogenen Stoffdarstellung nach der thermodynamischen Theorie in Thermodynamik umbenannt. In die Elektrotechnik wurde unter den Anwendungen die Funktionsweise der Halbleiterbauelemente für die Leistungs- und Optoelektronik eingebracht. In der Spanlosen Formung wurde durch die Auswahl der Fügeverfahren mit ihrer fachwissenschaftlichen Präsentation der aktuelle Erkenntnisstand hergestellt und das gültige Regel- und Normenwerk aktualisiert.
Democratic Social Education: Social Studies for Social Change (Critical Education Practice)
by David W. Hursh E. Wayne RossIn 1932 George Counts, in his speech "Dare the School Build a New Social Order?" explicitly challenged teachers to develop a democratic, socialistic society. In Democratic Social Education: Social Studies for Social Change Drs. Hursh and Ross take seriously the question of what social studies educators can do to help build a democratic society in the face of current antidemocratic impulses of greed, individualism and intolerance. The essays in this book respond to Counts' question in theoretical analyses of education and society, historical analyses of efforts since Counts' challenge, and practical analyses of classroom pedagogy and school organization. This volume provides researchers and teacher educators with ideas and descriptions of practice that challenge the taken-for-granted meanings of democracy, citizenship, culture, work, indoctrination, evaluation, standards and curriculum within the purposes of social education.
Democratic Social Education: Social Studies for Social Change (Critical Education Practice)
by David W. Hursh E. Wayne RossIn 1932 George Counts, in his speech "Dare the School Build a New Social Order?" explicitly challenged teachers to develop a democratic, socialistic society. In Democratic Social Education: Social Studies for Social Change Drs. Hursh and Ross take seriously the question of what social studies educators can do to help build a democratic society in the face of current antidemocratic impulses of greed, individualism and intolerance. The essays in this book respond to Counts' question in theoretical analyses of education and society, historical analyses of efforts since Counts' challenge, and practical analyses of classroom pedagogy and school organization. This volume provides researchers and teacher educators with ideas and descriptions of practice that challenge the taken-for-granted meanings of democracy, citizenship, culture, work, indoctrination, evaluation, standards and curriculum within the purposes of social education.
Departmental Assessment: How Some Campuses Are Effectively Evaluating the Collective Work of Faculty
by Jon F. Wergin Judi N. SwingenReports the results of a survey to locate campus evaluation policies and practices that encourage constructive change in departments and a stronger culture of collective responsibility for the unit's success. Specific recommendations are offered–ideas that could aid in creating a more "self-regarding" institution, stronger and more widely accepted methods for evaluating departments and collectives, and eventually greater flexibility for departmental faculty. The authors review materials from 130 institutions, following visits to eight campuses, and identify the key components: (1) the degree to which the organizational and cultural setting promotes a conducive atmosphere for evaluation; (2) the credibility and fairness of evaluation policies and practices; and (3) the validity and reliability of evaluation standards, criteria, and measures.Supported by the Pew Charitable Trusts.
Departmental Assessment: How Some Campuses Are Effectively Evaluating the Collective Work of Faculty
Reports the results of a survey to locate campus evaluation policies and practices that encourage constructive change in departments and a stronger culture of collective responsibility for the unit's success. Specific recommendations are offered–ideas that could aid in creating a more "self-regarding" institution, stronger and more widely accepted methods for evaluating departments and collectives, and eventually greater flexibility for departmental faculty. The authors review materials from 130 institutions, following visits to eight campuses, and identify the key components: (1) the degree to which the organizational and cultural setting promotes a conducive atmosphere for evaluation; (2) the credibility and fairness of evaluation policies and practices; and (3) the validity and reliability of evaluation standards, criteria, and measures.Supported by the Pew Charitable Trusts.
Design Education: A Special Issue of the Journal of the Learning Sciences
by Janet L. KolodnerFirst published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
Design Education: A Special Issue of the Journal of the Learning Sciences
by Wendy C. NewstetterFirst published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
Developing Citizenship in Schools: A Whole School Resource for Secondary Schools
by Baker, Patricia Turner, DavidThis practical guide and resource has been written to provide whole-school approaches to developing citizenship. It is based around a detailed range of core activities, including the development of a school council, school elections and community links.
Developing Citizenship in Schools: A Whole School Resource for Secondary Schools
by Baker, Patricia Turner, DavidThis practical guide and resource has been written to provide whole-school approaches to developing citizenship. It is based around a detailed range of core activities, including the development of a school council, school elections and community links.
Developing Models in Science Education
by Carolyn J. Boulter John K. GilbertModels and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world.
Developing Parent and Community Understanding of Performance-Based Assessment
by Kathryn AlvestadThis book takes the reader step-by-step through the process of helping parents understand the role of performance-based assessment in student learning. Included are suggestions about what to emphasize during one-to-one meetings with parents, speeches and presentations you can deliver at PTSA meetings and school board sessions, transparency masters and handouts to enhance your presentations.
Developing Parent and Community Understanding of Performance-Based Assessment
by Kathryn AlvestadThis book takes the reader step-by-step through the process of helping parents understand the role of performance-based assessment in student learning. Included are suggestions about what to emphasize during one-to-one meetings with parents, speeches and presentations you can deliver at PTSA meetings and school board sessions, transparency masters and handouts to enhance your presentations.
Developing the ICT Capable School
by Steve Kennewell John Parkinson Howard TannerThis book helps readers to improve the development of ICT capability through understanding the factors at work in whole school contexts. Based on research that examined schools' approaches to the development of pupils' ICT capability and identified the factors which lead to success, it provides practical advice, but with clear justifications in terms of well-researched principles and illustrations. It covers issues specific to both primary and secondary phases of education together with a range of common concerns and will be of use to practitioners and school staff involved in planning and delivering ICT training. This title will therefore provide readers with: Greater understanding or personal ICT capability Knowledge of effective management, teaching methods and co-ordination strategies for ICT Understanding of the importance of a whole school approach
Developing the ICT Capable School
by Steve Kennewell John Parkinson Howard TannerThis book helps readers to improve the development of ICT capability through understanding the factors at work in whole school contexts. Based on research that examined schools' approaches to the development of pupils' ICT capability and identified the factors which lead to success, it provides practical advice, but with clear justifications in terms of well-researched principles and illustrations. It covers issues specific to both primary and secondary phases of education together with a range of common concerns and will be of use to practitioners and school staff involved in planning and delivering ICT training. This title will therefore provide readers with: Greater understanding or personal ICT capability Knowledge of effective management, teaching methods and co-ordination strategies for ICT Understanding of the importance of a whole school approach
Dewey and European Education: General Problems and Case Studies
by HeinzRhyn JürgenOelkersAlthough John Dewey's ideas have been of central interest in Anglo-Saxon philosophy and history of education, it is only recently that similar interest has developed in continental Europe. Deweyan philosophy of education has had to pass through national filters, which meant that it was received in national contexts of reform. The `German Dewey' was differently construed to the French, Italian, or English Dewey. This seems to change after 1989 (and the fall of socialist education) when interest in Dewey increased. The new political and philosophical interest in Dewey has to do with the lost alternative `socialism', and thus with the opening of Eastern Europe and the new problems of education within a worldwide community. This volume stresses two points. The original interest of European education in Dewey will be presented in case studies, concerning different national contexts and thus different Dewey's. What can be called the renewal of interest will be argued from different sides. It is our intention to show that today's interest in Dewey is not the remake of the reception within the different camps of progressive education. This volume will be of interest to philosophers of education, historians of education, and people engaged in the philosophy, history and the reception of Dewey.
Differing visions of a Learning Society Vol 1: Research findings Volume 1 (ESRC Learning Society series)
by Frank CoffieldLifelong learning has been an evidence-free zone for too long. It has been under-researched and under-theorised. This volume, the first of two, is the culmination of years of empirical work undertaken for the ESRC's Learning Society Programme, a major investment in lifelong learning research. It explores the ways lifelong learning can contribute to the development of knowledge and skills for employment, and other areas of adult life. In this first volume, the contributors address the challenges to social science researchers to study issues that are central and directly relevant to the political and policy debate, and to take into account the reality of people's lives. Each chapter gives an overview of one project, describing its objectives, methods, main findings and policy implications. Some of the main themes explored include the education market post-16, key skills in Higher Education, adult guidance services, and how knowledge can be developed at work. In the introduction, these topics are placed by the editor within the broad context of research and policy on different types of learning societies and lifelong learning. The evidence provided shows what policies are or are not working and provides the basis for structural reform. Some of the conclusions arrived at by the projects challenge fundamental assumptions of current policy. The contributions demonstrate the value of independent, critical research in an area which is awash with unsubstantiated generalities, armchair musings and banalities without bite. Differing visions of a Learning Society contributes to the public debate on lifelong learning, and is essential reading for politicians, policy makers, practitioners, academics and researchers concerned in any way with lifelong learning.
Differing visions of a Learning Society Vol 2: Research findings Volume 2 (ESRC Learning Society series)
by Frank CoffieldIs lifelong learning the big idea which will deliver economic prosperity and social justice? Or will it prove to be another transient phenomenon? Picture lifelong learning, the editor suggests, as making its way through three overlapping stages - romance, evidence and implementation. Lifelong learning is tentatively entering the second stage, where research evidence is beginning to challenge the vacuous rhetoric of the stage of romance. The findings from the Economic and Social Research Council's programme of research into the Learning Society are presented in two volumes, of which this is the second. The editor, Frank Coffield, begins by surveying as a whole the findings of the 14 projects, and summarises them in a number of recurrent themes and policy recommendations. The chapters which follow present the aims, methods, findings and policy implications of six projects. Volume 1 contains similar chapters on the other projects. Taken together, the conclusions suggest very different ways of thinking about a Learning Society and very different policies from those in operation at present. The two volumes demonstrate from empirical evidence the continuing weaknesses of current policies and make proposals, based on hard evidence, for more effective structural changes. This second volume presents findings from a national survey of the skills of British workers, and it discusses both the meaning of the Learning Society for adults with learning difficulties, and the use of social capital to explain patterns of lifelong learning. Other chapters present for the first time five different 'trajectories' of lifelong learning, explore the determinants of participation and non-participation in learning, and examine innovation in Higher Education. Finally, two differing visions of a Learning Society are contrasted. The first extrapolates existing policies and practices into the next 5-10 years and finds them seriously wanting. The second option calls for more democracy rather than technocracy and develops a kaleidoscopic array of possible futures which find their source in the empirical work of the 14 projects. These volumes are essential reading for politicians, policy makers, practitioners, employers, and all teachers with responsibility for lifelong learning.
Digital Filmmaking: The Changing Art And Craft Of Making Motion Pictures
by Thomas A. Ohanian Michael E. Phillips Natalie Phillips-HamblettDigital Filmmaking has been called the bible for professional filmmakers in the digital age. It details all of the procedural, creative, and technical aspects of pre-production, production, and post-production within a digital filmmaking environment. It examines the new digital methods and techniques that are redefining the filmmaking process, and how the evolution into digital filmmaking can be used to achieve greater creative flexibility as well as cost and time savings. The second edition includes updates and new information, including four new chapters that examine key topics like digital television and high definition television,making films using digital video, 24 P and universal mastering, and digital film projection. Digital Filmmaking provides a clear overview of the traditional filmmaking process, then goes on to illuminate the ways in which new methods can accomplish old tasks. It explains vital concepts, including digitization, compression, digital compositing, nonlinear editing, and on-set digital production and relates traditional film production and editing processes to those of digital techniques. Various filmmakers discuss their use of digital techniques to enhance the creative process in the "Industry Viewpoints" sections in each chapter .
Digital Filmmaking: The Changing Art And Craft Of Making Motion Pictures
by Thomas A. Ohanian Michael E. Phillips Natalie Phillips-HamblettDigital Filmmaking has been called the bible for professional filmmakers in the digital age. It details all of the procedural, creative, and technical aspects of pre-production, production, and post-production within a digital filmmaking environment. It examines the new digital methods and techniques that are redefining the filmmaking process, and how the evolution into digital filmmaking can be used to achieve greater creative flexibility as well as cost and time savings. The second edition includes updates and new information, including four new chapters that examine key topics like digital television and high definition television,making films using digital video, 24 P and universal mastering, and digital film projection. Digital Filmmaking provides a clear overview of the traditional filmmaking process, then goes on to illuminate the ways in which new methods can accomplish old tasks. It explains vital concepts, including digitization, compression, digital compositing, nonlinear editing, and on-set digital production and relates traditional film production and editing processes to those of digital techniques. Various filmmakers discuss their use of digital techniques to enhance the creative process in the "Industry Viewpoints" sections in each chapter .
Diglossia and Other Topics in New Testament Linguistics (The Library of New Testament Studies #193)
by Stanley E. PorterThe first part of this volume includes a summary of this important area of study in both Septuagintal and New Testament Greek, and a review of these issues in the context of linguistic research generally. A second part includes contributions on aspects of research into the Greek of both Testaments, featuring both new areas of research, such as critical discourse analysis, and more traditional issues such as the nature of the Septuagint translation.
Distance Training: Taking Stock at a Time of Change (Routledge Studies In Distance Learning Ser.)
by Desmond KeeganDespite the massive potential of distance learning on the internet, the field of distance training is little known or understood. This guide addresses this knowledge gap and: *presents research into four models of distance education, into which it is claimed nearly all provision world-wide falls*provides a global overview of distance education and training *examines case studies of distance education establishments providing insight into their structure and advantages *challenges the premise that distance training lacks academic exellence and status *appraises the role of distance education as a tool for employers to provide more effective and efficient training for employees.Born in the nineteenth century, distance training came of age in the twentieth century. Desmond Keegan presents an overview of distance training from its inception and looks forward to the innovations of the future.
Distance Training: Taking Stock at a Time of Change
by Desmond KeeganDespite the massive potential of distance learning on the internet, the field of distance training is little known or understood. This guide addresses this knowledge gap and: *presents research into four models of distance education, into which it is claimed nearly all provision world-wide falls*provides a global overview of distance education and training *examines case studies of distance education establishments providing insight into their structure and advantages *challenges the premise that distance training lacks academic exellence and status *appraises the role of distance education as a tool for employers to provide more effective and efficient training for employees.Born in the nineteenth century, distance training came of age in the twentieth century. Desmond Keegan presents an overview of distance training from its inception and looks forward to the innovations of the future.
Distant Alliances: Gender and Education in Latin America (Reference Books in International Education)
by Regina Cortina Nelly P. StromquistIn this ground-breaking study, Regina Cortina and Nelly Stromquist examine how the alliances of international agencies, national governments, and nongovernmental organizations have strengthened public support for educating girls and women in Latin America. Bringing a timely and readable account of the strategies pursued, the authors show how the strength of the women's movement has influenced the education of women and girls, and thus has helped to reduce poverty and strengthen the citizenship of women in developing countries. The book's overview of recent initiatives, along with its illuminating case studies of developing nations, offers the reader a window into educational reform and the realities of social change in Latin America.
Distant Alliances: Gender and Education in Latin America (Reference Books in International Education)
by Regina Cortina Nelly P. StomquistIn this ground-breaking study, Regina Cortina and Nelly Stromquist examine how the alliances of international agencies, national governments, and nongovernmental organizations have strengthened public support for educating girls and women in Latin America. Bringing a timely and readable account of the strategies pursued, the authors show how the strength of the women's movement has influenced the education of women and girls, and thus has helped to reduce poverty and strengthen the citizenship of women in developing countries. The book's overview of recent initiatives, along with its illuminating case studies of developing nations, offers the reader a window into educational reform and the realities of social change in Latin America.