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Annual Review in Automatic Programming: International Tracts in Computer Science and Technology and Their Application

Annual Review in Automatic Programming focuses on the techniques of automatic programming used with digital computers. Topics covered range from the design of machine-independent programming languages to the use of recursive procedures in ALGOL 60. A multi-pass translation scheme for ALGOL 60 is described, along with some commercial source languages. The structure and use of the syntax-directed compiler is also considered.Comprised of 12 chapters, this volume begins with a discussion on the basic ideas involved in the description of a computing process as a program for a computer, expressed in a formal symbolic language such as ALGOL 60. The emphasis is on the information conveyed by the program constituents (semantics), rather than the particular form used (syntax). Subsequent chapters focus on generalized ALGOL; the design of machine-independent programming languages; JOVIAL, a programming language for real-time command systems; and a complete ALGOL translator, expressed in ALGOL itself. A detailed description of the compiler compiler is also presented, together with the Rapidwrite program. The final chapter is devoted to file processing in SEAL (Standard Electronic Accounting Language).This monograph will be of interest to computer programmers.

Berufswirklichkeit, Berufserziehung und Facharbeiterausbildung in der Industrie und speziell in den eisenverarbeitenden Industriezweigen (Forschungsberichte des Landes Nordrhein-Westfalen #1215)

Education in Developing Countries: Rotterdam, 18–20 November 1963

Principles of History Teaching (Routledge Revivals)

First published in 1963, Principles of History Teaching examines the nature of the teaching problem; historical events and the problem of teaching them; explanation in history and the arrangement of events for teaching; and problems of the syllabus. The book studies the relationship between practical problems of teaching history in school and theories about the nature of history as a subject.The reader will come to question that which before seemed obvious. This textbook on the theory of history teaching is for graduate students in training, for non-graduate teachers in training colleges who may like to study the problems they will face in greater detail, and for practising teachers to reconsider their outlook. They will all meet an adequate mental challenge.

Principles of History Teaching (Routledge Revivals)

First published in 1963, Principles of History Teaching examines the nature of the teaching problem; historical events and the problem of teaching them; explanation in history and the arrangement of events for teaching; and problems of the syllabus. The book studies the relationship between practical problems of teaching history in school and theories about the nature of history as a subject.The reader will come to question that which before seemed obvious. This textbook on the theory of history teaching is for graduate students in training, for non-graduate teachers in training colleges who may like to study the problems they will face in greater detail, and for practising teachers to reconsider their outlook. They will all meet an adequate mental challenge.

The Rhythmic Structure of Music

In this influential book on the subject of rhythm, the authors develop a theoretical framework based essentially on a Gestalt approach, viewing rhythmic experience in terms of pattern perception or groupings. Musical examples of increasing complexity are used to provide training in the analysis, performance, and writing of rhythm, with exercises for the student's own work. "This is a path-breaking work, important alike to music students and teachers, but it will make profitable reading for performers, too."—New York Times Book Review "When at some future time theories of rhythm . . . are . . . as well understood, and as much discussed as theories of harmony and counterpoint . . . they will rest in no small measure on the foundations laid by Cooper and Meyer in this provocative dissertation on the rhythmic structure of music."—Notes ". . . . a significant, courageous and, on the whole, successful attempt to deal with a very controversial and neglected subject. Certainly no one who takes the time to read it will emerge from the experience unchanged or unmoved."—Journal of Music Theory The late GROSVENOR W. COOPER, author of Learning to Listen, was professor of music at the University of California at Santa Cruz.

The Schools of Design (Routledge Revivals)

First published in 1963, The Schools of Design is a history of English Art Education. The story of the genesis of English art schools is one of the fierce conflicts in which private feuds mingle with questions of principle. It is a story of administrative chaos and open scandal in which some long-forgotten figures are involved; others – such as Haydon, Gladstone, Alfred Stevens, Dyce, Stafford Northcote, Etty and Henry Role – appear in a new role. In itself this forms an entertaining study full of incident and drama. Many of the problems that presented themselves in the 1840’s are still with us today and no one who is interested in the place of art in our society can afford to neglect the lessons of the Schools of Design. This book will be of interest to students of art and history.

The Schools of Design (Routledge Revivals)

First published in 1963, The Schools of Design is a history of English Art Education. The story of the genesis of English art schools is one of the fierce conflicts in which private feuds mingle with questions of principle. It is a story of administrative chaos and open scandal in which some long-forgotten figures are involved; others – such as Haydon, Gladstone, Alfred Stevens, Dyce, Stafford Northcote, Etty and Henry Role – appear in a new role. In itself this forms an entertaining study full of incident and drama. Many of the problems that presented themselves in the 1840’s are still with us today and no one who is interested in the place of art in our society can afford to neglect the lessons of the Schools of Design. This book will be of interest to students of art and history.

Thoughts Concerning Education in the Works of Georg Christoph Lichtenberg: An Introductory Study in Comparative Education

This is an investigation of the thoughts concerning education in the writings of one of the most original educators of the eighteenth century. Unappreciated and largely overlooked - as was Schopenhauer - by the contemporary educators, Lichtenberg nevertheless presented his generation, and generations to come, with some of the most useful (a great life aim of Horace Mann!) suggestions pertaining to education that may possibly be found anywhere in the annals of classical edu­ cation. Beginning with a biographical sketch of Lichtenberg, it presents an analysis of his philosophy of education, discusses Lichtenberg's thoughts on pedagogy and curriculum, analyzes his conception of morals and religion to the extent that these ideas are specifically related to education, examines his notions of educational psychology, determines Lichtenberg's views on British education in the eighteenth century, compares some of Lichtenberg's educational ideas in the works of contemporary thinkers and educators, notably Schopenhauer, James and Dewey. A concomitant aspect of this book is a portrayal of Lichtenberg as found in his works, viz., as a student, professor, philosopher, educator, moralist, psychologist, comparative educationist, as a searcher for absolute educational truth - attainable only in a world to come. SVEIN 0KSENHOLT, PH. D.

Thoughts Concerning Education in the Works of Georg Christoph Lichtenberg: An Introductory Study in Comparative Education

This is an investigation of the thoughts concerning education in the writings of one of the most original educators of the eighteenth century. Unappreciated and largely overlooked - as was Schopenhauer - by the contemporary educators, Lichtenberg nevertheless presented his generation, and generations to come, with some of the most useful (a great life aim of Horace Mann!) suggestions pertaining to education that may possibly be found anywhere in the annals of classical edu­ cation. Beginning with a biographical sketch of Lichtenberg, it presents an analysis of his philosophy of education, discusses Lichtenberg's thoughts on pedagogy and curriculum, analyzes his conception of morals and religion to the extent that these ideas are specifically related to education, examines his notions of educational psychology, determines Lichtenberg's views on British education in the eighteenth century, compares some of Lichtenberg'S educational ideas in the works of contemporary thinkers and educators, notably Schopenhauer, J ames and Dewey. A concomitant aspect of this book is a portrayal of Lichtenberg as found in his works, viz., as a student, professor, philosopher, educator, moralist, psychologist, comparative educationist, as a searcher for absolute educational truth - attainable only in a world to come. San Diego State College SVEIN 0KSENHOLT, PH. D.

Analytische Geometrie für Studierende der Technik und zum Selbststudium

Die Konzentration der Berufe und ihre Bedeutung für die Berufspädagogik (Dortmunder Schriften zur Sozialforschung #22)

Erster Anlaß und Ausgangspunkt der vorliegenden Arbeit war eine sozial­ wissenschaftliche Untersuchung unter dem Arbeitstitel "Betrieblicher Status und Lebensbereich", die von der Sozialforschungsstelle an der Universität Münster, Sitz Dortmund, in den Jahren 1957 bis 1959 unter der Leitung von Professor Dr. Linde durchgeführt wurde. Bei dieser Untersuchung und Auswertung fiel mir die Bearbeitung des Materials und die Abfassung eines Teilforschungsberichtes unter dem Thema "Die industrielle Arbeitswelt als Berufswirklichkeit" zu. Dabei wurde mir klar, daß bestimmte Feststellungen der Untersuchung von weittragender berufspädagogischer Bedeutung sein könnten. Ich bin dieser Frage nachgegangen und lege das Ergebnis meiner Arbeit hiermit vor. Mein Dank gilt in besonderem Maße Herrn Professor Dr. Helmut Schelsky, der die Arbeit betreute und Herrn Professor Dr. Hans Linde, der als Abteilungsleiter der Sozialforschungsstelle mir dazu Material, Möglich­ keit und Anregung bot. Mein Dank gilt weiterhin meinen Kollegen von der Sozialforschungsstelle, die die im Rahmen dieser Arbeit anfallenden Probleme mit mir diskutierten, und nicht zuletzt all jenen Arbeitern, Angestellten und Unternehmern, die sich in unseren Befragungen bereitwillig und offen zu intensiven Gesprächen zur Verfügung gestellt haben. Die Arbeit ist meiner Mutter gewidmet. INHALTSVERZEICHNIS EINLEITUNG 9 1. KAPITEL Kenntnisse der Berufswelt und Möglichkeiten der Berufswahl bei Jugendlichen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 . . . . . . . . . . . . . . 1. Berufskenntnisse als distanzierte Kindheitserfahrungen ......... 11 H. Die Institutionalisierung des Berufswechsels. . . .. .. . . .. .. ... . .. . . 14 2. KAPITEL Die Berufswahl als Entscheidung für Berufe der entwickelten industriellen Gesellschaft ........................................ 17 1. Berufswünsche von Jugendlichen und Industriebeschäftigten in einer kleineren Gemeinde ......................................... 17 H. Berufswahl und Berufswünsche der Schulentlaßlinge der Bund- republik in den letzten Jahren .. . . . . . . . . . . . . . . . . . . . . . . 19 . . . . . . . .

Educating Older People (Routledge Revivals Ser.)

Originally published in 1962, the purpose of this book was to examine the working of the educative process when it is concerned with older people; not with children, prisoners, willing or unwilling, of a system of basic education, but voluntary contractors; not green, pliable saplings, but sturdy and sometimes unbending timber – in short, adults with an outlook on life already formed, often with family responsibilities, and with a store of past experience, special interests, training, or expertise. The teaching of older people does not consist merely of the adaptation of the methods applicable to school or college to the intellectual level of those to whom time and opportunity may have given an already broad understanding, theoretical or empirical, of a variety of subjects. The teaching of adults must take full account of method, but whatever the context, is also much concerned with the interrelations between individuals in groups, and with changes in the individuals themselves. For the adult, in the main, the purpose of education is improvement; this may imply a feeling of dissatisfaction with standards already achieved or a strong determination to reach new educational goals for specific reasons connected with status or advancement. These factors often bring with them into the setting of the adult class anxieties, tensions, feelings of inadequacy, or burdens of responsibility that overshadow the learning process because of the importance of the outcome. Habits and attitudes may already have been formed that stand in the way of assimilating new patterns and techniques of learning. This book is concerned with the social and psychological factors of which account must be taken in approaching the teaching of adults. It considers methods of teaching and of learning, and proceeds to inquire into the deeper attitudinal influences at work, both in the teacher and in the student. Throughout the book theory is illustrated by the liberal use of examples.

Innerbetrieblicher Funktionszusammenhang und Berufsqualifikation: Eine soziologische Leitstudie in Industrieausrüsterbetrieben des Maschinenbaus (Dortmunder Schriften zur Sozialforschung #20)

Lehrbuch der Röntgendiagnostischen Technik: Für Röntgenassistentinnen und Ärzte

Penguin Readers Level 3: A Wrinkle in Time (ELT Graded Reader)

Penguin Readers is an ELT graded reader series. Please note that the eBook edition does NOT include access to the audio edition and digital book. Written for learners of English as a foreign language, each title includes carefully adapted text, new illustrations and language learning exercises.Titles include popular classics, exciting contemporary fiction, and thought-provoking non-fiction, introducing language learners to bestselling authors and compelling content.The eight levels of Penguin Readers follow the Common European Framework of Reference for language learning (CEFR). Exercises at the back of each Reader help language learners to practise grammar, vocabulary, and key exam skills. Before, during and after-reading questions test readers' story comprehension and develop vocabulary.A Wrinkle in Time, a Level 3 Reader, is A2 in the CEFR framework. The text is made up of sentences with up to three clauses, introducing first conditional, past continuous and present perfect simple for general experience. It is well supported by illustrations, which appear on most pages.Meg's father has disappeared, and her family wants him back. One day, Meg and her little brother meet three strange women. The women know about Meg's father, and they want to help her.

Public Schools and Private Practice (Routledge Revivals)

First published in 1962, Public Schools and Private Practice discusses various facets of public schools in Britain from a factual point of view. John Wilson brings crucial themes like public appearance and private life; the public-school community; discipline, religion, and morality; domestic conditions and financing of public schools; political status of public schooling; educational assessment; and future of public schools, to understand questions like what is it like to be a boy or a master at public schools? Do public schools develop a boy’s character more successfully than other schools? Or should the public schools be thrown more widely open to the public? This book is an interesting historical document for scholars and researchers of British education and education in general.

Public Schools and Private Practice (Routledge Revivals)

First published in 1962, Public Schools and Private Practice discusses various facets of public schools in Britain from a factual point of view. John Wilson brings crucial themes like public appearance and private life; the public-school community; discipline, religion, and morality; domestic conditions and financing of public schools; political status of public schooling; educational assessment; and future of public schools, to understand questions like what is it like to be a boy or a master at public schools? Do public schools develop a boy’s character more successfully than other schools? Or should the public schools be thrown more widely open to the public? This book is an interesting historical document for scholars and researchers of British education and education in general.

Routledge Revivals: The Lindsay Memorial Lectures given at the University College of North Staffordshire (Routledge Revivals)

First published in 1962, this book comprises lectures given in November 1961 to what was then the University College of North Staffordshire. It deals with the aims, rather than the administrative problems of the Universities, to put at the forefront of the reader’s mind the fundamentals of University organisation, structure, and development. Butterfield has in mind the needs of undergraduates, and tries to concentrate attention on that electric contact between teacher and student for the sake of which all our elaborate educational machinery exists. He examines the position of the teacher, the status and function of an academic profession, and the relations between teaching and research.

Routledge Revivals: The Lindsay Memorial Lectures given at the University College of North Staffordshire (Routledge Revivals)

First published in 1962, this book comprises lectures given in November 1961 to what was then the University College of North Staffordshire. It deals with the aims, rather than the administrative problems of the Universities, to put at the forefront of the reader’s mind the fundamentals of University organisation, structure, and development. Butterfield has in mind the needs of undergraduates, and tries to concentrate attention on that electric contact between teacher and student for the sake of which all our elaborate educational machinery exists. He examines the position of the teacher, the status and function of an academic profession, and the relations between teaching and research.

Wir rechnen mit dem Rechenstab: Eine leichtverständliche Anleitung

The Word: On the Translation of the Bible

From the Sunday Times bestselling author of A History of the Bible, this is the story of how the Bible has been translated, and why it mattersThe Bible is held to be both universal and specific, the source of fundamental truths inscribed in words that are exact and sacred. For much of the history of Judaism and almost the entirety of Christianity, however, believers have overwhelmingly understood scripture not in the languages in which it was first written but rather in their own - in translation.This book examines how saints, scholars and interpreters from ancient times down to the present have produced versions of the Bible in the language of their day while remaining true to the original. It explains the challenges they negotiated, from minute textual ambiguities up to the sweep of style and stark differences in form and thought between the earliest writings and the latest, and it exposes the bearing these have on some of the most profound questions of faith: the nature of God, the existence of the soul and possibility of its salvation.Reading dozens of renderings alongside their ancient Hebrew and Greek antecedents, John Barton traces the migration of biblical words and ideas across linguistic borders, illuminating original meanings as well as the ways they were recast. 'Translators have been among the principal agents in mediating the Bible's message,' he writes, 'even in shaping what that message is.' At the separation of Christianity from Judaism and Protestantism from Catholicism, Barton demonstrates, vernacular versions did not only spring from fault lines in religious thinking but also inspired and moulded them. The product of a lifetime's study of scripture, The Word itself reveals the central book of our culture anew - as it was written and as we know it.

Annual Review in Automatic Programming: International Tracts in Computer Science and Technology and Their Application, Vol. 2

Annual Review in Automatic Programming, Volume 2 is a collection of papers that discusses the controversy about the suitability of COBOL as a common business oriented language, and the development of different common languages for scientific computation. A couple of papers describes the use of the Genie system in numerical calculation and analyzes Mercury autocode in terms of a phrase structure language, such as in the source language, target language, the order structure of ATLAS, and the meta-syntactical language of the assembly program. Other papers explain interference or an "intermediate return" using ALGOL, the National-Elliot 803 Computer, and the MADCAP II. MADCAP II is A version of the automatic programming compiler for MANIAC II. One paper discusses the APT which serves as a common computer language for computational problems. Another paper explains SAKO which can bypass machine language almost entirely in the field of numerical and logical problems, particularly in programs using XYZ and ZAM II. A report of the Working Committee of the British Computer Society Discussion Group No. 5 concludes that COBOL is unnecessarily complex due to its close machine orientation. Computer engineers, computer instructors, programmers, and students of computer science will find the collection highly valuable.

Die Idee der Universität: Für die Gegenwärtige Situation

Eine Schrift gleichen Titels hat Jaspers 1923 und 1946 in heute zum Teil überholten Fassungen veröffentlicht. Wir haben sie nach vielen zwischen uns geführten Gesprächen neu zu gestalten versucht. Geschrieben wurden die Einleitung und Teil I von J aspers, Teil II von Rossmann. Die Idee ist dieselbe geblieben, die ganz veränderte Daseins­ situation aber verlangt, daß ihre Erscheinung sich wandelt. Heute wird die Reform der Universität als eine für den Staat lebensentscheidende Aufgabe erkannt. Große organisatori­ sche Vorarbeiten sind geleistet worden. Trotzdem sind viele der um die Reform Bemühten: Forscher und Gelehrte wie die Be­ auftragten der Regierungen, von der Sorge bedrückt, ob es in Zukunft noch Universitäten oder unter ihrem Namen etwas ganz anderes geben wird. Das Bekenntnis zur Traditionsform genügt nicht mehr. Die Alternative ist heute: Entweder gelingt die Erhaltung der deut­ schen Universität durch Wiedergeburt der Idee im Entschluß zur Verwirklichung einer neuen Organisationsgestalt oder sie findet ihr Ende im Funktionalismus riesiger Schul- und Ausbil­ dungsanstalten für wissenschaftlich-technische Fachkräfte. Deshalb gilt es, aus dem Anspruch der Idee die Möglichkeiten einer Erneuerung der Universität in einer den Prinzipien des geistigen Lebens und der modernen Wissenschaftlichkeit selber entsprechenden inneren und äußeren Struktur zu entwerfen und zu beurteilen. An der Lösung dieser Aufgabe möchten wir mit­ helfen.

Emotion and Meaning in Music

"Altogether it is a book that should be required reading for any student of music, be he composer, performer, or theorist. It clears the air of many confused notions . . . and lays the groundwork for exhaustive study of the basic problem of music theory and aesthetics, the relationship between pattern and meaning."—David Kraehenbuehl, Journal of Music Theory "This is the best study of its kind to have come to the attention of this reviewer."—Jules Wolffers, The Christian Science Monitor "It is not too much to say that his approach provides a basis for the meaningful discussion of emotion and meaning in all art."—David P. McAllester, American Anthropologist "A book which should be read by all who want deeper insights into music listening, performing, and composing."—Marcus G. Raskin, Chicago Review