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  • MPI Ethno. Forsch.  (37)
  • München UB  (2)
  • Education
  • English Studies  (24)
  • Philosophy  (15)
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  • 1
    ISBN: 9783779953722
    Language: German
    Pages: 1 Online-Ressource (320 Seiten)
    Edition: 1. Auflage
    Parallel Title: Erscheint auch als Hegemonie bilden
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    Keywords: Education ; Aufsatzsammlung ; Gramsci, Antonio 1891-1937 ; Hegemonie ; Kulturpädagogik ; Bildungstheorie ; Erziehungsphilosophie ; Hegemonie ; Pädagogik
    Abstract: Antonio Gramsci gilt als meistzitierter italienischer Autor in den Geistes- und Sozialwissenschaften seit Machiavelli. Die Auseinandersetzung mit Gramsci prägt nicht nur die Cultural Studies, sondern ist auch Grundlage für Perspektiven kritischer Pädagogik. Das gilt auch zunehmend für den deutschsprachigen Diskurs, in dem bisher eine systematische Rezeption von Gramscis Werk in den Erziehungs- und Bildungswissenschaften aussteht. Der vorliegende Band versammelt aktuelle transdisziplinäre und transnationale Beiträge und versteht sich als Anstoß zum Weiterdenken – in a Gramscian way. Die freie Verfügbarkeit der E-Book-Ausgabe dieser Publikation wurde ermöglicht durch die Deutsche Forschungsgemeinschaft, den Fachinformationsdienst Erziehungswissenschaft und Bildungsforschung und ein Netzwerk wissenschaftlicher Bibliotheken zur Förderung von Open Access in den Erziehungs- und Bildungswissenschaften
    Note: Literaturangaben
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  • 2
    ISBN: 9783658315825
    Language: German
    Pages: 1 Online-Ressource (XIII, 700 Seiten)
    Series Statement: Medienbildung und Gesellschaft Band 44
    Series Statement: Medienbildung und Gesellschaft
    Uniform Title: Dramaturgie der Intrige
    Parallel Title: Erscheint auch als
    Dissertation note: Dissertation Hochschule für Musik und Theater "Felix Mendelssohn Bartholdy" Leipzig 2016
    DDC: 302.23
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    Keywords: Rowling, J. K. ; Media Sociology ; Education, general ; Media and Communication ; Mass media ; Communication ; Education ; Intrigantin ; Literatur ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Intrigantin ; Rowling, J. K. 1965- Harry Potter ; Literatur
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  • 3
    ISBN: 9783658123178
    Language: German
    Pages: Online-Ressource (X, 171 S. 18 Abb, online resource)
    Edition: 1. Aufl. 2016
    Series Statement: Palliative Care und Forschung
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Parallel Title: Erscheint auch als Junge Menschen sprechen mit sterbenden Menschen
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    Keywords: Education ; Political communication ; Medical education ; Social sciences ; Education ; Political communication ; Medical education ; Social sciences ; Tod ; Jugend ; Einstellung ; Gespräch ; Sterbender ; Projekt
    Abstract: Typenbildung in der empirischen Sozialforschung -- Das Diskursprojekt „30 junge Menschen sprechen mit sterbenden Menschen …“ -- Erfahrungsbasierte Einstellungsänderungen junger Menschen zum Lebensende.
    Abstract: Die AutorInnen stellen eine existenzphilosophische Untersuchung in den Mittelpunkt: Was bedeutet es für das Leben des lebenden Menschen, dass er eines Tages sterben muss? Sie haben zu diesem Zweck ermittelt, wie sich die Einstellung junger Menschen zur Endlichkeit des eigenen Lebens durch Gespräche mit einem sterbenden Menschen ändert. Die Forschungsergebnisse zeigen, worin der existenzielle Sinn des Faktums der Endlichkeit für das Leben besteht. Der Inhalt Typenbildung in der empirischen Sozialforschung Das Diskursprojekt „30 junge Menschen sprechen mit sterbenden Menschen …“ Erfahrungsbasierte Einstellungsänderungen junger Menschen zum Lebensende Die Zielgruppen Dozierende und Studierende der Gesundheits- sowie Pflegewissenschaften, Palliativmedizin und WissenschaftlerInnen der Palliative Care Die HerausgeberInnen Prof. Dr. Martin W. Schnell (M.A.), Lehrstuhlinhaber für Sozialphilosophie und Ethik sowie Direktor des Instituts für Ethik und Kommunikation im Gesundheitswesen (IEKG), Universität Witten/Herdecke. Dr. Christian Schulz (MSc), Oberarzt und stellvertretender Leiter des Interdisziplinären Zentrums für Palliativmedizin, Universitätsklinikum der Heinrich-Heine Universität, Düsseldorf. Prof. Dr. Udo Kuckartz, Institut für Erziehungswissenschaften, Philipps-Universität Marburg. Christine Dunger (MSc), wiss. Mitarbeiterin am Lehrstuhl für Sozialphilosophie und Ethik sowie Mitarbeiterin am Institut für Ethik und Kommunikation im Gesundheitswesen (IEKG), Universität Witten/Herdecke.
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  • 4
    Online Resource
    Online Resource
    Cham [u.a.] : Springer International Publishing
    ISBN: 9783319104492
    Language: English
    Pages: 1 Online-Ressource (XV, 184 p. 10 illus)
    Series Statement: Educational Linguistics 22
    Series Statement: Educational Linguistics
    Parallel Title: Erscheint auch als
    DDC: 407.1
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    Keywords: Erziehung ; Sprache ; Education ; Applied linguistics ; Language and languages ; Education, Higher
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  • 5
    ISBN: 9789401793193
    Language: English
    Pages: Online-Ressource (X, 256 p. 6 illus., 3 illus. in color, online resource)
    Series Statement: Landscapes: the Arts, Aesthetics, and Education 15
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Philosophy of music education challenged
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    Keywords: Education ; Education ; Education Philosophy ; Aufsatzsammlung ; Heidegger, Martin 1889-1976 ; Musik ; Pädagogik ; Bildung ; Heidegger, Martin 1889-1976 ; Musik ; Pädagogik ; Bildung
    Abstract: This volume offers key insights into the crisis of legitimization that music as a subject of arts education seems to be in. Music as an educational subject is under intense pressure, both economically, due to the reduction of education budgets, as well as due to a loss of status with policy makers. The contributions in this book illuminate Martin Heidegger’s thinking as a highly cogent theoretical framework for understanding the nature and depth of this crisis. The contributors explore from various angles the relationship between the pressure on music education and the foundations of our technical and rationalized modern society, and lead the way on the indispensable first steps towards reconnecting the cultural practices of education with music and its valuable contributions to personal development
    Description / Table of Contents: Introduction: An Ontological Turn in the Field of Music and Music EducationPart I Technical Rationality and Nihilism -- 1. Musings of Heidegger: Arts Education and the Mall as a ‘debased’ (Dreyfus) work of Art -- 2. The Intrinsic Value of Musical Experience. A Rethinking: Why and How? -- 3. Ways of Revealing: Music Education Responses to Music Technology -- 4. Towards an Ontological Turn in Music Education with Heidegger’s Philosophy of being and his Notion of Releasement -- Part II Music and Being -- 5. Body - Music - Being: Making Music as Bodily Being in the World -- 6. Music as Art - Art as Being - Being as Music: A Philosophical Investigation into how Music Education can Embrace a Work of Art Based on Heidegger’s Thinking -- Part III Musical Experience -- 7. Music, Truth and Belonging: Listening with Heidegger -- 8. The Phenomenology of Music: Implications for Teenage Identities and Music Education -- 9. Music Education as a Dialogue between the Outer and the Inner: A Jazz Pedagogue’s Philosophy of Music Education -- 10. Pendulum Dialogues and the Re-enchantment of the World -- Part IV Bildung and Truth -- 11. Revisiting the Cave: Heidegger’s Reinterpretation of Plato’s Allegory with Reference to Music Education -- 12. From Heidegger to Dufrenne and Back: Bildung Beyond Subject and Object in Art Experience -- 13. Practice as Self-exploration -- 14. Art and ‘Truth’: Heidegger’s Ontology in Light of Ernst Bloch’s Philosophy of Hope and Hans-Georg Gadamer’s Play-metaphor. Three Impulses for a New Perspective of Musical Bildung.
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  • 6
    Online Resource
    Online Resource
    Cham : Springer International Publishing
    ISBN: 9783319008349
    Language: English
    Pages: Online-Ressource (XIII, 100 p, online resource)
    Series Statement: SpringerBriefs in Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Gordon, Mordechai Humor, laughter and human flourishing
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    Keywords: Education ; Education ; Education Philosophy ; Humor ; Philosophie ; Humor ; Philosophie
    Abstract: This book is a philosophical investigation of the significance of humor and laughter, examining its relation to other human phenomena including truth, nihilism, dreams, friendship, intimacy, aesthetic experience, self-transcendence and education. The author addresses the relative neglect of humor and laughter among philosophers of education with this volume, where the focus is on the significance of humor and laughter for human flourishing. Central questions are threaded through this work: What does the study of humor and laughter bring to philosophy and specifically to philosophy of education? How is humorist thinking different from other modes of human knowing? What might happen if we were to respond to the absurdity of human existence with humor and laughter? What insights can be learned from a philosophical investigation of humor in relationship to other human phenomena such as dreams, friendship, intimacy, aesthetic experience and self-transcendence? And, finally, how can humor and laughter enhance human existence and flourishing? The author presents groundbreaking insights into what can be gained from a study of humor and laughter about human existence in general and flourishing in particular. This work will be of interest to philosophers, especially philosophers of education, as well as to teachers and educators. Its unique blend of philosophical investigation and humorous discourse is both a rigorous and accessible analysis of humor
    Description / Table of Contents: Contents; Introduction; 1 The Case for a Humorous Philosophy of Education; Abstract; 1.1…Introduction; 1.2…The Nature and Purpose of Humor; 1.3…Conflict Between Education and Humor; 1.4…Philosophy and Humor; 1.5…Humor and Philosophy of Education; 1.6…Conclusion; References; 2 Humor, Truth, and Human Existence; Abstract; 2.1…Introduction; 2.2…Is Humor a Human Phenomenon?; 2.3…Humorous Ways of Knowing; 2.4…Humor, Truth, and Absurdity; 2.5…Conclusion: Learning from Humor About Human Existence; References; 3 Camus' Struggle with the Absurd: Rebellion as a Response to Nihilism; Abstract
    Description / Table of Contents: 3.1…Introduction3.2…Camus' Conception of Nihilism; 3.3…Rebellion as a Response to Nihilism; 3.4…Rebellious Humor; 3.5…Rebellious Humor, Nihilism, and Education; References; 4 Freud, Dreams, and Humor: A Phenomenological Perspective; Abstract; 4.1…Introduction; 4.2…Freud's Theory; 4.3…Phenomenology and Psychoanalysis; 4.4…How we Experience Dreams and Humor?; 4.5…Dreams Versus Humor; 4.6…Dreams, Humor, and Human Existence; References; 5 Friendship, Intimacy, and Humor; Abstract; 5.1…Introduction; 5.2…Friendship; 5.3…Intimacy; 5.4…Humor; 5.5…Humor, Intimacy, and Friendship
    Description / Table of Contents: 5.6…Humor, Intimacy, and EducationReferences; 6 The Educational Significance of Aesthetic Humor; Abstract; 6.1…Introduction; 6.2…The Nature and Purpose of Aesthetic Experience; 6.3…Aesthetic Versus Non-Aesthetic Humor; 6.4…An Alternative Approach; 6.5…Caveats and Questions; 6.6…Aesthetic Humor and Education; References; 7 Learning to Laugh at Ourselves: Humor, Self-Transcendence, and the Cultivation of Moral Virtues; Abstract; 7.1…Introduction; 7.2…Laughing at Others; 7.3…Laughing at Ourselves; 7.4…Laughing at Ourselves, Self-Transcendence, and Moral Virtues
    Description / Table of Contents: 7.5…Laughing at Ourselves in Educational Encounters7.6…Conclusions and Caveats
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  • 7
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789400777149
    Language: English
    Pages: Online-Ressource (X, 90 p. 16 illus, online resource)
    Series Statement: SpringerBriefs in Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Englander, Karen Writing and Publishing Science Research Papers in English
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    Keywords: Language and languages ; Literacy ; Education ; Education ; Language and languages ; Literacy ; Berufliche Qualifikation ; Lerntechnik ; Unterrichtsmethode ; Lehrbuch ; Fachliteratur ; Forschung
    Abstract: This book provides a comprehensive review of the current knowledge on writing and publishing scientific research papers and the social contexts. It deals with both English and non-Anglophone science writers, and presents a global perspective and an international focus. The book collects and synthesizes research from a range of disciplines, including applied linguistics, the sociology of science, sociolinguistics, bibliometrics, composition studies, and science education. This multidisciplinary approach helps the reader gain a solid understanding of the subject. Divided into three parts, the book considers the context of scientific papers, the text itself, and the people involved. It explains how the typical sections of scientific papers are structured. Standard English scientific writing style is also compared with science papers written in other languages. The book discusses the strengths and challenges faced by people with different degrees of science writing expertise and the role of journal editors and reviewers
    Description / Table of Contents: 1 IntroductionPart I The Context. 2 The Rise of English as the Language of Science -- 3 Measuring the Impact of Articles, Journals and Nations -- 4 English Competence, Funds for Research, and Publishing Success -- 5 Collaborations, Teams and Networks -- Part II The Text -- 6 The Scientific Research Article and the Creation of Science -- 7 Varieties of Science Texts -- 8 Structure of the Research Article in the Creation of Knowledge -- 9 Writing the Five Principal Sections: Abstract, Introduction, Methods, Results and Discussion -- 10 Variations in Different Languages and Cultures -- Part III The People -- 11 Graduate Students Becoming Scientists -- 12 Novice Scientists and Expert Scientists -- 13 English-Speaking Scientists and Multilingual Scientists -- 14 Gatekeepers, Guardians and Allies -- 15 Afterword: Negotiating Research Article Writing and Publication.
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  • 8
    ISBN: 9789400773929
    Language: English
    Pages: Online-Ressource (X, 196 p. 1 illus, online resource)
    Series Statement: Multilingual Education 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Trent, John, 19XX - Language teacher education in a multilingual context
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    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Englischlehrer ; Lehrerbildung ; Mehrsprachigkeit
    Abstract: This book provides a multifaceted, multilayered examination of the processes and challenges language teachers face in constructing their professional identities in multilingual contexts such as Hong Kong. It focuses on how professional and personal identities are enacted as individuals cross geographic, educational, and socio-cultural boundaries to become English language teachers in Hong Kong. It explores the construction of language teachers’ professional identities from multiple perspectives in multiple settings, including pre-service and in-service teachers from Hong Kong, Mainland China, and Western countries. Understanding the difficulties and challenges these language teachers face in their identity and professional development is of relevance to teachers and teacher educators, as well as those interested in becoming language teachers in multilingual contexts
    Description / Table of Contents: 1. Introduction2. It is Not a Bad Idea for Me to Be a Language Teacher! -- 3. Cross-Border Pre-service Teachers in Hong Kong: Identity and Integration -- 4. Journeys towards teaching. Pre-service English language teachers’ understandings and experiences of teaching and teacher education in Hong Kong -- 5. Language Teachers and the Falling Language Standards in Hong Kong:  An Internet-based Inquiry -- 6. A Comparative Study on Commitment to Teaching -- 7. The construction and reconstruction of teacher identities: The case of second career English language teachers in Hong Kong -- 8. Learning, teaching, and constructing identities abroad: ESL pre-service teacher experiences during a short-term international experience programme -- 9. Identity construction in a foreign land: Native-speaking English teachers and the contestation of teacher identities in Hong Kong schools -- 10. Political Conspiracy or Decoy Marketing?: Experienced Chinese teachers’ perceptions of using Putonghua as a Medium of Instruction in Hong Kong -- 11. An Ethico-political Analysis of Teacher Identity Construction.-Conclusion: Crossing boundaries and becoming English language teachers in multilingual contexts.  .
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  • 9
    ISBN: 9789462097520
    Language: English
    Pages: Online-Ressource (X, 104 p, online resource)
    Series Statement: Critical New Literacies, The Praxis of English Language Teaching and Learning (PELT)
    Series Statement: Critical New Literacies: The Praxis of English Language Teaching and Learning 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als English for Academic Purposes (EAP) in Asia: Negotiating Appropriate Practices in a Global Context
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    Keywords: English language Study and teaching ; Foreign speakers ; English language Study and teaching ; Education ; Education ; Englisch ; Fachsprache ; Universität ; Englisch ; Wissenschaftssprache
    Abstract: Preliminary Material /Indika Liyanage and Tony Walker -- Accommodating Asian EAP Practices within Postgraduate Teacher Education /Indika Liyanage and Tony Walker -- Opportunities and Challenges for Negotiating Appropriate EAP Practices in China /Yanmei Gao and Brendan Bartlett -- English for Academic Purposes in Plurilingual Pakistan /Hina Ashraf , Luqman Hakim and Irum Zulfiqar -- EAP in Nepal /Madhav Kafle -- Critical Thinking Skills in the EAP Classroom /Maya Gunawardena and Eleni Petraki -- Balancing Conformity and Empowerment /Raqib Chowdhury and Munasir Kamal -- EAP in Asia /Suresh Canagarajah -- Subject Index /Indika Liyanage and Tony Walker.
    Abstract: "The adoption of English as the language of study and scholarship is becoming increasingly common among universities across Asia. But does this adoption of the English language not also mean the adoption of Western approaches to scholarship and knowledge? This most timely and important book critically examines how EAP practitioners can negotiate between Western and Asian academic practices and approaches to knowledge and scholarship and is essential reading for anyone involved in international education." -Andy Kirkpatrick, Professor in Linguistics, Griffith University
    Description / Table of Contents: TABLE OF CONTENTS; PREFACE; 1. ACCOMMODATING ASIAN EAP PRACTICES WITHIN POSTGRADUATE TEACHER EDUCATION: Perspectives from Australia; INTRODUCTION; Current Approaches; CURRENT STUDY, FINDINGS AND DISCUSSION; Implications; CONCLUSION; REFERENCES; 2. OPPORTUNITIES AND CHALLENGES FOR NEGOTIATING APPROPRIATE EAP PRACTICES IN CHINA; INTRODUCTION; The Local Context of English Education at Tertiary Level in China; BACKGROUND OF THE STUDY; INSTRUMENTS AND METHOD; Survey; Focus Group Interview; ANALYSIS AND FINDINGS; Survey Data; Interview Data; DISCUSSION; CONCLUSION; ACKNOWLEDGEMENTS; REFERENCES
    Description / Table of Contents: 3. ENGLISH FOR ACADEMIC PURPOSES IN PLURILINGUAL PAKISTANINTRODUCTION; English for Academic Purposes in Pakistan; Plurilingual Practices and English Proficiency; METHOD; FINDINGS AND DISCUSSION; Use of Additional and Sequencing Devices; Use of mey/in; EAP in Plurlingual Pakistan; CONCLUSION; NOTES; REFERENCES; 4. EAP IN NEPAL: Practitioner Perspectives on Multilingual Pedagogy; INTRODUCTION; EAP in Nepal; THE STUDY; FINDINGS AND DISCUSSION; DISCUSSION; CONCLUSION; REFERENCES; 5. CRITICAL THINKING SKILLS IN THE EAP CLASSROOM: Negotiating Tensions in the Sri Lankan Context; INTRODUCTION
    Description / Table of Contents: LITERATURE REVIEWRESEARCH DESIGN; RESULTS AND DISCUSSION; Teachers' Understanding of Critical Thinking; Integrating Critical Thinking Practices in the Sri Lankan EAP Classroom; CONCLUSION; ACKNOWLEDGEMENTS; REFERENCES; 6. BALANCING CONFORMITY AND EMPOWERMENT: Critical Needs Analysis in an EAP course at Dhaka University; INTRODUCTION; Pragmatism in EAP; Critical Pedagogy to Critical EAP; The Critical and the Pragmatic; The Foundation Course and ENG101; CONCLUSION; REFERENCES; 7. EAP IN ASIA: Challenges and Possibilities; INTRODUCTION; THE CHALLENGES; Orientation to Knowledge; Academic Culture
    Description / Table of Contents: Literate GenresLanguage Norms; Communicative Skills; Teaching Practices; POSSIBILITIES; Orientations to Knowledge Construction; Findings from Language Socialization; Insights from Academic Literacies; CONCLUSION; REFERENCES; SUBJECT INDEX
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  • 10
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462096837
    Language: English
    Pages: Online-Ressource (VIII, 158 p, online resource)
    Series Statement: Perspectives of Critical Theory and Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Heidegger, Žižek and Revolution
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    Keywords: Revolutionaries ; Liberalism ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Metaphysics is Politics -- Heidegger on Revolution -- What is Wrong in Heidegger’s Revolution? -- Industrial Agriculture and Concentration Camps or the Will and Evil -- Žižek on a See-Saw -- Žižek and Heidegger Avec Means -- Bibliography.
    Abstract: Why did Martin Heidegger, the giant of continental philosophy, believe in 1933 that Hitler is the future of Europe? And why does Slavoj Žižek, “the most dangerous philosopher in the West”, support Heidegger’s right wing militancy? Heidegger and Žižek are not only erudite thinkers on human being but also incorrigible revolutionaries who even after the catastrophic failures of their favourite revolutions—the October revolution for Žižek and the National Socialist revolution for Heidegger—want to overcome capitalism; undemocratically, if necessary. The two share a spirited and sophisticated rejection of the liberalist worldview and the social order based on it. The problem is not that liberalism is factually wrong, but rather that it is ethically bad. Both argue for building and educating a new collective based on human finitude and communality. In the tradition of the Enlightenment, Žižek advocates a universalist revolution, whereas Heidegger sees the transformation rooted in particular historical existence, inviting a bewildering array of mutually exclusive criticisms and apologies of his view. The crisis that Heidegger and Žižek want to address is still here, but their unquestioned Europocentrism sets a dark cloud over the whole idea of revolution
    Description / Table of Contents: CONTENTS; ACKNOWLEDGEMENTS; CHAPTER 1:INTRODUCTION; A REVOLUTION, AFTER ALL?; RADICAL HEIDEGGER AS THE STARTING POINT; NOTES; CHAPTER 2:METAPHYSICS IS POLITICS; TRUTH IS NOT NEUTRAL; HEIDEGGER AND ŽIŽEK IN EVERYDAY POLITICS; HEIDEGGERIAN MARXISM AND ŽIŽEK AS THE NEW MARCUSE?; THE PROBLEM WITH THE LIBERAL SUBJECT; NOTES; CHAPTER 3:HEIDEGGER ON REVOLUTION; THE SUBJECT, THE WORKER, THE POLIS; "NUR NOCH DIE JUGEND KANN UNS RETTEN"; HEIDEGGER'S STEP AND ITS DIRECTION; NOTES; CHAPTER 4:WHAT IS WRONG IN HEIDEGGER'S REVOLUTION?; A SMALL MAN LIVING IN HARD TIMES
    Description / Table of Contents: THE LIBERAL CRITICISM: TOO MUCH POSTMODERNISMDECISIONISM; THE FRENCH CRITIQUES: TOO LITTLE POSTMODERNISM; NAZISM AS ANTICOMMUNISM; NAZISM AS ASUBJECTIVE NATIONAL EXPERIENCE; THE TYPICAL MARXIST CRITIQUE; ŽIŽEK›S UNTYPICAL MARXIST CRITIQUE AND PRAISE; NOTES; CHAPTER 5:INDUSTRIAL AGRICULTURE AND CONCENTRATION CAMPS OR THE WILL AND EVIL; NOTES; CHAPTER 6:ŽIŽEK ON A SEE-SAW; NOTES; CHAPTER 7:ŽIŽEK AND HEIDEGGER AVEC MEANS; NOTES; BIBLIOGRAPHY
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  • 11
    ISBN: 9783319061276
    Language: English
    Pages: Online-Ressource (X, 265 p. 10 illus, online resource)
    Series Statement: English Language Education 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. The pedagogy of English as an international language
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    Keywords: Language and languages ; Education ; Education ; Language and languages ; Education ; Language and languages ; Aufsatzsammlung ; Englischunterricht ; Weltsprache
    Abstract: This volume offers insights in current theoretical discussions, observations, and reflections from internationally and regionally celebrated scholars on the theory and practice of teaching English informed by a new school of thought, English as an International Language (EIL). This volume provides readers (scholars, teachers, teacher-educators, researchers in the relevant fields) with: Knowledge of the changing paradigm and attitudes towards English language teaching from teaching a single variety of English to teaching intercultural communication and English language variation. Current thoughts on the theory of teaching English as an international language by internationally-celebrated established scholars and emergent scholars. Scholarly descriptions and discussions of how English language educators and teacher-educators translate the paradigm of English as an International Language into their existing teaching. Delineation of how this newly emerged paradigm is received or responded to by English language educators and students when it is implemented. Readers have a unique opportunity to observe and read the tensions and dilemmas that educators and students are likely to experience in teaching and learning EIL
    Description / Table of Contents: ForewordChapter One: The Pedagogy of English as an International Language (EIL): More Reflections and Dialogues -- SECTION ONE: Consider Change -- Chapter Two: Teaching English in Asia in non-Anglo cultural contexts: principles of the ‘Lingua Franca Approach’ -- Chapter Three: Teaching English as an International Language in Multicultural Contexts: Focus on Australia -- Chapter Four: Teaching and Learning of EIL in Korean Culture and Context -- SECTION TWO: Dimensions of Change -- Chapter Five: English as an International Language and Three Challenging Issues in English Language Teaching in Japan -- Chapter Six: Teaching the target culture in English teacher education programs: Issues of EIL in Vietnam -- Chapter Seven: Implementing EIL paradigm in ELT classrooms: Voices of experienced and pre-service English language educators in Malaysia -- Chapter Eight: Teaching Teachers to teach English as an International Language: a Korean case -- Chapter Nine: The Relocation of Culture in the teaching of English as an International Language -- Chapter Ten: Teaching and assessing EIL vocabulary in Hong Kong -- SECTION THREE: Critical reflections on [Experience of] change -- Chapter Eleven: The Unequal Production of Knowledge in the Sociolinguistics of Englishes -- Chapter Twelve: The Cosmetics of Teaching English as an International Language in Japan: A Critical Reflection -- Chapter Thirteen: “So what do you want us to do?”: A critical reflection of teaching English as an International Language in an Australian context -- Chapter Fourteen: The realities of real English: Voices from those exposed -- Chapter Fifteen: The WEs/EIL paradigm and Japan’s NS propensity: Challenging the ‘friendly face’ of West-based TESOL -- Chapter Sixteen: On Teaching EIL in a Japanese Context: The power within and power without -- Epilogue: Modelling Language Variation.
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  • 12
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789401788694
    Language: English
    Pages: Online-Ressource (X, 238 p. 36 illus, online resource)
    Series Statement: Multilingual Education 10
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
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    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Englisch ; Weltsprache ; Sprachkontakt ; Sprachvariante ; Englischunterricht
    Abstract: The English language has always existed alongside other languages. However, the last 200 years have shown a dramatic increase in the range, extent and context of contact between English and other languages. As a result of this contact, we find marked variations in Englishes around the world. Englishes in Multilingual Contexts: Language Variation and Education explores how these variations relate to issues in English language teaching and learning. The first part of this book includes chapters of importance in studying English language variation in the context of education. The second part builds on an understanding of variation and identifies pedagogical possibilities that respect language variation and yet empower English language learners in diverse contexts. Together, the chapters in this volume allow readers to develop a broad understanding around issues of language variation and to recognise pedagogical implications of this work in multilingual contexts. “This book provides a rich collation of material dealing with the implications of dialect variation for the teaching of the English language, as well as the use of genre-based teaching in the classroom. Many students and teachers who are keen to know about issues that arise with different varieties of English around the world will find the book exceptionally informative, and furthermore the practical advice for developing genre-based teaching will be valued by many trainee and practicing teachers.” David Deterding, University of Brunei, Darussalam, Brunei
    Description / Table of Contents: Chapter 1: IntroductionSection 1: Issues of Language Variation in Education. Chapter 2: Integrating Language Variation into TESOL: Challenges from English Globalization -- Chapter 3: Classroom Encounters with Caribbean Creole English: Language, Identities and Pedagogy -- Chapter 4: Global Identities or Local Stigma Markers: How Equal is the 'E' in Englishes in Cameroon? -- Chapter 5: Accent and Ethics: Issues that Merit Attention -- Chapter 6: Forensic Linguistics and Pedagogical Implications in Multilingual Contexts -- Chapter 7: Teaching the Expanding Universe of Englishes -- Section 2: Pedagogical applications. Chapter 8: Dynamic Approach to Language Proficiency -- Chapter 9: Modelling and Mentoring: The Yin and Yang of Teaching and Learning from Home Through School -- Chapter 10: Supporting Students in the Move from Spoken to Written Language -- Chapter 11: Applying Systemic Functional Linguistics to Build Educators’ Knowledge of Academic English for the Teaching of Writing -- Chapter 12: "Welcome to the Real World” or English Reloaded: A European Perspective -- Chapter 13: Preparing Linguistically Responsive Teachers in Multilingual Contexts -- Chapter 14: From Model to Practice: Language Variation in Education.
    Note: Description based upon print version of record
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  • 13
    ISBN: 9783319061856
    Language: English
    Pages: 1 online resource (237 pages)
    Edition: 1st ed.
    Series Statement: Multilingual Education Ser. v.11
    Parallel Title: Erscheint auch als
    DDC: 306.4491823
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    Keywords: Language arts ; Australia.. ; Language arts ; Pacific Area.. ; Education ; Electronic books ; Aufsatzsammlung
    Abstract: The studies in this volume investigate how multilingual education involves a critical engagement with questions of identity and culture, and a movement towards new ways of being and belonging. It addresses previously under-explored issues, in particular the integration of theories like 'thirdness', and practices of language education and maintenance with relevance to the Asia-Pacific region. The analyses reveal the delicate balance of interests of all stakeholders and offer detailed insights into the reality of multilingual education, with specific examples of Chinese, English, Japanese and Tamil. In a globalised world, effective language education has become increasingly important, and the studies presented here have the potential to inform and advance evidence-based multilingual education through adding important dimensions of theoretical exploration and refreshing empirical resources.
    Abstract: Acknowledgments -- Contents -- Contributors -- About the Author -- Introduction -- References -- Occupying the 'Third Space': Perspectives and Experiences of Asian English Language Teachers -- 1 Introduction -- 2 Related Literature -- 2.1 Western Educational Discourses and Local Contexts -- 2.2 Thirdness -- 3 Research Method and Design -- 4 Findings and Discussion -- 4.1 Responses to Western Educational Discourses -- 4.2 Colonial Legacies -- 4.3 Inadequacy -- 4.4 Unfamiliarity and Ignorance -- 4.5 Emulation -- 4.6 Fear -- 4.7 Sociocultural Norms -- 4.8 Living Conditions and Hardship -- 4.9 Socioeconomic Divides -- 4.10 Scepticism -- 5 Conclusion and Implications -- References -- Changing Perspectives of Literacy, Identity and Motivation: Implications for Language Education -- 1 Introduction -- 2 Cultural Literacy and Cultural Identity -- 3 Critical Intercultural Literacies -- 4 Learner Motivation Reconsidered -- 5 Implications for Language Learning and Teaching -- 5.1 Inside the classroom -- 5.1.1 Making Meaning-Making the Explicit Aim of Learning -- 5.1.2 Accommodating the Use of L1 -- 5.1.3 Making Connections to Local and Global Cultures -- 5.1.4 Adjusting Classroom Approaches -- 5.1.5 Modifying Assessments -- 5.1.6 Maximising Conviviality via Group Work and Mingling -- 5.1.7 Building Critical Thinking Skills via Learner Reflection on First Culture (Kramsch 1993) -- 5.1.8 Incorporating the Diversity of English Varieties -- 5.2 Outside the Classroom -- 6 Implications for Intercultural Communication -- 7 Conclusions -- References -- Constructing Meaning from the Unfamiliar: Implications for Critical Intercultural Education -- 1 Introduction -- 2 Key Terms -- 3 Culture -- 3.1 Multiculturalism and Multicultural Education -- 3.2 Conservative, Liberal, and Critical Multiculturalism -- 3.3 Critical Intercultural Education -- 4 Multicultural Australia.
    Note: Description based on publisher supplied metadata and other sources
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  • 14
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400753860
    Language: English
    Pages: Online-Ressource (XIV, 194 p. 22 illus, digital)
    Series Statement: Educational Linguistics 14
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Englischunterricht ; ECTS ; Englisch ; Europa ; Fremdsprachenunterricht ; Bologna-Prozess ; ECTS
    Abstract: Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study. It presents the latest results of prominent European research projects, programs of pedagogical innovation, and thematically linked academic networks. Responding to a profound need for a volume addressing the practical aspects of the newly designed language degrees now being rolled out across Europe, this essential contribution pools the insights of a prestigious set of scholars, practitioners, and policy makers from diverse parts of Europe and the US. It will inform crucial decisions about instituting and evaluating competencies in a new generation of language studies programmes."This volume offers a diversity of perspectives with contributions from both European and North American experts. Although the primary focus of the volume is on Europe, with an explicit goal of bridging the gap between the theory and practice of competency-based teaching in the context of the creation of the European Higher education Area (EHEA) and the implementation of the European Credit Transfer System (ECTS), its implications for language education clearly transcend geographic boundaries. The concept of competencies is closely linked to a learner-centered, meaning-based model of learning in which learner autonomy plays a central role and which emphasizes lifelong learning. In bringing together current research perspectives from both sides of the Atlantic, the volume successfully underscores the shared challenges of transforming language education in a globalized, postmodern world." Nelleke Van Deusen-Scholl, Director of the Center for Language Study, Yale College, USA
    Abstract: Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study. It presents the latest results of prominent European research projects, programs of pedagogical innovation, and thematically linked academic networks.Responding to a profound need for a volume addressing the practical aspects of the newly designed language degrees now being rolled out across Europe, this essential contribution pools the insights of a prestigious set of scholars, practitioners, and policy makers from diverse parts of Europe and the US. It will inform crucial decisions about instituting and evaluating competencies in a new generation of language studies programmes."This volume offers a diversity of perspectives with contributions from both European and North American experts. Although the primary focus of the volume is on Europe, with an explicit goal of bridging the gap between the theory and practice of competency-based teaching in the context of the creation of the European Higher education Area (EHEA) and the implementation of the European Credit Transfer System (ECTS), its implications for language education clearly transcend geographic boundaries. The concept of competencies is closely linked to a learner-centered, meaning-based model of learning in which learner autonomy plays a central role and which emphasizes lifelong learning. In bringing together current research perspectives from both sides of the Atlantic, the volume successfully underscores the shared challenges of transforming language education in a globalized, postmodern world." Nelleke Van Deusen-Scholl, Director of the Center for Language Study , Yale College, USA
    Description / Table of Contents: Competency-based LanguageTeaching in Higher Education; Preface: Languages in the European Higher Education Area; Introduction; Multilingualism in Europe; The Issue About "Global English"; English as a Key to Progress in the European Higher Education Area; Conclusion; Contents; Contributors; Chapter 1: Introduction and Overview; 1.1 Language Teaching in Higher Education; 1.2 Competency-Based Language Teaching in Higher Education; 1.3 Definition and Characterization of the Notion of "Competency"; 1.4 Competency-Based Language Teaching in Higher Education: Where Do We Stand?
    Description / Table of Contents: 1.5 Overview of the Volume1.5.1 Part I: Adapting to a Competency-Based Model in Tertiary Education: Necessary Changes in Language Teaching; 1.5.2 Part II: Teaching Competencies in Tertiary Language Education; 1.5.3 Part III: Evaluating Competencies in Tertiary Language Education; 1.6 Conclusion; References; Part I: Adapting to a Competency-Based Model in Tertiary Education: Necessary Changes in Language Teaching; Chapter 2: From Content to Competency: Challenges Facing Higher Education Language Teaching in Europe; 2.1 A Changing Linguistic Landscape
    Description / Table of Contents: 2.2 The Language Challenge Facing Higher Education in Europe2.3 Towards a Competency-Based Approach to HE Language Teaching and Learning; 2.4 The CEFR and the Bologna Process; 2.5 The CEFR and the Development of Pragmatic Competencies; 2.6 The CEFR and Life-Long Language Learning; 2.7 The CEFR - Opportunity and Challenge; 2.8 Conclusions; References; Chapter 3: Adapting to a Competency-Based Model in Tertiary Education: Lessons Learned from the European Project ADELEEES; 3.1 Introduction; 3.2 Research Design; 3.2.1 Objectives; 3.2.2 Procedure and Instruments
    Description / Table of Contents: 3.2.2.1 Questionnaire Design and Validation3.2.2.2 Administration of the Questionnaires; 3.2.3 Participants; 3.2.3.1 Global Figures; 3.2.3.2 Students; 3.2.3.3 Teachers; 3.2.4 Statistical Methodology; 3.3 Results and Discussion; 3.3.1 Students: Global Results; 3.3.1.1 Competency Development and Evaluation; 3.3.1.2 Types of Groupings and Learning Modalities; 3.3.1.3 Methodology; 3.3.1.4 Materials and Resources; 3.3.1.5 Evaluation; 3.3.2 Teachers: Global Results; 3.3.2.1 Competency Development and Evaluation; 3.3.2.2 Types of Groupings and Learning Modalities; 3.3.2.3 Methodology
    Description / Table of Contents: 3.3.2.4 Materials and Resources3.3.2.5 Evaluation; 3.3.3 Comparison of Student and Teacher Outcomes; 3.3.3.1 Competency Development and Evaluation; 3.3.3.2 Types of Groupings and Learning Modalities; 3.3.3.3 Methodology; 3.3.3.4 Materials and Resources; 3.3.3.5 Evaluation; 3.4 Conclusions; 3.5 Implications of the Study: Suggestions for Improvement; 3.6 Lines for Future Research; References; Part II: Teaching Competencies in Tertiary Language Education; Chapter 4: Competences and Foreign Language Teacher Education in Spain; 4.1 Introduction; 4.2 Competence and Teacher Education
    Description / Table of Contents: 4.2.1 Competences and Competencies
    Note: Description based upon print version of record
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  • 15
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400763470
    Language: English
    Pages: Online-Ressource (XII, 170 p. 16 illus, digital)
    Series Statement: Multilingual Education 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
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    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Borneo ; Englisch
    Abstract: This detailed survey of Brunei English reflects the burgeoning academic interest in the many new varieties of English which are fast evolving around the world. Wholly up to date, the study is based on careful analysis of a substantial dataset that provides real-life examples of usage to illustrate the narrative throughout. As well as a thorough account of the pronunciation, grammar, vocabulary usage, and discourse patterns of Brunei English, the volume explores its historical and educational background and current developmental trends, providing an in-depth review of the patterns of English usage within this multilingual, oil-rich society on the north-western coast of Borneo. Written in a non-technical style throughout that will assist non-specialists wishing to grasp the fundamentals of this unique brand of the English language, the work is a worthy addition to Springer’s series on multilingual education that plugs a gap in the coverage of the numerous varieties of English being used across South East Asia. “The authors bring renewed and badly needed attention to the long-overlooked development of Brunei English. Their examination of the variety not only documents the features and functions of English within Brunei society, it also suggests the development of regional or global varieties of English that extend beyond Brunei, and even beyond South East Asia.” Andrew Moody, University of Macau
    Description / Table of Contents: Conventions in the Transcriptions; Abbreviations; Contents; Chapter 1: Introduction; 1.1 Brief History; 1.2 Population; 1.3 Languages; 1.4 Brunei English or English in Brunei?; 1.5 Variation in Brunei English; 1.6 Data; 1.7 Spoken Data; 1.8 Written Data; 1.9 Overview; Chapter 2: Education in Brunei; 2.1 Traditional Education in Brunei; 2.2 Post-war Education; 2.3 The Bilingual Education Policy; 2.4 Bilingualism at UBD; 2.5 SPN21; 2.6 The Role of CfBT; 2.7 The Educational Divide; 2.8 Conclusion; Chapter 3: Pronunciation; 3.1 TH; 3.2 Consonant Cluster Reduction; 3.3 Added [t]; 3.4 Glottal Stop
    Description / Table of Contents: 3.5 Devoicing3.6 Vocalised L; 3.7 Deleted L; 3.8 Rhoticity; 3.9 Vowels; 3.10 Long and Short Vowels; 3.11 face and trap; 3.12 face and goat; 3.13 Absence of Reduced Vowels; 3.14 Spelling Pronunciation; 3.15 Idiosyncratic Pronunciations; 3.16 Word Stress; 3.17 Compound Stress; 3.18 Rhythm; 3.19 Sentence Stress; 3.20 De-accenting; 3.21 Rising Pitch; 3.22 Conclusion; Chapter 4: Morphology and Syntax; 4.1 Plural Suffixes; 4.2 Logically Countable Items; 4.3 one of; 4.4 brother-in-laws; 4.5 piece; 4.6 Subject-Verb Agreement; 4.7 there's; 4.8 -s After Modal Verbs; 4.9 Intervening Nouns; 4.10 Tenses
    Description / Table of Contents: 4.11 will4.12 would; 4.13 do; 4.14 ever and Perfective; 4.15 Null Subjects; 4.16 Subject-Auxiliary Inversion; 4.17 Determiners; 4.18 Names of Countries; 4.19 Affirmative Answers to Negative Questions; 4.20 Adj to V/Adj V-ing; 4.21 Prepositions; 4.22 Conclusion; Chapter 5: Discourse; 5.1 Discourse Particles; 5.2 yeah; 5.3 sort of/kind of; 5.4 tsk; 5.5 Topic Fronting; 5.6 -wise; 5.7 compared to; 5.8 Reduplication; 5.9 Repetition of Lexical Terms; 5.10 Lexical Doublets; 5.11 Tautology; 5.12 and so forth; 5.13 Overdoing Explicitness; 5.14 whereby; 5.15 Sentence Length; 5.16 Run-on Sentences
    Description / Table of Contents: 5.17 ConclusionChapter 6: Lexis; 6.1 Borrowings; 6.2 Religious Terms; 6.3 Royalty; 6.4 Food; 6.5 Clothing; 6.6 Other Cultural Items; 6.7 three or five; 6.8 Calques; 6.9 Acronyms; 6.10 Initialisms; 6.11 Clippings and Blends; 6.12 Shifts in Meaning; 6.13 Shifted Connotation; 6.14 Sports Personnel; 6.15 Other Lexical Items; 6.16 Conclusion; Chapter 7: Mixing; 7.1 BruDirect: Have Your Say (HYS); 7.2 Alternating Languages (AL); 7.3 Inability to Think of a Word; 7.4 Explaining Something; 7.5 Religious Terms; 7.6 Food; 7.7 Direct Quotations; 7.8 Stylistic Reasons; 7.9 Attitudes Towards Mixing
    Description / Table of Contents: 7.10 ConclusionChapter 8: Brunei English in the World; 8.1 The Status of Brunei English; 8.2 Global Englishes; 8.3 Intelligibility; 8.4 Pedagogical Implications; 8.5 Brunei English and the Future; Appendices; Appendix A: The Female UBDCSBE Speakers; Appendix B: The Male UBDCSBE Speakers; Appendix C: The Wolf Passage; The Boy Who Cried Wolf; Appendix D: Transcripts of the Interview with Umi; Umi-a; Umi-b; Umi-c; Appendix E: The BruDirect Data; References; Index
    Note: Includes bibliographical references and index
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  • 16
    Online Resource
    Online Resource
    New York, NY [u.a.] : Springer
    ISBN: 9781461442684 , 9781283623919
    Language: English
    Pages: Online-Ressource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    DDC: 407.1
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    Keywords: Education ; Science (General) ; Medicine ; Chemistry ; Language and languages ; Lehrmittel ; Englisch ; Wissenschaftssprache ; Wortschatz
    Abstract: This book is based on a study of referees' reports and letters from journal editors on reasons why papers written by non-native researchers are rejected due to problems with English (long sentences, redundancy, poor structure etc). It draws on English-related errors from around 5000 papers written by non-native authors, around 3000 emails, 500 abstracts by PhD students, and over 1000 hours of teaching researchers how to write and present research papers. The exercises are organized into nine chapters on: adjectives and adverbs (e.g. actual vs current, different vs several, continually vs continuously), link words (e.g. on the contrary vs on the other hand, despite vs nevertheless), nouns (e.g. danger vs hazard, measure vs measurement), prepositions (e.g. among vs between, in vs into, with vs within), verbs (e.g. check vs control, compose vs comprise, arise vs raise, exclude vs rule out), false friends and synonyms, spelling, useful phrases, emailsNearly all exercises require no actual writing but simply choosing between various options, thus facilitating self-study, e-reading and rapid progress. The exercises can also be integrated into English for Academic Purposes (EAP) and English for Special Purposes (ESP) courses at universities and research institutes.The book can be used in conjunction with the other exercise books in the series: English for Academic Research: Writing ExercisesEnglish for Academic Research: Grammar Exercises
    Note: Includes index
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  • 17
    Online Resource
    Online Resource
    New York, NY [u.a.] : Springer
    ISBN: 1283640287 , 9781461442899 , 9781283640282
    Language: English
    Pages: Online-Ressource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    DDC: 407.1
    RVK:
    Keywords: Education ; Science (General) ; Grammar, Comparative and general ; Language and languages ; Englisch ; Wissenschaftssprache ; Grammatik
    Abstract: This book is based on a study of referees' reports and letters from journal editors on reasons why papers written by non-native researchers are rejected due to problems with English grammar. It draws on English-related errors from around 5000 papers written by non-native authors, several hundred emails, 500 abstracts by PhD students, and over 1000 hours of teaching researchers how to write and present research papers. The exercises include the following areas: active vs passive, use of wearticles (a/an, the, zero) and quantifiers (some, any, few etc)conditionals and modalscountable and uncountable nounsgenitiveinfinitive vs -ing formnumbers, acronyms, abbreviationsrelative clauses and which vs thattenses (e.g. simple present, simple past, present perfect)word orderExercise types are repeated for different contexts. For example, the difference between the simple present, present perfect and simple past is tested for use in papers, referees' reports, and emails of various types. Such repetition of similar types of exercises is perfect for revision purposes. English for Academic Research: Grammar Exercises is designed for self-study and there is a key to all exercises. Most exercises require no actual writing but simply choosing between various options, thus facilitating e-reading and rapid progress. The exercises can also be integrated into English for Academic Purposes (EAP) and English for Special Purposes (ESP) courses at universities and research institutes.The book can be used in conjunction with the other exercise books in the series and is cross-referenced to: English for Research: Usage, Style, and GrammarEnglish for Writing Research PapersEnglish for Academic Correspondence and Socializing Adrian Wallwork is the author of around 30 ELT and EAP textbooks. He has trained several thousand PhD students from 35 countries to write and present academic work.English for Writing Research PapersEnglish for Academic Correspondence and Socializing Adrian Wallwork is the author of around 30 ELT and EAP textbooks. He has trained several thousand PhD students from 35 countries to write and present academic work.English for Academic Correspondence and Socializing Adrian Wallwork is the author of around 30 ELT and EAP textbooks. He has trained several thousand PhD students from 35 countries to write and present academic work.
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  • 18
    Online Resource
    Online Resource
    New York, NY [u.a.] : Springer
    ISBN: 1299408109 , 9781461442981 , 9781299408104
    Language: English
    Pages: Online-Ressource (XV, 190 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    DDC: 407.1
    RVK:
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    Keywords: Education ; Science (General) ; Language and languages ; Lehrbuch ; Englisch ; Wissenschaftssprache
    Abstract: This book is based on a study of referees' reports and letters from journal editors on reasons why papers written by non-native researchers are rejected due to problems with English (long sentences, redundancy, poor structure etc). It draws on English-related errors from around 5000 papers written by non-native authors, around 3000 emails, 500 abstracts by PhD students, and over 1000 hours of teaching researchers how to write and present research papers. The exercises are organized into ten chapters on: punctuation and spellingword orderwriting short sentences and paragraphslink words - connecting phrases and sentences togetherbeing concise and removing redundancyambiguity and political correctnessparaphrasing and avoiding plagiarismdefining, comparing, evaluating and highlightinganticipating possible objections, indicating level of certainty, discussion limitations, hedging, future workwriting each section of a paperSome exercises require no actual writing but simply choosing between various options, thus facilitating self-study, e-reading and rapid progress. In those exercises where extended writing is required, model answers are given. Exercise types are repeated for different contexts, for example the importance of being concise is tested for use in papers, referees' reports, and emails of various types. Such repetition of similar types of exercises is designed to facilitate revision. The exercises can also be integrated into English for Academic Purposes (EAP) and English for Special Purposes (ESP) courses at universities and research institutes.The book can be used in conjunction with the other exercise books in the series and is cross-referenced to: English for Research: Usage, Style, and GrammarEnglish for Writing Research PapersAdrian Wallwork is the author of around 30 ELT and EAP textbooks. He has trained several thousand PhD students from 35 countries to write and present academic work.
    Description / Table of Contents: 1. Punctuation and Spelling -- 2. Word Order -- 3. Writing Short Sentences and Paragraphs -- 4. Link Words: Connecting Phrases and Sentences Together -- 5. Being Concise and Removing Redundancy -- 6. Ambiguity and Political Correctness -- 7. Paraphrasing and Avoiding Plagiarism -- 8. Defining, Comparing, Evaluating, and Highlighting -- 9. Anticipating Possible Objections, Indicating Level of Certainty, Discussing Limitations, Hedging, Future Work -- 10. Writing Each Section of a Paper -- Acknowledgements -- About the Author -- Editing Service -- Index.
    Note: Includes index
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  • 19
    Online Resource
    Online Resource
    New York [u.a.] : Springer
    ISBN: 9781461415930 , 9781283740449
    Language: English
    Pages: Online-Ressource (XVI, 252 p)
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    DDC: 407.1
    RVK:
    RVK:
    Keywords: Education ; Grammar, Comparative and general ; Grammar, Comparative and general Syntax ; Language and languages ; Englisch ; Wissenschaftssprache ; Lehrbuch
    Abstract: This guide is based on a study of referees' reports and letters from journal editors on the reasons why papers written by non-native researchers are rejected due to problems with English usage, style and grammar. It draws on English-related errors from around 5000 papers written by non-native authors, 500 abstracts by PhD students, and over 1000 hours of teaching researchers how to write and present research papers. English for Research: Usage, Style, and Grammar covers those areas of English usage that typically cause researchers difficulty: articles (a/an, the), uncountable nouns, tenses (e.g., simple present, simple past, present perfect), modal verbs, active vs. passive form, relative clauses, infinitive vs. -ing form, the genitive, noun strings, link words (e.g., moreover, in addition), quantifiers (e.g., each vs. every), word order, prepositions, acronyms, abbreviations, numbers and measurements, punctuation, and spelling. Due to its focus on the specific errors that repeatedly appear in papers written by non-native authors, this manual is an ideal study guide for use in universities and research institutes. The book is cross-referenced with the following titles:• English for Academic Research: Grammar Exercises• English for Academic Research: Vocabulary Exercises• English for Academic Research: Writing Exercises• English for Writing Research Papers Adrian Wallwork is the author of more than 30 English Language Teaching (ELT) and English for Academic Purposes (EAP) textbooks. He has trained several thousand PhD students and researchers from 40 countries to prepare and give presentations. Since 1984 he has been revising research manuscripts through his own proofreading and editing service.
    Note: Introduction ; 1. Nouns: plurals, countable vs uncountable ; 2. Genitive: the possessive form of nouns.- 3. Indefinite article: a , 4. Definite article: the ; 5. Zero article: no article ; 6. Quantifiers: any, some, much, many, each, every etc ; 7. Relative pronouns: that, which, who, whose ; 8. Tenses: present, past, future ; 9. Conditional forms: zero, first, second, third ; 10. Passive vs active: impersonal vs personal forms ; 11. Imperative, infinitive, gerund (-ing form) ; 12. Modal verbs: can, may, could, should, must etc ; 13. Link words (adverbs and conjunctions): also, although, but etc ; 14. Adverbs and prepositions: already, yet, at, in, of etc ; 15. Sentence length, conciseness, clarity and ambiguity ; 16. Word order: nouns and verbs ; 17. Word order: adverbs ; 18. Word order: adjectives and past participles ; 19. Comparative and superlative: -er, -est, irregular forms ; 20. Measurements: abbreviations, symbols, use of articles ; 21. Numbers: words vs numerals, plurals, use of articles etc ; 22. Acronyms: usage, grammar, plurals, punctuation ; 23. Abbreviations and Latin words: usage, meaning, punctuation ; 24. Capitalization: headings, dates, figures etc ; 25. Punctuation: apostrophes, colons, commas etc ; 26. Referring to the literature ; 27. Figures and tables: making reference, writing captions and legends ; 28. Spelling: rules, US vs GB, typical typos ; Appendix 1 - Verbs, nouns and adjectives + prepositions ; Appendix 2 - Glossary of terms used in this book ; Index..
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  • 20
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400752610
    Language: English
    Pages: Online-Ressource (XIV, 192 p, digital)
    Series Statement: Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Aquinas, education and the East
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    Keywords: Philosophy (General) ; Philosophy, medieval ; Philosophy, modern ; Education Philosophy ; Philosophy ; Philosophy (General) ; Philosophy, medieval ; Philosophy, modern ; Education Philosophy ; Thomas, ; Aquinas, Saint, 1225?-1274 ; Education ; Philosophy ; Philosophy, Asian ; Civilization, Oriental ; Aufsatzsammlung ; Erziehung ; Thomas von Aquin, Heiliger 1225-1274 ; Östliche Philosophie
    Abstract: A confluence of scholarly interest has resulted in a revival of Thomistic scholarship across the world. Several areas in the investigation of St. Thomas Aquinas, however, remain under-explored. This volume contributes to two of these neglected areas. First, the volume evaluates the contemporary relevance of St. Thomas's views for the philosophy and practice of education. The second area explored involves the intersections of the Angelic Doctor’s thought and the numerous cultures and intellectual traditions of the East. Contributors to this section examine the reception, creative appropriation, and various points of convergence between St. Thomas and the East
    Description / Table of Contents: Aquinas, Education and the East; Foreword; Acknowledgments; Contents; Introduction; Part I: Aquinas and Education: Understanding and Extending Aquinas; Aquinas and His Understanding of Teaching and Learning; 1 Introduction; 2 Teaching and Learning; 3 Conclusion; End Notes; References; Aquinas on Connaturality and Education; 1 Introduction; 2 Philosophical Anthropology and Its Ontological Background in Aquinas; 3 Virtues and Connatural Knowledge; 4 Applications to Contemporary Education; End Notes; References; Aquinas and the Second Person in the Formation of Virtues
    Description / Table of Contents: 1 The Mystery of Aquinas' Virtue Ethics2 The Gifts and the Second Person; 3 The Fruits and Interpersonal Resonance; 4 Implications of the Second Person for Virtue Formation; End Notes; References; Aquinas on Shame: A Contemporary Interchange; 1 Contexts, Aims and Methodologies; 2 Meaning and Role of Shame; 3 Aquinas: Subversive About Shame?; 4 Final Observations; End Notes; References; Part II: Aquinas and the East: Comparative Approaches; Can Morality Be Taught? Aquinas and Mencius on Moral Education; 1 Aquinas on Education; 2 Aquinas and Mencius on Education: A Comparative Reading
    Description / Table of Contents: End NotesReferences; Exemplars for the Moral Education of Beginners in the Religious Life: Aquinas and Dōgen; End Notes; References; The Simplicity of the Ultimate: East and West; 1 Introduction; 2 The Fascination of Simplicity; 3 Religious Resistance to Simplicity; 4 Bringing Nirvāna Down to Earth; 5 Conclusion; End Notes; References; Aquinas and Locke on Empiricism, Epistemology, and Education; 1 Introduction; 2 Aquinas on Scientia and the Teacher; 3 Locke on Knowledge and Education; 4 Conclusion; End Notes; References; Part III: Education and the East: Reflections on Educational Policy
    Description / Table of Contents: Reorganising Schools as Social Enterprises: Play Schools and Gifted Education1 Introduction; 2 Play Schools; 3 Gifted Education; 4 Memoria Christi: Final Thoughts; End Notes; References; Education for All and International Cooperation for Education Development: Ongoing Implications for National Policy in the Philippines; 1 Preamble; 2 Regional Cooperation: A Philippine Perspective; 3 Education Reform Programs 1990 - Present Day; 4 Current Situation; 5 Implications for Policy; References; Index
    Note: Description based upon print version of record
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  • 21
    ISBN: 9789400749948
    Language: English
    Pages: Online-Ressource (XII, 166 p. 4 illus, digital)
    Series Statement: Multilingual Education 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Applied linguistics ; Language and languages ; Literacy ; Education ; Education ; Applied linguistics ; Language and languages ; Literacy ; China ; Englischunterricht ; Fremdsprachenlernen
    Abstract: This is one of two volumes by the same editors that explore historical, philosophical, and cultural perspectives on literacy in China. This volume focuses on English literacy in China, while the other volume is on Chinese literacy. In modern day China, English has enjoyed an increasingly important status in education, but not without challenges. The essays in this volume provide a comprehensive, cross-disciplinary look at changes in English literacy practices and literacy instruction in China from the first English school in the 19th century to recent curriculum reform efforts to modernize English instruction from basic education through higher education. Together, the essays address a wide array of topics, including early childhood English education, uses of information technology to teach English, and teaching English to Chinese minority students. This work is essential reading for those who want to expand their understanding of English literacy education in China.
    Description / Table of Contents: Perspectives on Teaching and Learning EnglishLiteracy in China; Contents; Contributors; Introduction; Future Directions; References; Chapter 1: Social Ideologies and the English Curriculum in China: A Historical Overview; 1.1 Introduction; 1.2 Mainstream Philosophies and English Education in China; 1.2.1 Confucianism and English Education in Imperial Times; 1.2.2 Deweyan Pragmatism and English Education in the Republic Era; 1.2.3 Marxism and English Education; 1.3 Historical Development of English Education in China After 1949; 1.3.1 English Under the Soviet Influence from 1949 to 1960
    Description / Table of Contents: 1.3.2 Seeking Quality in English Education from 1961 to 19661.3.3 English in the Cultural Revolution from 1966 to 1976; 1.3.4 English for Modernization Under Deng Xiaoping from 1977 to 1993; 1.3.5 English for Globalization from 1993 to Present; 1.4 Conclusion; References; Chapter 2: English Language Teaching in Higher Education in China: A Historical and Social Overview; 2.1 Introduction; 2.2 A Brief History of ELT in China's Higher Education; 2.2.1 Before 1949: Interpreter Training Colleges and Missionary Colleges and Universities
    Description / Table of Contents: 2.2.2 From 1949 to 1965: An Interlude with Russian Followed by a Revival of English Education2.2.3 From 1966 to 1976: The Cultural Revolution; 2.2.4 From 1976 to 2000: The Open Door Policy and the Four Modernizations; 2.2.5 The Twenty-First Century: WTO, 2008 Olympics, and China's International Stature; 2.3 Social Perspectives of ELT in Higher Education in China; 2.3.1 The Importance of ELT in Higher Education in China; 2.3.2 Debates about Educational Reform in ELT; 2.3.3 Tension Between Essence and Utility in ELT at the Tertiary Level; 2.4 Conclusion; References
    Description / Table of Contents: Chapter 3: English Curriculum and Assessment for Basic Education in China3.1 Introduction; 3.2 Historical Overview of English Curriculum in Basic Education; 3.2.1 Soviet Period (1949-1956); 3.2.2 Exploration Period (1957-1965); 3.2.3 Destruction Period (1966-1976); 3.2.4 Restoration Period (1977-1985); 3.2.5 Compulsory Education Period (1986-1998); 3.2.6 Quality Education Period (1999-Present); 3.3 Current English Curriculum Standards; 3.4 Assessment Issues; 3.5 Challenges Ahead; 3.5.1 Curriculum and National Foreign Language Needs; 3.5.2 Implementation Issues; 3.5.3 Assessment for Learning
    Description / Table of Contents: 3.6 ConclusionReferences; Chapter 4: Early Childhood English Education in China; 4.1 Introduction; 4.2 Historical Development of Early English Literacy Education; 4.2.1 Stage 1: From the Opium Wars to the Early 1920s; 4.2.2 Stage 2: From the 1920s to the Late 1940s; 4.2.3 Stage 3: From the Early 1950s to the End of the 1970s; 4.2.4 Stage 4: The 1980s to the Present; 4.3 Current English Fever in Chinese Early Childhood Education; 4.3.1 Change in Attitudes of Local Governments Towards English; 4.3.2 Multicultural Social Environment of Children
    Description / Table of Contents: 4.3.3 In fl uence of Parents' Experiences Learning English
    Description / Table of Contents: Introduction -- 1. Social Ideologies and the English Curriculum in China: A Historical Overview -- 2. English Language Teaching in Higher Education in China: A Historical and Social Overview -- 3. English Curriculum and Assessment for Basic Education in China -- 4. Early Childhood English Education in China -- 5. Chinese Primary School English Curriculum Reform -- 6. 21st Century Senior High School English Curriculum Reform in China -- 7. English Curriculum in Higher Education in China for Non-English Majors -- 8. After School English Language Learning in China -- 9. English Teaching and Learning in Ethnic Minority Regions in China: Challenges and Opportunities -- 10. Use of Technology to Support the Learning and Teaching of English in China.
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  • 22
    ISBN: 9789400740471 , 1280996749 , 9781280996740
    Language: English
    Pages: Online-Ressource (XI, 235 p. 7 illus, digital)
    Series Statement: Contemporary Philosophies and Theories in Education 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Education and the Kyoto School of Philosophy
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    Keywords: Geistesgeschichte ; Aesthetics ; Education ; Education ; Aesthetics ; Education Philosophy ; Kioto-Schule ; Pädagogik ; Aufsatzsammlung ; Aufsatzsammlung ; Kyōto-Schule ; Pädagogik ; Geistesgeschichte
    Abstract: The work of the Kyoto School represents one of the few streams of philosophy that originate in Japan. Following the cultural renaissance of the Meiji Restoration after Japans period of closure to the outside world (1600-1868), this distinctly Japanese thought found expression especially in the work of Kitaro Nishida, Keiji Nishitani and Hajime Tanabe. Above all this is a philosophy of experience, of human becoming, and of transformation. In pursuit of these themes it brings an inheritance of Western philosophy that encompasses William James, Hume, Kant and Husserl, as well as the psychology of Wilhelm Wundt, into conjunction with Eastern thought and practice. Yet the legacy and continuing reception of the Kyoto School have not been easy, in part because of the coincidence of its prominence with the rise of Japanese fascism. In light of this, then, the Schools ongoing relationship to the thought of Heidegger has an added salience. And yet this remains a rich philosophical line of thought with remarkable salience for educational practice.The present collection focuses on the Kyoto School in three unique ways. First, it concentrates on the Schools distinctive account of human becoming. Second, it examines the way that, in the work of its principal exponents, diverse traditions of thought in philosophy and education are encountered and fused. Third, and with a broader canvas, it considers why the rich implications of the Kyoto School for for philosophy and education have not been more widely appreciated, and it seeks to remedy this.The first part of the book introduces the historical and philosophical background of the Kyoto School, illustrating its importance especially for aesthetic education, while the second part looks beyond this to explore the convergence of relevant streams of philosophy, East and West, ranging from the Noh play and Buddhist practices to American transcendentalism and post-structuralism.
    Description / Table of Contents: Education and the Kyoto School of Philosophy; Contents; Notes on Contributors; Contributors; Chapter 1: Sounding the Echoes - By Way of an Introduction; References; Part I: Thinking of Education in the Kyoto School of Philosophy; Chapter 2: Pure Experience and Transcendence Down; Mind, Matter, and the Methodology of Doubt; Philosophy as Usual?; Nishida and the West; Nothingness and Place; Language, Silence, and Transcendence; Possibilities of Becoming: The Aesthetic and the Political; References; Chapter 3: The Philosophical Anthropology of the Kyoto School and Post-War Pedagogy
    Description / Table of Contents: The Development of Philosophical Anthropology in the Kyoto SchoolThe Development of the Kyoto School's 'Pedagogical Anthropology'; Motomori Kimura's Pedagogical Plan; The Establishment of the Kyoto School and Post-War Pedagogical Anthropology; The Post-War Perspective of the Kyoto School as Expressed by Akira Mori's Pedagogical Anthropology; Visions of Pedagogical Anthropology and The Original Theory of Human Formation; The Kyoto School and the Educational Concept of 'Technique' ( gijutsu); The Evaluation of the Kyoto School in the Field of Educational Studies; References
    Description / Table of Contents: The Human Lifecycle as an Arch Bridge, Mutuality, Trust in PathosReferences; Chapter 6: The Kyoto School and the Theory of Aesthetic Human Transformation: Examining Motomori Kimura's Interpretation of Friedrich Schiller; Introduction; Aporia in the Interpretation of Aesthetic Letters; Kimura's Interpretation of Schiller (1): 'Purity' of 'Aesthetic Feeling'; 'Pure Feeling' and 'Locus'; Kimura's Interpretation of Schiller (2); the Schöne Seele and 'Absolute Nothingness'; The Kyoto School and Postmodernism; Two Possibilities of 'The Aesthetic': A Reply to Paul Standish
    Description / Table of Contents: Practice Led by the 'Self-Generating Idea''Development' and 'Becoming' in the Living Dynamics of Practice; References; Chapter 7: Metamorphoses of 'Pure Experience': Buddhist, Enactive and Historical Turns in Nishida; Nishida's Encounter with James; James and Modern Japan; Buddhism and 'Pure Experience'; Dogen: To Learn the Way with the Body; 'Pure Experience' and the Birth of Modern Japanese Philosophy; Reality and Unifying Activity; Acting-Intuition and the Historical World; The Stand of the Acting Self; 'Action-Perception Coupling' and Self-Awakening
    Description / Table of Contents: World of Historical Reality as Pure Experience
    Description / Table of Contents: Chapter 4: The Kyoto School and J.F. HerbartIntroduction: Philosophy of Education as a Place ('Topos') for a New Discourse Between East and West; Herbart Within Intellectual History; The Logic of Place, or the Epistemology of Moving/Developing; Judgment and Takt; References; Chapter 5: A Genealogy of the Development of the Clinical Theory of Human Becoming; Introdution: Towards a Clinical Theory of Human Becoming; The Establishment of the Pedagogy of the Kyoto School―Motomori Kimura's Hyogen (Expression) Pedagogy; From Pedagogical Anthropology to The Principles of Human Formation ―Akira Mori
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  • 23
    Online Resource
    Online Resource
    New York, NY [u.a.] : Springer
    ISBN: 9781441979223
    Language: English
    Pages: Online-Ressource (XXII, 325 S.)
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Parallel Title: Druckausg. Wallwork, Adrian English for writing research papers
    DDC: 808.0665
    RVK:
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    Keywords: Education ; Science (General) ; Medicine ; Chemistry ; Language and languages ; Englisch ; Wissenschaftssprache ; Wissenschaftliches Manuskript
    Abstract: Publishing your research in an international journal is key to your success in academia. This guide is based on a study of referees' reports and letters from journal editors on reasons why papers written by non-native researchers are rejected due to problems with English usage. It draws on English-related errors from around 5000 papers written by non-native authors, 500 abstracts by PhD students, and over 1000 hours of teaching researchers how to write and present research papers. With easy-to-follow rules and tips, and with examples taken from published and unpublished papers, you will learn how to: prepare and structure a manuscript increase readability and reduce the number of mistakes you make in English by writing concisely, with no redundancy and no ambiguityplan and organize your paper, and structure each paragraph and each sentence so that the reader can easily follow the logical build-up towards various conclusionswrite a title and an abstract that will attract attention and be readdecide what to include in the various parts of the paper (Introduction, Methodology, Discussion etc) select from over 700 useful phrases highlight your claims and contributionavoid plagiarism and make it 100% clear whether you are referring to your own work or someone else'schoose the correct tenses and style (active or passive) Other books in the series: English for Presentations at International Conferences English for Academic Correspondence and Socializing English for Research: Usage, Style, and Grammar English for Academic Research: Grammar / Vocabulary / Writing Exercises Adrian Wallwork is the author of more than 20 ELT and EAP textbooks. He has trained several thousand PhD students and academics from 35 countries to prepare and give presentations. Since 1984 he has been revising research papers, and in 2009 he set up englishforacademics.com a proofreading and editing service specifically for researchers.
    Description / Table of Contents: English for Writing Research Papers; Preface; Contents; Part I Writing Skills; Chapter 1: Planning and Preparation; Chapter 2: Word Order; Chapter 3: Breaking Up Long Sentences; Chapter 4: Structuring Paragraphs and Sentences; Chapter 5: Being Concise and Removing Redundancy; Chapter 6: Avoiding Ambiguity and Vagueness; Chapter 7: Clarifying Who Did What; Chapter 8: Highlighting Your Findings; Chapter 9: Hedging and Criticising; Chapter 10: Paraphrasing and Plagiarism; Part II Sections of a Paper; Chapter 11: Titles; Chapter 12: Abstracts; Chapter 13: Introduction
    Description / Table of Contents: Chapter 14: Review of the LiteratureChapter 15: Methods; Chapter 16: Results; Chapter 17: Discussion; Chapter 18: Conclusions; Chapter 19: Useful Phrases; Chapter 20: The Final Check; Links and References; Acknowledgements; About the Author; Contact the Author; Index
    Note: Includes bibliographical references and index
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  • 24
    Online Resource
    Online Resource
    New York, NY [u.a.] : Springer
    ISBN: 9781441994011
    Language: English
    Pages: Online-Ressource
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    DDC: 428.24
    RVK:
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    Keywords: Education ; Language and languages ; Humanities ; Englisch ; Wissenschaftliches Manuskript
    Abstract: English for Academic Correspondence and Socializing is the first ever book of its kind specifically written for researchers of all disciplines whose first language is not English. With easy-to-follow rules and tips, and with authentic examples taken from real emails, referee's reports and cover letters, you will learn how to: - use strategies for understanding native speakers of English - significantly improve your listening skills - organize one-to-one meetings - feel confident at social events - manage and participate in a successful conversation - write effective emails - review other people's manuscripts - formally and informally - reply effectively and constructively to referees' reports - write cover letters to editors - use the telephone and Skype - participate in (video) conference calls - exploit standard English phrases Other books in the series: English for Presentations at International Conferences English for Writing Research Papers English for Research: Usage, Style, and Grammar English for Academic Research: Grammar Exercises English for Academic Research: Vocabulary Exercises English for Academic Research: Writing Exercises
    Description / Table of Contents: Preface; Who is this book for?; What are the three most important things I will learn from this book?; What else will I learn?; I am a trainer in EAP and EFL. Should I read this book?; How is this book organized?; Are the emails and other examples in this book genuine? Are they in correct English?; Glossary; A note on he, she, and their; Other books in this series; Contents; Part I Email; 1 Subject Lines; 1.1 Write the subject line imagining that you are the recipient; 1.2 Combine your subject line with the preview pane; 1.3 Use the subject line to give your complete message
    Description / Table of Contents: 1.4 Consider using a two-part subject line1.5 Be specific, never vague; 1.6 Include pertinent details for the recipient; 1.7 Examples of subject lines; 2 Beginnings and Endings; 2.1 Spell the recipient's name correctly; 2.2 Use an appropriate initial salutation and be careful with titles; 2.3 Avoid problems when it is not clear if the recipient is male or female, or which is their surname; 2.4 Be as specific as possible when addressing an email to someone whose name you do not know; 2.5 Remind the recipient who you are when previous contact has only been brief
    Description / Table of Contents: 2.6 Use standard phrases rather than translations from your own language2.7 Begin with a greeting + recipient's name; 2.8 If there has been no previous contact, give reason for your email immediately; 2.9 Indicate to multiple recipients who actually needs to read the mail; 2.10 Make it clear who should read your email and what it is you are requesting; 2.11 Avoid templates for beginnings and endings; 2.12 If in doubt how to end your email, use Best regards; 2.13 Don't use a sequence of standard phrases in your final salutation
    Description / Table of Contents: 2.14 Ensure your signature contains everything that your recipient may need to know2.15 Avoid PSs and anything under your signature; 3 Structuring the Content of an Email; 3.1 Plan your email and be sensitive to the recipient's point of view; 3.2 Organize the information in your email in the most logical order and only include what is necessary; 3.3 Minimize mistakes in your English by writing short and simple emails; 3.4 Be concise and precise; 3.5 Use short sentences and choose the best grammatical subject; 3.6 Use the correct word order; 3.7 Bear in mind that long emails will be scrolled
    Description / Table of Contents: 3.8 Use link words in long emails to show connections and to draw attention to important points3.9 Avoid ambiguity; 3.10 When using pronouns ensure that it is 100% clear to the recipient what noun the pronoun refers to; 3.11 Ensure that recipients in different time zones will interpret dates and times correctly; 3.12 Be aware of the importance of an email---not just for you or your recipient, but also for a third party; 3.13 Check your spelling and grammar; 3.14 Don't rely 100% on your spell checker; 3.15 If the mail is very important, have it checked by an expert; 4 Requests and Replies
    Description / Table of Contents: 4.1 Decide whether it might be better just to make one request rather than several
    Note: Includes bibliographical references and index
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  • 25
    Online Resource
    Online Resource
    New York, NY [u.a.] : Springer
    ISBN: 9781441965912
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 808.51
    RVK:
    Keywords: Education ; Science (General) ; Life sciences ; Language and languages ; Literacy ; Physics ; Englisch ; Präsentation ; Konferenz
    Abstract: This, the first book ever written on academic presentations specifically from the perspective of non-native English speakers, is designed to help non-native English speakers to prepare and deliver effective presentations at international conferences. Adrian Wallwork is the author of more than 20 ELT and EAP textbooks. He has trained several thousand PhD students and academics from 35 countries to prepare and give presentations. Since 1984 he has been revising research papers, and in 2009 he set up englishforacademics.com - a proofreading and editing service specifically for researchers.
    Abstract: This book is designed to help non-native English speakers to prepare and deliver effective presentations at international conferences. It will be the first book ever written on presentations specifically from the perspective of non-native English speakers. It will be written in an English that readers will be able to understand easily. This is not `simple` English as a native speaker would interpret it, but a particular way of writing with minimal redundancy in which key points are highlighted clearly. The book will cover not only the typical difficulties of all presenters (structure, gaining audience attention, graphics on slides etc), but will also focus above all on those issues that cause specific problems for the non-native. TOC:Part 1: Preparation and Practice.- Ten stages of preparing your slides.- Writing out your speech in English.- Pronunciation and intonation.- Practice and learning from other people`s presentations.- Handling your fear and anxiety.- Part 2: What to Write and Show on the Slides.- Titles.- Writing and editing the text of the slides.- Using bullets.- Visual elements and fonts.- Getting and keeping the audience`s attention.- Part 3: What to Do and Say at Each Stage of the Presentation.- Ten ways to begin a presentation.- Outline and Transitions.- Methodology.- Results and Discussion.- Conclusions.- Questions and answers.- Useful phrases.
    Description / Table of Contents: Preface; Who Is This Book for?; What Will I Learn from This Book?; How Should I Read This Book?; Other Books in This Series; Why Do a Presentation at a Conference?; Isnt Just Attending a Conference Enough, Why Is It a Good Thing to Give a Presentation?; What Kind of Presentations Do Audiences Like to See?; What Constitutes a Professional Presentation?; What Kind of Presentations Do Audiences NOT Like to See?; What About Posters?; Contents; Part I Preparation and Practice; 1 Ten Stages in Preparing Your Slides; 2 Writing Out Your Speech in English; 3 Pronunciation and Intonation
    Description / Table of Contents: 4 Practice and Learn from Other Peoples Presentations5 Handling Your Nerves; Part II What to Write on the Slides; 6 Titles; 7 Writing and Editing the Text of the Slides; 8 Using Bullets; 9 Visual Elements and Fonts; 10 Getting and Keeping the Audiences Attention; Part III What to Say and Do at Each Stage of the Presentation; 11 Ten Ways to Begin a Presentation; 12 Outline and Transitions; 13 Methodology; 14 Results and Discussion; 15 Conclusions; 16 Questions and Answers; 17 Useful Phrases; Links and References; Acknowledgements; About the Author; Contact the Author; Index
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 26
    ISBN: 9780387096698
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Mathematics Teacher Education 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Science and Law
    Parallel Title: Buchausg. u.d.T. Tasks in Primary Mathematics Teacher Education
    RVK:
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    Keywords: Mathematics ; Teachers Training of ; Education ; Wissenschaftsphilosophie ; Wissenschaftstheorie
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    URL: Cover
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  • 27
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9781402063022
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Analecta Husserliana, The Yearbook Of Phenomenological Research 95
    DDC: 100
    RVK:
    Keywords: Phenomenology ; Philosophy ; Philosophy (General) ; Social sciences Philosophy ; Education ; Education Philosophy ; Konferenzschrift ; Erziehungsphilosophie
    Abstract: Education is the transmission of knowledge and skill from one generation to another, and is vitally significant for the growth and unfolding of the living individual. It manifests the quintessential ability of the logos to differentiate life in self-individualization from within, and in its spread through inter-generative networks. The present collection of papers focuses on the underpinnings of the creative workings of the human strategies of reason.
    Abstract: Education is the transmission of knowledge and skill from one generation to another, and is vitally significant for the growth and unfolding of the living individual. It manifests the quintessential ability of the logos to differentiate life in self-individualization from within, and in its spread through inter-generative networks. Without reaching the evolutive phase of the human creative condition, the human being establishes a unique creative platform on which to conduct its co-existence. On this platform the progress of life is being transformed from a natural ontopoietic accomplishment into an autonomous achievement of the creative planning of the human mind. Specifically, human education focuses upon creative planning moving like a pendulum between nature and freedom. The present collection of papers focuses on the underpinnings of the creative workings of the human strategies of reason. Papers by: Anna-Teresa Tymieniecka, Zaiga Ikere, Daniela Verducci, Klymet Selvi, Andrina Tonkli-Komel, Jan Szmyd, Brian Grassom, Alon Segev, Mara Rubene, Dean Komel, Patricia Trutty-Coohill, Carmen Cozma, Piotr Mroz, Clara Mandolini, Mobeen Shahid, Semiha Akinci, Oliver W. Holmes, Khawaja Muhammad Saeed, Angela Ales Bello, Virpi Yliraudanjoki, Brian Hughes, Ella Buceniece, Halil Turan, Fabio Petrelli, Roberto Verolini, Bronislaw Bombala, Osvaldo Rossi, Joanna Handerek, Rimma Kurenkova, M. Chkeneva, Maija Kule, Nikolay Kozhevnikov
    Description / Table of Contents: Front Matter; Education For Creative Planning; Human Being as a Creative Differentiator of the Logos of Life; Education And The Ontopoietic Conception Of Life; Phenomenological Approach in Education; Poetry and Knowledge in Plato'S Critique of Sophistic Education; Civilizational Contexts of the Contemporary Educational Crisis; Beyond Knowledge; Philosophical System and Art Experience in Hegel and Gadamer; Distance Education "Here" and "now"; Art As The Possibility Of Philosophical; Can Art Be Taught?; Ethical View upon the Human Situation Within the "Unity-of-Everything-There-is-Alive"
    Description / Table of Contents: The Educational Aspect of the Primordial Situation of One's Being-in-the-worldAction, Work, and Education in Blondel; Husserl's Phenomenological Analysis of Ethics As a Foundation for Pedagogy; The Philosophical Roots of the Concepts of Equality and Justice in Education; Theories of Nature and Education in the Development of the Human Self in the Eighteenth Century; Spiritual Experience and the Foundation of Education; Self-Cultivation and Educative Responsibility; Merleau-Ponty's in Northern Feminist Education Context; Hermeneutic Excellence as a Meta-Ethic
    Description / Table of Contents: Sensuous Experience and Transcendental Empiricism (F. Brentano, E. Husserl, P. DAle)Learning by Eureka; Rethinking Education from the Perspective of Life; In Search of a New Model of Education; Art Between Communion and Communication; Relations with Others in the Face of Lévinas' il-y-a; Communication in the Teacher Training University; Humanities in Transcending the Perspective of Experience; Phenomenology of Modern Universalism; Back Matter
    Note: "Published under the auspices of the World Institute for Advanced Phenomenological Research and Learning , Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 28
    Online Resource
    Online Resource
    Alexandria, VA : Alexander Street Press
    Language: English
    Pages: Online-Ressource (1 online resource)
    Edition: 1st electronic ed
    Edition: Online-Ausg. Social Theory
    RVK:
    Keywords: Education ; Education
    Note: Access restricted to subscribers , Mode of access: World Wide Web.
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 29
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9780387763323
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. DeCapua, Andrea Grammar for Teachers
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    Keywords: Language and languages ; Education ; Education ; Language and languages ; English language Grammar ; English language United States ; English language Study and teaching ; Foreign speakers ; Amerikanisches Englisch ; Grammatik ; Didaktik ; Amerikanisches Englisch ; Grammatik
    Abstract: The purpose of Grammar for Teachers is to encourage readers to develop a solid understanding of the use and function of grammatical structures in American English. It approaches grammar from a descriptive rather than a prescriptive approach; however, throughout Grammar for Teachers differences between formal and informal language, and spoken and written English are discussed. Grammar for Teachers avoids jargon or excessive use of technical terminology and reviews essential grammar structures clearly and concisely. The text encourages users to tap into their own, often subconscious, knowledge of the grammar of English and to make it a conscious knowledge they can apply to their own varied teaching settings. Grammar for Teachers emphasizes looking at grammar from the perspective of learners of English, an approach that allows teachers to better appreciate the language difficulties learners of English face in ESL or mainstream classrooms. Discussions of areas of difficulties for learners of English are included throughout the text. Grammar for Teachers makes the study of grammar interesting and relevant by presenting grammar in context and by using authentic material from a wide variety of sources, including magazines, newspapers, children's books, bestsellers, works of literature, and academic prose. In each chapter, the numerous Discovery Activities engage users in exploring the different elements of grammar and in considering how these elements work together to form meaningful units. The subsequent discussion of each Discovery Activity allows users to explore specific elements of grammar on their own. At the end of each chapter, additional Practice Activities ask users to apply the grammar concepts presented in each chapter. Included in the Practice Activities are samples of relevant learner errors and error analysis exercises.
    Description / Table of Contents: ""Preface""; ""Acknowledgments""; ""Contents""; ""Chapter 1 What is Grammar?""; ""Chapter 2 Morphology Words and Their Parts""; ""Chapter 3 The Noun Phrase Nouns, Noun Signals, Pronouns""; ""Chapter 4 Adjectives and Adverbs""; ""Chapter 5 Introduction to Verbs and Verb Phrases The Heart of the Sentence""; ""Chapter 6 Time, Tense, and Aspect of Verbs""; ""Chapter 7 Modal Auxiliary Verbs and Related Structures""; ""Chapter 8 Basic Sentence Patterns and Major Variations""; ""Chapter 9 Compound Sentences and Introduction to Complex Sentences: Adverbial Clauses""
    Description / Table of Contents: ""Chapter 10 Complex Sentences Continued Relative Clauses""""Chapter 11 Complex Sentences Continued: Noun Clauses""; ""Chapter 12 Verbal Constructions""; ""Glossary""; ""Appendices""; ""Index""
    Note: Includes index
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 30
    Online Resource
    Online Resource
    Boston, MA : Springer US
    ISBN: 9780387463018
    Language: English
    Pages: Online-Ressource (X, 1242 p. (in 2 volumes, not available separately), digital)
    Series Statement: Springer International Handbooks of Education 15
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Science and Law
    Parallel Title: Buchausg. u.d.T. International handbook of English language teaching
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    Keywords: Language and languages ; Educational tests and measurements ; Education ; English language Study and teaching ; Foreign speakers ; Aufsatzsammlung ; Englisch ; Sprachunterricht
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 31
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9780387368948
    Language: English
    Pages: Online-Ressource (XVIII, 161 p, digital)
    Series Statement: Language Policy 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. In the presence of English
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    Keywords: Sociolinguistics ; Language and languages ; Education ; Education ; Sociolinguistics ; Language and languages ; Aufsatzsammlung ; Englisch ; Europa ; Jugendsprache ; Massenmedien ; Englisch ; Wirkung ; Medien ; Jugend ; Europa ; Massenmedien ; Jugendsprache ; Englisch
    Abstract: "The starting point for this comparative study on the role of English within the media worlds of European youth is the recognition of the increasing importance of communication with peoples from other cultures and countries.Within the European Union (EU), English has a special role in this regard. While EU policy promotes all languages spoken in member states, and although English is not the most frequently spoken first language, it is the language two Europeans are most likely to use to make themselves understood. This lingua franca phenomenon occurs not only in the fields of science and technology, but also in business and everyday, personal interactions. The media, which plays an important role in intercultural communication, serves as a cultural forum, and both creates culture and transmits representations of other cultures. Its offerings are often highly internationalized, especially in pop culture, films, TV series, and variety shows, which exercise great influence on cultural and linguistic issues in the multilingual, multicultural EU.The primary goals of ""In the Presence of English: Media and European Youth"" are to gain insight into the roles of English in and for Europe, to contribute to discussions of the possibilities of transnational media offerings, to better understand the influence of media in foreign language acquisition and of its role in promoting cross cultural understanding across European cultures, and to better understand the role of English media in the construction of the world view of European youth. The research presented on the relationship of media use to language proficiency has relevance to how schools react to and take advantage of media influences on English acquisition. It also has implications for approaches to language policy and planning issues relating to the present and future role of English in the EU, and the re-evaluation of the presence and prevalence of English in the media both as a threat to the notion of a European identity and as a contributing factor in the creation of such an identity.Researchers, scholars, practitioners, and students of such fields as second language pedagogy and acquisition, language policy, media and communication, and sociolinguistics as well as educational and social psychology will all have an interest in ""In the Presence of English: Media and European Youth""."
    Description / Table of Contents: The Presence of English Sociocultural, Acquisitional, and Media Dimensions; English in Europe; An Empirical Approach to the Presence of English; Descriptive Findings on the Presence of English; Determinants of Contact, Proficiency, and Attitudes; English, Youth, and Media Environments; In the Presence of English: A Resume After Step one of an International Study
    Note: Includes bibliographical references (p. 121-136) and index
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 32
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9781402021404
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Science & Technology Education Library 24
    DDC: 507
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    Keywords: Education ; Artificial intelligence ; Mathematics ; Science Study and teaching ; Physics ; Wissenschaftstheorie ; Unterricht
    Abstract: This book is the culmination of over twenty years of work toward a pedagogical theory that promotes experiential learning of model-laden theory and inquiry in science. The book focuses as much on course content as on instruction and learning methodology, presenting practical aspects that have repeatedly demonstrated their value in fostering meaningful and equitable learning of physics and other science courses at the secondary school and college levels.
    Abstract: Presents practical aspects to foster learning of physics and other science courses at the secondary school and college levels. This book shows how a scientific theory that is the object of a given science course can be organized around a limited set of basic models. It also introduces special tools, including modeling schemata
    Description / Table of Contents: Fundamental Tenets of Modeling Theory; Modeling Schemata; Paradigmatic Evolution; Modeling Program; Learning Cycles;
    Note: Description based upon print version of record
    URL: Volltext  (lizenzpflichtig)
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  • 33
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9781402045882
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Philosophy and Education 15
    DDC: 370.1
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    Keywords: Education ; Education Philosophy ; Education, Higher ; Humanities ; Körper ; Erziehung
    Abstract: Discursive accounts of the body have been prominent recently. While acknowledging the usefulness of these, the author, drawing upon specific philosophers of the body and a wide range of other theorists, focuses attention on the experiencing body - which she refers to as 'creatural existence'. Thinking in terms of the creatural, she argues, can better situate human beings in their environment, thus emphasizing a kind of 'ecological notion of subjectivity', in which place-based existence is understood anew. The educational implications of focusing on what bodies 'do' and not so much in terms of how they are socially inscribed, presents them as practico-sensory totalities which should perhaps be seen as systems rather than an as a mere organism or entity. Such an articulation of creatural existence emphasizes animality, and in so doing reminds us of the centrality of the senses in all knowing and doing, including crucially, in relation to those practices which we have understood as 'work'. Multi-sensorial education is a major sub-theme of the book and the author argues persuasively for this by means of a critical analysis of the ocular centrism that is characteristic of contemporary culture. With its strong philosophical anchoring and its judicial use of interdisciplinary sources this book will appeal to both undergraduate and graduate students and their teachers not only in the field of philosophy of education but those from many others disciplines. It will also interest primary and secondary school teachers, curriculum designers and education policy makers. 'Marjorie O'Loughlin shows in this book that embodiment ought to be central to human hopes to be whole persons, who are not merely productive but who are also expressive of our potentiality. Her 'creatural existence' grounds this in our fleshly selves, and she explores it through the emotions, through work, and through citizenship. Her achievement here is profound: in one book, we find an interdisciplinary account of the evidence for creatural existence, presented accessibly in first-person philosophical narrative, based mainly on Merleau-Ponty. If bodies matter more than ever in everyday life, educators should start with our fleshly selves and move creatively forward. O'Loughlin points out the direction...and pushes us persuasively: you can feel the nudge!' David Beckett, Associate Professor, Faculty of Education, University of Melbourne
    Description / Table of Contents: The Scopic Regime and the Ordering of the World; Creatural Embodiment; Working Bodies; Emotion, Sociality and Embodiment; Embodied Citizenship
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    URL: Volltext  (lizenzpflichtig)
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  • 34
    ISBN: 3518280872
    Language: German
    Pages: 338 S , 18 cm
    Edition: [5. Nachdr.]
    Series Statement: Suhrkamp-Taschenbuch Wissenschaft 487
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    Keywords: Sociology ; Morale ; Education ; Moral education ; Sittliche Erziehung
    Note: Orig.-Ausg. gesondert u.d.T.: Durkheim, Emile: L'éducation morale und: Durkheim, Emile: Education et sociologie
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  • 35
    ISBN: 9780387286242
    Language: English
    Pages: Online-Ressource (XVII, 266 p, digital)
    Series Statement: Educational Linguistics 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Information Technology in Languages for Specific Purposes
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    Keywords: Applied linguistics ; Education ; Language and languages ; Linguistics ; Linguistics ; Applied Linguistics ; Education ; Language and languages
    Abstract: Work in the field of Languages for Specific Purposes (LSP) has also been transformed by technology. This volume offers an overview of a variety of applications of IT in the field of LSP. It is addressed to a wide audience that includes LSP teachers and researchers, although the contents may also be relevant to applied linguists working in other fields. This book contains research studies as well as educational experiences and proposals, presented from different perspectives and backgrounds (both geographical and cultural), all of which are theoretically grounded and with a clear and sound rationale. Readers will find a variety of educational projects and research studies situated in specific educational contexts and in particular geographical locations. Although not intended for generalization, we believe they are valuable technology-based educational solutions that can offer new insight and reflections that may help readers create their own tools and carry out further research. The chapters cover the main areas of research and practice in the field.
    Description / Table of Contents: CONTENTS; Contributing Authors; Foreword; Acknowledgements; Introduction; 1 The Role of Information Technology in LSP: Some Central Issues; PART I. Corpus-based studies; 2 Corpus Linguistics and English for Academic Purposes; 3 Interaction in Academic Spoken English: The Use of 'I' and 'You' in the MICASE; 4 Exploring Epistemic Modality in Academic Discourse Using Corpora; PART II. Computer-mediated communication; 5 Finding Common Ground in LSP: A Computer-Mediated Communication Project; 6 Uncovering Tasks and Texts - Teaching ESP through Online Workshops
    Description / Table of Contents: 7 The SMAIL Project: A Dialogic Approach to Computer-Assisted Language Learning for the LSP ClassroomPART III. Specific Technology-based Projects in Different Educational Settings; 8 Technology for Trust, Collaboration, and Autonomy Among Asian Students at the University Level; 9 Networking for Learning and Teaching English for Specific Purposes; PART IV. Technology and Learner Autonomy in Higher Education; 10 Learning English with Computers at University Level; 11 Using the Internet to Promote Autonomous Learning in ESP; 12 Integration of E-learning into a Tertiary Educational Context
    Description / Table of Contents: PART V. Terminology and Lexis: Teaching and Translation13 The Development of a Computer Science Dictionary, or How to Help Translate the Untranslatable; 14 The Importance of Key Words for LSP; Conclusions; 15 Information Technology in LSP: Prospects on a Brave New World; Index
    Note: Includes bibliographical references and index
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 36
    ISBN: 9781402034107
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Science & Technology Education Library 27
    DDC: 601
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    Keywords: Education ; Teachers Training of ; Lehrbuch ; Technikphilosophie
    Abstract: Teaching about technology, at all levels of education, can only be done properly when those who teach have a clear idea about what it is that they teach. In other words: they should be able to give a decent answer to the question: what is technology? In the philosophy of technology that question is explored. Therefore the philosophy of technology is a discipline with a high relevance for those who teach about technology. Literature in this field, though, is not always easy to access for non-philosophers. This book provides an introduction to the philosophy of technology for such people. It offers a survey of the current state-of-affairs in the philosophy of technology, and also discusses the relevance of that for teaching about technology. The book can be used in introductory courses on the philosophy of technology in teacher education programs, engineering education programs, and by individual educators that are interested in the intriguing phenomenon of technology that is so important in our contemporary society.
    Note: Includes bibliographical references (p. 145-160) and indexes , Electronic reproduction; Available via World Wide Web
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  • 37
    ISBN: 9781402027390
    Language: English
    Pages: Online-Ressource (X, 670 p, online resource)
    Edition: Second Edition
    Series Statement: Studies In Writing 14
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Effective learning and teaching of writing
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    Keywords: Language and education ; Education ; Education ; Language and languages
    Abstract: Effective Learning and Teaching of Writing is a handbook on research on the effective teaching and learning of writing. It is a reference for researchers and educators in the domain of written composition in education. Effective Learning and Teaching of Writing covers all age ranges and school settings and it deals with various aspects of writing and text types. Research methodology varies from experimental studies to reflective classroom practitioners’ research. This new volume in the series Studies in Writing brings together researchers from all kinds of disciplines involved in writing research and countries in their endeavour to improve the teaching of written composition. It is the result of co-operation of researchers all over the world and shows that in spite of the differences in educational regions over the world, research in writing shares similar problems, and tries to find answers, and generate new questions. The body of knowledge in this volume will inspire researchers and teachers to improve research and practice
    Description / Table of Contents: Effective learning and teaching of writing: student involvement in the teaching of writing -- emergent writing in kindergarten and the emergence of the alphabetic principle -- looking at reading and writing through language -- rewriting to introduce punctuation in the second grade: a didactic approach -- contextual factors enhancing cognitive and metacognitive activity during the process of collaborative writing -- Metacognitive regulations, peer interactions and revision of narratives by sixth graders -- The directivity of teacher strategies in collaborative writing tasks -- Making digital annotations using the world wide web -- Popular culture: a resource for writing in secondary English classrooms -- The garden of thought - about writing poems in upper secondary school -- Using a structured writing workshop to help good readers who are poor writers -- Deaf ways of writing narratives: a bilingual approach -- Stylistic imitation as a tool in writing pedagogy -- Improving argumentative writing by fostering argumentative speech -- Monitoring local coherence through bridging integration -- Learning to write instructive texts by reader observation and written feedback -- Learning to read and write argumentative text by observation of peer learners -- The uptake of peer-based intervention in the writing classroom -- Teaching writing: using research to inform practice -- Impact of regular philosophical discussion on argumentative skills: reflection about education in primary schools -- Action research: a study on using an integrative-narrative method to teach l2 writing in a Hong Kong primary school -- Teaching how to write argumentative texts at primary school -- Teaching writing: teaching oral presentation -- Writing to learn: constructing the concept of genre in a writing -- Writing "in your own words": children’s use of information sources in research projects -- Metacognition to learn how to write texts at school and to develop motivation to do it -- Fostering novices’ ability to write informative texts -- Adapting to the classroom setting: new research on teachers moving between traditional and computer classrooms -- Assessment of argumentative writing -- Digital information literacy: teaching students to use the internet in source-based writing -- "Down the plughole": the pitfalls of testing the writing of l2 pupils -- Composing a summary -- Enhancing thinking dispositions through informal writing: Experiences in science classes -- Fostering reflective writing by structuring writing-to-learn tasks -- Reflective writing & reflective thinking: the implications of introducing reflective practice into a professional doctorate programme in pharmacy -- Writing to learn: conducting a process log -- Learning by writing hypertext: a research based design of university courses in writing hypertext -- The effect of student prior experience, attitudes, and approaches on performance in an undergraduate science writing program -- Children’s writing strategies: profiles of writers -- Writing-to-learn and graph-drawing as aids of the integration of text and graphs -- References -- Author index -- Subject index -- List of contributors.
    URL: Cover
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  • 38
    Online Resource
    Online Resource
    Cambridge : Cambridge University Press
    ISBN: 0511062842 , 9780511062841 , 0511121563 , 9780511121562 , 0511071302 , 9780511071300 , 9780511056512 , 0511056516
    Language: English
    Pages: x, 237 p , 24 cm
    Edition: Boulder, Colo NetLibrary 2004 Online-Ressource E-Books von NetLibrary
    Series Statement: EBSCOhost eBook Collection
    Parallel Title: Erscheint auch als Cuddy-Keane, Melba Virginia Woolf, the intellectual, and the public sphere
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    Keywords: Woolf, Virginia, Knowledge and learning. ; Woolf, Virginia, Political and social views. ; Woolf, Virginia 1882-1941 Knowledge and learning ; Woolf, Virginia 1882-1941 Political and social views ; Woolf, Virginia 1882-1941 Savoir et érudition ; Woolf, Virginia 1882-1941 Pensée politique et sociale ; Woolf, Virginia ; Woolf, Virginia Knowledge and learning ; Woolf, Virginia Political and social views ; Woolf, Virginia, Knowledge and learning. ; Woolf, Virginia, Political and social views. ; Woolf, Virginia ; Woolf, Virginia ; Books and reading History 20th century. ; Education History 20th century. ; Modernism (Literature) ; Books and reading History ; 20th century ; Great Britain ; Education History ; 20th century ; Great Britain ; Modernism (Literature) Great Britain ; Livres et lecture Histoire ; 20e siècle ; Grande-Bretagne ; Éducation Histoire ; 20e siècle ; Grande-Bretagne ; Modernisme (Littérature) Grande-Bretagne ; Education History 20th century ; Modernism (Literature) ; Books and reading History 20th century ; Books and reading History 20th century. ; Education History 20th century. ; Modernism (Literature) ; LITERARY CRITICISM ; European ; English, Irish, Scottish, Welsh ; Books and reading ; Education ; Intellectual life ; Learning and scholarship ; Modernism (Literature) ; Political and social views ; Essays ; History ; Online-Publikation ; Essay ; Geistesleben ; Gesellschaftliches Bewusstsein ; Great Britain Intellectual life 20th century. ; Great Britain Intellectual life ; 20th century ; Grande-Bretagne Vie intellectuelle ; 20e siècle ; Great Britain Intellectual life 20th century ; Great Britain Intellectual life 20th century. ; Great Britain ; Electronic books. ; Electronic books. ; Electronic books Online-Publikation ; Woolf, Virginia 1882-1941 ; Essay ; Geistesleben ; Gesellschaftliches Bewusstsein ; Woolf, Virginia 1882-1941 ; Essay ; Geistesleben ; Gesellschaftliches Bewusstsein
    Abstract: A wider sphere -- Part one: Cultural contexts -- Democratic highbrow: Woolf and the classless intellectual -- Woolf, English studies, and the making of the (new) common reader -- Part two: Critical practice -- 3. Woolf and the theory and pedagogy of reading -- Intellectual work today
    Abstract: Virginia Woolf, the Intellectual, and the Public Sphere relates Woolf's literary reviews and essays to early twentieth-century debates about the value of 'highbrow' culture, the methods of instruction in universities and adult education, and the importance of an educated public for the realization of democratic goals
    Description / Table of Contents: A wider sphere -- Part one: Cultural contexts -- Democratic highbrow: Woolf and the classless intellectual -- Woolf, English studies, and the making of the (new) common reader -- Part two: Critical practice -- 3. Woolf and the theory and pedagogy of reading -- Intellectual work today
    Note: Includes bibliographical references (p. 220-230) and index , Electronic reproduction, Boulder, Colo : NetLibrary, 2004
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 39
    Language: German
    Pages: 95 S. , Ill.
    Additional Material: 2 Kt.
    Series Statement: Mitteilungen der Deutschen Gesellschaft für Natur- und Völkerkunde Ostasiens 31,B
    Series Statement: Mitteilungen der Deutschen Gesellschaft für Natur- und Völkerkunde Ostasiens
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    Keywords: Erziehung ; Education ; Mito-Schule ; Mito-Schule
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