This unique dictionary covers all the major German idioms and is probably the richest source of contemporary German idioms available, with 33,000 headwords. Within each entry the user is provided with: English equivalents; variants; contexts and precise guidance on the degree of currency/rarity of an idiomatic expression. This dictionary is an essential reference for achieving fluency in the language. It will be invaluable for all serious learners and users of German. Not for sale in Germany, Austria and Switzerland.
By synthesizing Erikson's insights into adulthood from his unpublished papers, Hoare provides not only a much-needed integration of Erikson's thought, but also a glimpse into the dynamic mind of one of the twentieth century's most profound thinkers."--Jacket.
This book is addressed to all those in the field of education or related fields, including teachers, teacher-trainers, consultants, and researchers, who are interested in exploring the question, “What does it mean to know, to learn and to teach?”
This new book introduces a new generation to the important insights of Paul Meehl. In addition to selected papers from the classic reader, Psychodiagnosis, this book features new material selected from Meehl's most influential writings. The resulting collection is a tour de force illustrating quantitative analysis of life science problems, an examination of the inadequacy of some methods of analysis, and a review of the application of taxometrics. A Paul Meehl Reader is organized into five content areas: theory building and appraisal - how we discover and test the true causal relations of psychological constructs; specific etiology - an examination of genetic, behavioral, and environmental etiology in psychopathology; diagnosis and prediction - a review of the appropriate use of base rates; taxometrics - a look at Meehl's development of the method he invented; thinking effectively about psychological questions - a critique of correlation research and the power of quantitative thinking in psychology. The Reader features section introductions to orient the reader and provide a context and structure for Paul Meehl's work. The section on diagnosis and prediction features problem sets with solutions to guide the reader through practical applications of the principles described. Accompanying downloadable resources contain footage from Paul Meehl's engaging seminar on clinical versus statistical prediction. This book appeals to advanced students and professionals in psychology, sociology, law, education, human development, and philosophy.
The very first thing one does in all situations of life is orient oneself. Decisions of orientation, which are mostly made under uncertainty and the pressure of time, largely determine subsequent decisions. But what is orientation? The problems of orientation are as old as humankind, the word is used everywhere, but the concept has never been thoroughly investigated. The philosopher Werner Stegmaier comprehensively clarifies for the first time the conditions and structures of orientation, including those of our sexual, economic, media, political, legal, scientific, artistic, religious, moral, and ethical orientations. He thereby establishes a new philosophical language and offers a philosophy for our time. "As if I unexpectedly slipped down into a deep vortex, I am swirled around in a way that I can neither put a foot down, nor swim to the surface. Nonetheless, I will work my way out ... " (René Descartes, Philosopher) "As often as my speculation seems to lead me too far from the paved road of common sense, I stand still and seek to orient myself. I look back at the point from which we started, and I seek to compare the two guideposts I have." (Moses Mendelssohn, Philosopher) "A philosophical problem has the form: ‘I do not know my way about.’" (Ludwig Wittgenstein, Philosopher) "The second O, orientation – as the repository of our genetic heritage, cultural tradition, and previous experiences – is the most important part of the O-O-D-A loop since it shapes the way we observe, the way we decide, the way we act." (John Boyd, Military Strategist)
This volume presents a new perspective on socially coordinated embodied activity. It brings together scholars from linguistics, interactional sociology, neuropsychology and brain research. It assembles empirical studies of the interaction in sports that draw on recent developments in ethnomethodological conversation analysis, the sociology of practice, interactional linguistics, and cognitive studies. Thinking beyond the individual body, the chapters investigate microscopically the materiality and reflexivity of skilled bodies in motion in different sports ranging from individuals jointly rock-climbing and distance-running to team sports such as rugby and basketball. Combining theoretical elements from phenomenology and cognitive studies, the volume emphasizes the temporal extension and merging of bodies towards an acting plural body and the situated embeddedness of dynamically interacting bodies in an environment that encompasses organized spaces, objects or other bodies. It thus offers a number of case studies in advanced research in embodied interaction that coalesce in a comprehensive picture of the ways human bodies merge in joint action.
The publication presents the first historical analysis of the tension between the city and architectural form. It introduces 20th century theories to construct a historical context from which a new architecture-city relationship emerged. The book provides a conceptual framework to understand this relationship and comes to the conclusion that urbanization may be filled with potential, i.e. be a Good Metropolis.
Highlights the current chasm between teacher education theories (praxeologies) and the actual experience of teaching (praxis). Many traditional teacher education programs emphasize teaching based on reflection and deliberation; yet, when a new teacher is in a unique situation, there is not always time to step back and look at it objectively. Through Roth's extensive experience as a teacher, he has learned that a teacher must live in the heat of the moment, but also develop room to maneuver in the moment. These skills come only by actually being in the classroom, working at the elbow of experienced teachers and discussing the events of the day with other teachers. Roth develops his theory by introducing the previously ignored element of temporality in teaching. When there is no time out for reflection, a teacher must develop on-the-spot decision-making skills. In part one, he presents the ideas of being-in the classroom with students and being-with other teachers. Other concepts that emerge are habitus (perceptions and expectations that lead to action), Spielraum (room to maneuver in situations), and relationality (knowing how to act without reflection, based on student-teacher rapport). In part two, Roth asserts that when novice teachers coteach and engage in subsequent cogenerative dialoguing with seasoned professionals, they are in the process of becoming in the classroom. Teachers, college students majoring in education, and professors will all benefit immensely from this book.
