The series serves to propagate investigations into language usage, especially with respect to computational support. This includes all forms of text handling activity, not only interlingual translations, but also conversions carried out in response to different communicative tasks. Among the major topics are problems of text transfer and the interplay between human and machine activities.
Rothkegel argues that text production is the result of interaction between text knowledge and object knowledge – the conventional ordering and presentation of knowledge for communicative purposes and the conceptual organisation of world knowledge.
Textual Knowledge: Teaching the Bible in Theory and in Practice is a book aimed at anyone who wishes to explore what it means to teach the Bible, one of the foundational texts of Western culture. In this volume the author explores the largest issues involved in Bible teaching: What are our purposes? What are the outcomes that we are looking for? How do we conceptualize the Bible as the subject matter? How do we develop theories of Bible teaching? And how do we move from theory to practice? Looking at a variety of alternative conceptions, Textual Knowledge helps offer clarity about a teacher's goals and practical advice about what it means to attain those goals. In addition the book explores the relationship between knowledge of Bible and teaching the Bible. What kind of knowledge does the Bible teacher need to have? How must that knowledge of subject matter be structured and conceptualized? How might differing scholarly conceptions of the discipline influence teachers' ways of thinking about the Bible. Drawing upon recent research in the field of general education, the author draws connections to the domain of Bible education. Asa book that embraces both theoretical issues and practical concerns, Textual Knowledge explores matters of central concern to Jewish educations in particular, but is relevant to educators from other religious traditions and for those teaching the Bible in secular institutions such as universities as well. At its heart the author seeks to improve Bible pedagogy - making it deeper, richer, more reflective and more powerful for students of any age and in any setting.
On the East African island of Mayotte, Islam co-exists with two other systems of understanding and interpreting the world around its inhabitants: cosmology and spirit-mediumship. In a witty, evocative style accessible to both the specialist and non-specialist reader, Michael Lambek provides a significant contribution to writing on African systems of thought, on local forms of religious and therapeutic practice, on social accountability, and on the place of explicit forms of knowledge in the analysis of non-western societies. The "objectified" textual knowledge characteristic of Islam and of cosmology is contrasted with the "embodied" knowledge of spirit possession. Lambek emphasizes the power and authority constituted by each discipline, as well as the challenge that each kind of knowledge presents to the others and their resolution in daily practice. "Disciplines" are defined as an organized body of practitioners or adepts, a concept precise and useful when applied to the contexts of Lambek's own research and equally so in the study of comparable environments elsewhere. Essential reading for those interested in the comparative study of Islamic societies, Lambek's argument directly contributes to the main anthropological arguments of the day concerning the social and cultural basis of systems of knowledge and ethnographic strategies for depicting them.
Women in the Mediterranean have helped constitute new meanings of knowledge whilst simultaneously providing a wealth of material that is now part of the knowledge archive of the area. The inception of types of knowledge that differ from the conventional necessitates a re-definition of the concept of ‘knowledge,’ an issue which is addressed in this volume. Employing a range of theories and methodologies, this book explores four main domains in which women’s knowledge is attested: women and written knowledge; women and oral knowledge; women and legal, religious, and economic knowledge; and women and media knowledge. By presenting untapped women’s expressions of knowledge in these domains, this book opens new avenues of research in fields such as sociology, history and literature, amongst others. This book will be an invaluable resource for students and scholars of the Middle East, Women and Gender studies and Mediterranean Studies.
The first study to analyze print vernacular folio herbals from the standpoint of gender and to present original findings to do with early modern women's ownership of these herbals, Medical Authority and Englishwomen's Herbal Texts also looks at reasons and contexts behind early modern female writers claiming herbal practice. Author Rebecca Laroche first establishes cultural backdrops in the gendering of medical authority that takes place in the herbals and the regular ownership of these herbals by women. She then examines women's engagements with herbal texts in life writings and poetry and asks how these moments represent and engage medical authority. In ultimately demonstrating how female writers variously take on women's herbal medical practices, Laroche reveals the broad range of literary potentials within the historical category of women's medicine.
This book represents an approach which is intended to give readers a general insight into what translators really do and to explain the concepts and tools of the trade, bearing in mind that translation cannot be reduced to simple principles that can easily be separated from each other and thus be handled in isolation. On the whole, the book is more process- than product-centred. Translation is seen as an activity with an intentional and a social dimension establishing links between a source-language community and a target-language community and therefore requiring a specific kind of communicative behavior based on the question “Who translates what, for whom and why?” To the extent that the underlying principles, assumptions, and conclusions are convincing to the reader, the practical implications of the book, last but not least in translation teaching, are obvious.
This book constitutes the refereed proceedings of the 12th International Conference on Knowledge Engineering and Knowledge Management, EKAW 2000, held in Juan-les-Pins, France in October 2000. The 28 revised full papers and six revised short papers presented were carefully reviewed and selected from a high number of high-quality submissions. The book offers topical sections on knowledge modeling languages and tools, ontologies, knowledge acquisition from texts, machine learning, knowledge management and electronic commerce, problem solving methods, knowledge representation, validation, evaluation and certification, and methodologies.
A practical guide to pedagogy in the English classroom, supporting the teaching abstract, classic and challenging texts and concepts. Many teachers are struggling with the new GCSE syllabus for Literature, and this book provides useful resources, strategies and approaches for the key areas of challenge in the English classroom. Full of practical ideas for educators to use in their classrooms, it is the perfect book for any English teachers who want some fresh ideas for approaching GCSE Literature.
This book constitutes the refereed proceedings of the Second Pacific-Asia Conference on Knowledge Discovery and Data Mining, PAKDD-98, held in Melbourne, Australia, in April 1998. The book presents 30 revised full papers selected from a total of 110 submissions; also included are 20 poster presentations. The papers contribute new results to all current aspects in knowledge discovery and data mining on the research level as well as on the level of systems development. Among the areas covered are machine learning, information systems, the Internet, statistics, knowledge acquisition, data visualization, software reengineering, and knowledge based systems.
