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Edited by Rafel Ravina, Luis Bayardo Tobar Pesántez and José Marchena Dominguez

The mystery of happiness has occupied human beings from ancient times until the present day. Philosophers, economists, historians, artists, and psychologists have offered different definitions of what happiness is and how to measure and develop it in various fields.

In this regard, the group of researchers from six countries: Spain, Italy, Mexico, United Kingdom, Brazil and Equador, present their fourth joint work in this new book titled »Happiness Management: A Lighthouse for Social Wellbeing, Creativity and Sustainability«, which contains twelve contibutions about different knowledge areas, all based on the approach to happiness.

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Hip-Hop Education

Innovation, Inspiration, Elevation

Edited by Edmund Adjapong and Chris Emdin

Hip-Hop Education is a sociopolitical movement that utilizes both online and offline platforms to advance the utility of hip-hop as a theoretical framework and practical approach to teaching and learning. The movement is aimed at disrupting the oppressive structures of schools and schooling for marginalized youth through a reframing of hip-hop in the public sphere, and the advancement of the educative dimensions of the hip-hop culture. Hip-Hop Education’s academic roots include, but are not limited to the fields of education, sociology, anthropology and cultural studies and it draws its most distinct connections to the field of hip-hop studies; which is in many ways, is the stem from which this branch of study has grown and established itself. Authors and academics who brought hip-hop into fields like African American studies, philosophy, and the general public writ large, provided in depth studies of a wide range of topics that range from feminism to race and racism. Hip-Hop Education: Innovation, Inspiration, Elevation will be the first of its kind in educational praxis. The series will be composed of books by artists, scholars, teachers, and community participants. The series will publish global authors who are experts in the fields of Hip-Hop, Education, Black Studies, Black Popular Culture, Community Studies, Activism, Music, and Curriculum.

Hip-Hop Education is explicit about its focus on the science and art of teaching and learning. This series argues that Hip-hop embodies the awareness, creativity and innovation that are at the core of any true education. Furthermore, its work brings visibility to the powerful yet silenced narratives of achievement and academic ability among the hip-hop generation; reflecting the brilliance, resilience, ingenuity and intellectual ability of those who are embedded in hip-hop culture but also not necessarily academics in the conventional sense.

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Youth Culture Power

A #HipHopEd Guide to Building Teacher-Student Relationships and Increasing Student Engagement

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Jason D. Rawls and John Robinson

In our schools, hip-hop culture is the dominant culture among the students. In Youth Culture Power: A #HipHopEd Guide to Building Teacher-Student Relationships and Increasing Student Engagement, Jason D. Rawls and John Robinson, educators and hip-hop artists with experience in the urban classrooms, focus their efforts through Hip-Hop Based Education (HHBE). They argue that hip-hop culture could be useful in building relationships and building student engagement.

The approach to achieve this is Youth Culture Pedagogy (YCP). YCP is based in a foundation of reality pedagogy (Emdin, 2014), culturally responsive pedagogy (Ladson-Billings, 1995), and HHBE (Hill, 2009; Petchauer, 2009). In this volume, the authors lay the groundwork for YCP and how they envision its use within the classroom.

In Youth Culture Power, the authors put forth their C.A.R.E. Model of youth pedagogy to help teachers create a positive learning environment by building relationships and lessons around students’ own culture. Instead of forcing students to give up the things they frequent, Rawls and Robinson feel teachers should discuss them and when possible, use them in lessons. The purpose of this book is to present a fresh take on why educators should not discount the culture of youth within the classroom.

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Bernard Vargaftig

Gestures toward the Sacred

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Aaron Prevots

The French poet Bernard Vargaftig (1934–2012), first known in 1960s literary circles as a writer mentored by Aragon, published regularly and served on the editorial boards of Action poétique and Europe. His poetry foregrounds identity and alterity, eros and notions of self, an immediate present and an onrushing past. This book examines Vargaftig’s evolution and aims. It explores his postwar search for self-acceptance, ontological rootedness and shared forward paths. Using close readings of his poetry and prose, complemented by his comments in interviews, the book particularly considers his emphasis on the sacredness of words. His spiritual yearnings, as well as a need to heal due to lingering trauma from wartime hiding, are shown to underlie his focus on allusive imagery, recurring motifs and compact structures, where silence and sound interweave. Comparative analyses are used to show how his enthusiasm for the female Other attunes us to interpersonal bonds and to the outer world’s creative surge. The study of Vargaftig through the lens of gestures toward the sacred thus highlights poetry as a healing ritual, one that facilitates not only immersion in emotion and sensation, but also a continual process of renewal and self-discovery.

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The Enigmatic Tsar and His Empire

Russia under Alexander I. 1801–1825

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Edited by Jan Kusber, Alexander Kaplunovskiy and Benjamin Conrad

In many ways Russia under Alexander I was an epoch of exploration and revision of empire and state-building. The authors of this volume explore the Alexandrine-era Russia not from the traditional vantage point of the emperor and his inner circle but from the point of view of experts and elites. These «men on the spot» drafted «maps» of the empire and its collective subjects and constructed social, political, and economic imaginaries of the empire. All these revisions and projects did not necessarily lead to an immediate and consistent (re)organization of the political, social, and cultural structures of imperial space. The Alexandrine Russia may be interpreted much more as a «laboratory» in which different potential scenarios for modernization were designed, discussed, and tested—but also rejected and forgotten.

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Nadine Bieker

Der Anfang und das Ende geben einer jeden Erzählung einen Rahmen. Bisher ist jedoch nur unzureichend untersucht worden, wie sich der Anfang, das Ende sowie deren Zusammenhang gestalten. Durch eine strukturalistische Zugangsweise zum Text zeigt der Band je eigene Modelle für die Analyse des Anfangs und des Endes. Eine Übersicht zeigt zudem, wie der Residualtext vom Anfang zum Ende überleiten kann. Der Adoleszenzroman eignet sich als konventionalisierte Kommunikationsform als Grundlage für die Konzeption der Modelle, da durch diese Wahl die Modelle nicht verzerrt werden. Gleichzeitig bahnt diese Subgattung durch ihre sowohl jugend- als auch allgemeinliterarischen Anteile der Übertragbarkeit der Modelle auf andere Gattungen einen Weg.

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Die europäische Regulierung audiovisueller Mediendienste

Kohärenz des materiellen Anwendungsbereichs der AVMD-Richtlinie für hybride Onlineangebote vor dem Hintergrund der Medienkonvergenz

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Sarah Hartmann

Die europäische AVMD-Richtlinie, die auch die deutsche Medienregulierung determiniert, befindet sich seit 2016 in einem Reformprozess. Insbesondere der materielle Anwendungsbereich der Richtlinie wird dem Anspruch einer rechtssicheren Unterscheidung zwischen regulierungsbedürftigen und nicht-regulierungsbedürftigen Diensten nicht gerecht. Auch mit der Neugestaltung der Richtlinie werden die Herausforderungen der Medienkonvergenz nicht angemessen bewältigt. Ausgehend von diesen Defiziten konzipiert die Autorin eine alternative Ausgestaltung des materiellen Anwendungsbereiches, die auf rechtsvergleichende Erkenntnisse der Medienregulierung in Großbritannien, Australien, Neuseeland und Deutschland zurückgreift und maßgeblich an die Meinungsbildungsrelevanz der Angebote anknüpft.

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European Sources of Human Dignity

A Commented Anthology

Mette Lebech

This anthology brings together texts of significance for the conceptualisation of human dignity as a constitutional principle in Europe from the earliest evidence until 1965. It divides into four parts, respectively presenting the ancient, the medieval, the early modern and the modern sources. As far as human dignity is a constitutional principle, its history follows closely that of the constitution of states. However, various traditions of human dignity, understanding it to rely on features unrelated to the state, combine in the background to reflect the substance of the idea. The introductions to texts, chapters and parts narrates this history in relation to the texts presented to reflect it. The aim is to provide for scholars and students of law, philosophy, political science and theology a collection of texts documenting the history of the concept of human dignity that is sufficiently comprehensive to contextualise the various understandings of it. A structured bibliography accompanies the work.

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Every Child a Composer

Music Education in an Evolutionary Perspective

Nicholas Bannan

This book breaks new ground in drawing on evolutionary psychology in support of advocacy for music education, and the presentation of innovative musical pedagogy. The book adopts the perspective that musical experience is the birthright of all human beings through the decisive role it played in the evolution of our species, the traces of which we carry in our genes. The author draws on scientific developments in acoustics, neuroscience, linguistics, archaeology and anthropology to examine theories that have emerged powerfully during the last twenty years and which argue for the significance of the practice of music as foundational to human culture. This position is examined in parallel with research into how children learn musically, and the role that creative decision making plays in this. A series of strategies is presented that explores collective creativity which draws on vocalisation, the use of gesture, and instinctive responses to harmony to develop musical imagination.

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Groups, Coteries, Circles and Guilds

Modernist Aesthetics and the Utopian Lure of Community

Edited by Laura Scuriatti

In the first half of the twentieth century, artists, intellectuals, writers, thinkers and patrons in Europe and the United States created a large number of artistic communities, circles, groups and movements with the aim of providing alternatives to the increasingly conflictual political and intellectual climate; the works and artistic practices of many of these groups were marked by an ethos of collaboration, based on a collective understanding of artistic production, and on the nurturing and exercise of sociability and conviviality. Collaboration, sociability, friendship and collective artistic efforts represented the utopian aspects of the radical experiments carried out by avant-garde and modernist artists; they were also the counterparts of the period’s obsession with the notion of genius and the cult of the artist. This book offers studies of under-researched (and often consciously provincial) avant-garde and modernist groups and authors. Their progressive aims are here read as particular forms of utopia based on the ethics and aesthetics of community.

The essays in this volume analyse the significance (and failures) of literary coteries as spaces of aesthetic and political freedom. They explore the internationalist and interdisciplinary practices of the Porza Group, the abstrakten hannover and the anthroposophical group Aenigma; the utopian efforts of the artists’ communities at Dornach (Switzerland) and Farley Farm, in England; the political and aesthetic implications of collaborative practices of cultural mediation, criticism and translation within the Bloomsbury group, the «Young American Critics», and of single individuals in relation to networks and avant-garde coteries, such as Mina Loy, the Baroness Elsa von Freytag-Loringhoven and Djuna Barnes. The volume offers an evaluation of the roots and ethos of sociability in the Enlightenment, as the basis of modernist utopias of community; it also reflects on the problematic notion of individual authorship within artistic groups, as in the case of the early-modernist Finnish author Algot Untola, who created around forty fictitious author-names.