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The Algerian Historical Novel

Linking the Past to the Present and Future

Series:

Abdelkader Aoudjit

During the last thirty years, Algerian novelists have shown and continue to show a marked interest in the history of their country; some of them, however, approach the past in a manner that is significantly different from that of traditional historical novelists. The Algerian Historical Novel: Linking the Past to the Present and Future investigates for precisely what purpose, on what philosophical grounds, and using what techniques, novelists Rachid Boudjedra (La Prise de Gibraltar), Tahar Djaout (L’Invention du désert), Assia Djebar (Loin de Médine), Waciny Laredj (La Maison andalouse), Mohamed Sari (Pluies d’or), and Amin Zaoui (Le Dernier juif de Tamentit) engage with the history of Algeria. It also examines what the study of these authors can contribute to the larger debate concerning what this type of historical fiction can do with or reveal about the past that history as a discipline and the traditional historical novel cannot. The author advocates that La Prise de Gibraltar, L’Invention du désert, Loin de Médine, La Maison andalouse, Pluies d’or, and Le Dernier juif de Tamentit are best read as works of historiographic metafiction. He argues that these novels combine poststructuralist ideas and postmodernist narrative techniques to draw attention to previously neglected people and events in history and provide revised perspectives on them and others and, more importantly, to problematize the way Algerian history is thought and is used to address two major social and political concerns confronting Algerians: national identity and religious fundamentalism. The Algerian Historical Novel: Linking the Past to the Present and future is highly recommended to students, scholars, and general readers interested in Algerian literature and in historiographic metafiction.

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The Art of Listening

Conversations with Cellists

Anthony Arnone

In The Art of Listening, Anthony Arnone interviews 13 of the top cello teachers of our time, sharing valuable insights about performing, teaching, music, and life. While almost every other aspect of twenty-first-century life has been changed by technological advancements, the art of playing and teaching the cello has largely remained the same. Our instruments are still made exactly the same way and much of what we learn is passed on by demonstration and word of mouth from generation to generation. We are as much historians of music as we are teachers of the instrument. 

The teaching lineage in the classical music world has formed a family tree of sorts with a select number of iconic names at the top of the tree, such as Pablo Casals, Gregor Piatigorsky, and Leonard Rose. A large percentage of professional cellists working today studied with these giants of the cello world, or with their students. In addition to discussing the impact of these masters and their personal experience as their students, the renowned cellists interviewed in this book touch on a variety of topics from teaching philosophies to how technology has changed classical music.

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La recepción de Platón en el siglo XX

una poíesis de la percepción

Edited by Claudio César Calabrese and Ethel Junco

La presencia de Platón y del pensamiento platónico se ha mantenido de manera incesante a lo largo de la historia de la cultura. En esta historia, el siglo XX refleja el rechazo y la aceptación, la recepción, en suma, de un modo inusitado tal vez porque, durante este siglo, la humanidad se vio cara a cara con los infiernos que supo crear: un mundo en ruinas hacía imposible intuir la perfecta quietud de las Formas.

La recepción de Platón en el siglo XX bucea en la recepción de Platón en aquel mundo contradictorio: ¿cómo se integra su pensamiento fundacionalmente metafísico con la deconstrucción de la metafísica? ¿Cuáles son los alcances de la crítica que la teoría política hace, desde la época de los totalitarismos, al autor de la República? ¿Qué valor cognoscitivo y pedagógico puede tener en mito platónico para filósofos cristianos que se ocupan del pensamiento platónico? ¿Cómo recibe la poesía hispanoamericana su voz de demiurgo?

Estas preguntas, de las que se ofrecen diversas respuestas en este libro, son tratadas con rigor académico y confrontadas doblemente con las fuentes: en primer término, con Platón y luego con quienes son estudiados en el presente volumen, aunque desde ángulos muy diversos: M. Heidegger, H.G. Gadamer, K. Popper, E. Cassirer, L. Marechal.

La seguridad del tratamiento metodológico y lingüístico que se refleja en esta obra hace que sea altamente recomendable para alumnos de grado y de posgrado en Filosofía, Teoría Política, Literatura y Humanidades en general.

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Silvia Burunat, Ángel L. Estévez and Carlos Riobó

La sintaxis del español proporcionará a los estudiantes universitarios de gramática española, así como a aquellos cuya concentración es el español, una fundación sólida para los estudios más avanzados, como un Master o un Doctorado, a través de un acercamiento directo. Este libro también es fundamental para los estudiantes que se especializan en Pedagogía, sobre todo en el campo de la Escuela Secundaria. Finalmente, y para aquellos que no están en una carrera docente, este texto representa una fuente confiable para sus estudios de la lengua española.

El objetivo principal de esta edición es que el libro sea más accesible para los estudiantes. Para eso hemos destacado las principales dificultades que enfrentan cuando estudian el idioma español. Para orientarlos mejor, comenzamos con un "Capítulo preliminar I" sobre los signos diacríticos o los acentos escritos, por lo general, material particularmente difícil para los estudiantes. Ampliamos el "Capítulo preliminar II" agregando explicaciones más detalladas de todas las diferentes variantes que ocurren en el idioma español, como un estudio de cognados en español e inglés. Mejoramos todos los capítulos con explicaciones gramaticales más comprensibles. También agregamos ejercicios nuevos y más cortos a todos los capítulos. Además, añadimos una sección, "Resumen del capítulo", al final de cada uno que sintetiza el material estudiado. También incluimos en cada uno un "Repaso práctico final" que reúne las partes más importantes para que los estudiantes puedan ampliar sus conocimientos de una manera más fácil. Finalmente, también agregamos una composición a cada capítulo. El libro concluye con tres Autoexámenes, uno cada cuatro capítulos y un Apéndice sobre la morfología del sistema verbal español.

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Student-Focused Learning and Assessment

Involving Students in the Learning Process in Higher Education

Edited by Natasha Alexis Jankowski, Gianina R. Baker, Erick Montenegro and Karie Brown-Tess

This contributed volume explores institutional and programmatic policies and practices which actively engage students as partners in improving student learning. This entails an examination of the degree to which students are partners in the assessment and learning processes and the characteristics of these partnerships. This volume showcases student partnerships, as well as presents a history of institutional culture affecting student learning, the role of students in teaching and learning, and brings student voices and perspectives to bare through research from a variety of institutional types. Case studies, current programs and activities, and a model for culturally-responsive assessment are highlighted to better understand student-focused learning and assessment. Implications for faculty, staff, and administrators are questioned. Overall, this volume links research to practice, and offers faculty, practitioners, and administrators different forms and methods of including students, while keeping issues of equity in mind.

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Alexander Dolgorukow

Der Gefahrübergang entscheidet im Exportgeschäft unter anderem über die Preisgestaltung und die Obliegenheit, die Ware gegen Transportschäden zu versichern. Die Untersuchung entwickelt die wesentlichen Leitgedanken des hier so genannten Gefahrtragungsrechts des UN-Kaufrechts. Zentral sind die Erkenntnisse, dass der Gefahrbegriff streng verschuldensunabhängig zu bestimmen ist und dass kein relevanter Zusammenhang zwischen der Gefahrtragung und dem Inhalt der Lieferpflicht des Verkäufers besteht. Diese Prämissenbildung ermöglicht eine stringente Auslegung der Einzelvorschriften, beispielsweise zur Wechselwirkung zwischen Pflichtverletzung und Gefahrtragung. Ferner kann nunmehr der Anwendungsbereich der praktisch besonders wichtigen Gefahrtragung beim Versendungskauf trennscharf definiert werden.

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High School Latinx Counternarratives

Experiences in School and Post-graduation

Series:

Juan A. Ríos Vega

This book represents an ethnographic study of the experiences and counternarratives of twelve Latinx young adults. All of the participants in this study are first generation immigrants to the United States, representing different cultural and socioeconomic backgrounds and immigration statuses. Drawing from Latino Critical Theory (LatCrit) and Queers of Color Epistemologies as a theoretical framework, this book analyzes the personal experiences of Latinx during and after finishing high school. This book uses a classroom project (dialogue journals) to reconnect with twelve former English language learners (ELLs) from the Southeast after ten years. Through the use of dialogue journals as an English as a second language (ESL) strategy to support writing, the participants in this book document personal and communal experiences as Latinx immigrants in the United States. This book will represent an excellent asset for teachers, school administrators, counselors, staff, preservice teachers, practicing educators, graduate students, scholars, and policymakers.

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Wachsender Fels

Der Vierströme- und der Trevibrunnen sowie die Fassade des Palazzo di Montecitorio – drei Werke des römischen Barock im Lichte der geologischen Wissenschaftsgeschichte

Volker Hoffmann

An den hier behandelten barocken Kunstwerken treten bizarre Steinwucherungen auf, deren raison d’être die Kunstwissenschaft kaum interessiert hat. Die zeitgenössischen geologischen Schriften stimmen darin überein, in den Steinen  belebte, wachsende und vergehende Wesen zu sehen. Die Überschneidung dieser Vorstellungen mit den konkreten Felswucherungen an  jenen Kunstwerken nötigt den Autor, ihre gesamte Ikonologie neu zu durchdenken. Seine  Erkenntnisse lassen sich in diese Kernthesen fassen: Vierströmebrunnen: Die Erschütterung der Welt und ihre Beruhigung unter der Herrschaft Papst Innozenz‘ X. Palazzo di Montecitorio: Das  aristotelische ‹Werden und Vergehen›. Trevibrunnen: Das Wiedererwachen des Lebens nach der ‹Großen Flut›.
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William Frantz Public School

A Story of Race, Resistance, Resiliency, and Recovery in New Orleans

Series:

Connie L. Schaffer, Meg White and Martha Graham Viator

Why should you care about what happened to William Frantz Public School? Yes, Ruby Bridges entered the iconic doors of William Frantz in 1960, but the building’s unique role in New Orleans school desegregation is only one part of the important history of this school. Many additional and equally important stories have unfolded within its walls and the neighborhoods surrounding it. These stories matter.

It matters that society has historically marginalized Black students and continues to do so. It matters that attempts to dismantle systemic racism in schools and other institutions still face strong resistance, and these issues continue to deeply divide the United States. It matters that the building remains standing as an indomitable symbol of the resiliency of public education despite decades of waning support, misguided accountability, and a city devasted by Hurricane Katrina. It matters that opportunism, under the guise of recovery, reshaped public education in New Orleans.

William Frantz Public School: A Story of Race, Resistance, Resiliency, and Recovery in New Orleans provides more than an examination of education in one school and one city. It recounts a story that matters to anyone who cares about public education.

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Edited by Gaétane Dostie

Le présent volume propose une cartographie de la recherche linguistique menée au Québec, avec beaucoup de dynamisme, entre 1960 et 2000. Les années 60 correspondent à une phase d’institutionnalisation de la discipline ; l’an 2000 représente une rupture symbolique avec le XXsiècle et laisse un laps de temps raisonnable pour prendre un certain recul. Le livre présente ainsi une étude de cas sur l’histoire institutionnelle de la linguistique, qui fait écho à l’ouvrage éponyme Combats pour la linguistique, de Martinet à Kristeva. Essai de dramaturgie épistémologique (2006) de J.-C. Chevalier et P. Encrevé.

Les huit chapitres, qui forment l’ouvrage, font état des recherches réalisées pendant quatre décennies en sémantique, en lexicologie, en lexicographie, en phonologie, en grammaire et en sociolinguistique. Ils s’attardent aux filiations de la discipline avec le passé, à ses questionnements, ses acquis et ses legs ainsi qu’à ses limites, ses obstacles et ses déceptions. Ils se veulent un aide-mémoire pour les générations futures. Ce livre constitue de plus un apport aux études épistémologiques consacrées à l’évolution des méthodologies, des courants et des écoles linguistiques au XXsiècle.