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1. |
Record Nr. |
UNINA9910254787503321 |
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Autore |
Dooley John F |
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Titolo |
Codes, ciphers and spies : tales of military intelligence in World War I / / John F. Dooley |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Copernicus, , 2016 |
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ISBN |
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Edizione |
[First edition 2016.] |
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Descrizione fisica |
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1 online resource (xvii, 280 pages) : 39 illustrations, 6 illustrations in color |
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Disciplina |
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Soggetti |
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Data encryption (Computer science) - History |
World War, 1914-1918 - Cryptography |
World War, 1914-1918 - Military intelligence |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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An Introduction and a Few Words on Codes and Ciphers -- PART I: The AEF -- The Americans Embark: Getting to France 1917 – 1918 -- Introduction to Communications, Codes, and Ciphers in the AEF -- The AEF and Colonel Moorman -- Cryptology at the Front -- The AEF: Breaking Codes and Ciphers -- The AEF: German Codes and Ciphers -- The AEF Fights: 1918 -- PART II: MI-8 and the Home Front -- MI-8 and Civilian Messages -- Civilian Correspondence: Foreign Letters and Hoaxes -- Civilian Correspondence: Prisoners and Spies -- Civilian Correspondence: Families and Love Letters -- PART III: German Spies in America, 1914 – 1918 -- Spies Among Us: The New York Cell, 1914 – 1915 -- Spies Among Us: Baltimore, Germs, Black Tom, and Kingsland, 1916 – 1917 -- The Waberski Cipher: A Spy is Condemned -- Madame Victorica Arrives in New York -- Madame Victorica and German Agents in the U.S. -- More German Spies -- Madame Victorica and Invisible Inks -- Madame Victorica – Captured! -- Part IV: Epilogue -- Epilogue. |
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Sommario/riassunto |
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When the United States declared war on Germany in April 1917, it was woefully unprepared to wage a modern war. Whereas their European counterparts already had three years of experience in using code and cipher systems in the war, American cryptologists had to help in the building of a military intelligence unit from scratch. This book relates |
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the personal experiences of one such character, providing a uniquely American perspective on the Great War. It is a story of spies, coded letters, plots to blow up ships and munitions plants, secret inks, arms smuggling, treason, and desperate battlefield messages. Yet it all begins with a college English professor and Chaucer scholar named John Mathews Manly. In 1927, John Manly wrote a series of articles on his service in the Code and Cipher Section (MI-8) of the U.S. Army’s Military Intelligence Division (MID) during World War I. Published here for the first time, enhanced with references and annotations for additional context, these articles form the basis of an exciting exploration of American military intelligence and counter-espionage in 1917-1918. Illustrating the thoughts of prisoners of war, draftees, German spies, and ordinary Americans with secrets to hide, the messages deciphered by Manly provide a fascinating insight into the state of mind of a nation at war. John F. Dooley is the William and Marilyn Ingersoll Professor of Computer Science at Knox College in Galesburg, Illinois. Before returning to teaching in 2001, he spent more than 15 years in the software industry as a developer, designer, and manager working for companies such as Bell Telephone Laboratories, McDonnell Douglas, IBM, and Motorola. Since 2004 his main research interest has been in the history of American cryptology, particularly during the inter-war period. His previous publications include the Springer titles A Brief History of Cryptology and Cryptographic Algorithms and Software Development and Professional Practice. |
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2. |
Record Nr. |
UNIORUON00221759 |
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Autore |
GRACCI, Angiolo |
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Titolo |
La rivoluzione negata (Il filo rosso della rivoluzione italiana) : Memoria storica e riflessioni politiche nel bicentenario 1799-1999 / Angiolo Gracci (Gracco) ; prefazione di Guido D'Agostino |
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Pubbl/distr/stampa |
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Napoli, : La CittÓ del Sole, 1999. p. ; 24 cm. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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3. |
Record Nr. |
UNINA9911020414803321 |
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Autore |
Sert Olcay |
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Titolo |
Conversation Analysis and Language Teacher Education : Intervention Studies / / edited by Olcay Sert, Hansun Zhang Waring |
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Pubbl/distr/stampa |
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Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2025 |
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ISBN |
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Edizione |
[1st ed. 2025.] |
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Descrizione fisica |
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1 online resource (237 pages) |
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Collana |
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Studies in Language Teacher Education, , 2731-5118 ; ; 1 |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Teachers - Training of |
Language and languages - Study and teaching |
Teaching and Teacher Education |
Language Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Chapter 1: Introduction - Hansun Waring and Olcay Sert -- Chapter 2: Learning to Analyze L2 Classroom Interactions: A longitudinal Study on Pre-service Language teachers’ Video-mediated Interactions - Ufuk Balaman -- Chapter 3: The Impact of Conversation Analytic-Intervention on Problem Solving in Post-Observation Conferences - Lauren B. Carpenter -- Chapter 4: Conversation-analytic mindsets and |
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skillsets: Micro-reflection in a Student Teaching Seminar- Sarah Chepkirui Creider -- Chapter 5: Seeing and Noticing: Pre-service L2 Teachers’ First Steps in Developing Classroom Interactional Competence - Marta García -- Chapter 6: CA as “Critical Event” in Teacher Reflective Practice - Chris Carl Hale -- Chapter 7: Developing Professional Vision: A Conversation Analytic Intervention - Alyson Lal Horan & Hansun Zhang Waring -- Chapter 8: Increasing Awareness on Teacher Correction Practices through a Data-led TeacherEducation Framework - Olcay Sert & Merve Bozbıyık -- Chapter 9: Documenting English as a Foreign Language pre-service teachers’ command of basic CA concepts - Katherina Walper G -- Chapter 10: “I tried to wait a bit longer when no one answered”: Changing Teacher Wait-time Practices over Time through Video Enhanced Reflections - Olcay Sert -- Chapter 11: Training ‘Task Preliminaries’: CA Experts’ Collaborative Interventions for Pre-Service Teachers in Japan - Mika Ishino & Junko Takahashi. |
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Sommario/riassunto |
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Reconceptualizing intervention and change in conversation analytic perspectives, this volume not only illustrates actual, rather than imagined, ways of conducting CA-informed interventions in a variety of teacher-training contexts around the globe but also documents the impact of such interventions on teacher development. “The contributors to this volume have intentionally moved CA beyond a descriptive methodology to recognizing how CA-influenced decisions and procedures can, and do, result in productive changes in teachers’ interactional and instructional pedagogies. A gift to the field of Language Teacher Education, this volume offers rich data-driven evidence of the material impact of engagement with CA on the professional development of language teachers.” (Karen E. Johnson, The Pennsylvania State University, USA) “The contributors illustrate how CA-based frameworks can help both pre-service and in-service language teachers sharpen their professional vision and enhance their pedagogical skills, making a compelling case for integrating CA into language teacher education while offering concrete guidance for developing teachers' interactional awareness and competence. This groundbreaking volume will be a key reading in both Applied Linguistics and TESOL programmes.” (Steve Mann, University of Warwick, UK) “Conversation Analysis (CA) should be an integral part of teacher-training programs. This plea is convincingly made in this new volume. After many years of CA studies of classroom interaction, it was only a matter of time before CA should enter teacher-training programs. The reports from the US, Sweden, Germany, Türkiye and Japan in this volume show that that time is now.” (Tom Koole, University of Groningen, The Netherlands) Olcay Sert is Professor of Language Education at Mälardalen University (Sweden). He is leading the Mälardalen INteraction & Didactics (MIND) Research Group and is the editor of Classroom Discourse. Hansun Zhang Waring is Professor of Linguistics and Education at Teachers College, Columbia University (USA) and founder of The Language and Social Interaction Working Group (LANSI). |
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