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1. |
Record Nr. |
UNINA9910459730003321 |
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Autore |
Obermayer Hans Peter |
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Titolo |
Deutsche Altertumswissenschaftler im amerikanischen Exil : Eine rekonstruktion / / Hans Peter Obermayer |
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Pubbl/distr/stampa |
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Berlin, Germany ; ; Boston, Massachusetts : , : De Gruyter, , 2014 |
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©2014 |
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ISBN |
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3-11-037322-X |
3-11-030519-4 |
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Descrizione fisica |
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1 online resource (776 p.) |
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Classificazione |
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Disciplina |
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Soggetti |
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Classicists - Germany |
Classicists - United States |
Exiles - Germany |
Exiles - United States |
Electronic books. |
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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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Frontmatter -- Vorwort -- Inhalt -- Abkürzungsverzeichnis -- Abbildungsnachweis -- Einleitung -- Teil I: ,Transplantierte Archäologie': Bieber - Jastrow - Lehmann-Hartleben - Brendel (Columbia University 1) -- 1. Margarete Bieber im Exil -- 2. "A man with a host of friends" - Karl Lehmann-Hartleben -- 3. Elisabeth "Ebith" Jastrow -- 4. "He is pure Aryan" - Otto Brendel -- Teil II: "The other way round" - Kurt von Fritz und Ernst Kapp (Columbia University 2) -- 5. "Eine lebenslange Freundschaft" - Kurt von Fritz und Ernst Kapp -- Teil III: Fluchtpunkt Italien - Transit USA: Kristeller - Abrahamsohn - Manasse (Columbia University 3) -- 6. Kristellers Fluchten: Sein ITER zwischen Deutschland, Italien und USA -- 7. "One of my oldest and closest friends" - Ernst Abrahamsohn -- 8. "Der Verfasser (...) bekennt sich zur israelitischen Religion" - Ernst Moritz Manasse -- Teil IV: "Ich hänge mit tausend Wurzeln an Deutschland" - Paul Friedländer -- 9. Vom KZ Sachsenhausen nach Los Angeles - Paul Friedländer -- Anhang -- Chronologie der Emigration - Ein Resümee -- Quellen- und Literaturverzeichnis -- Index |
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Sommario/riassunto |
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Die Studie rekonstruiert die Lebensschicksale zehn deutscher Altertumswissenschaftler, die nach der Machtübernahme durch die Nationalsozialisten aufgrund ihrer jüdischen Herkunft oder ihrer "politischen Unzuverlässigkeit" nach den Bestimmungen des am 7. April 1933 in Kraft getretenen "Gesetzes zur Wiederherstellung des Berufsbeamtentums" entlassen wurden und sich mit Unterstützung zahlreicher jüdischer und nichtjüdischer Hilfskomitees unter schwierigsten Bedingungen in den USA eine neue berufliche Existenz als Hochschullehrer aufbauen konnten: M. Bieber (Barnard, Columbia), K. Lehmann-Hartleben (NYU), E. Jastrow (Greensboro College), O. Brendel, K. von Fritz, E. Kapp, P. O. Kristeller (alle Columbia), E. Abrahamsohn (Howard Univ., Univ. of Washington St. Louis), E. M. Manasse (North Carolina College for Negroes) und P. Friedländer (UCLA). Hierfür wurden erstmals die Archive der wichtigsten Hilfsorganisationen (v. a. Emergency Committee in Aid of Displaced German Scholars, Oberländer Trust) und der Universitäten sowie die Nachlässe der Emigranten und ihrer Unterstützer akribisch ausgewertet. Dadurch erschließt sich ein neues Kapitel der Wissenschaftsgeschichte, die Geschichte der Altertumswissenschaften in der Emigration. |
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2. |
Record Nr. |
UNINA9910484124803321 |
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Titolo |
Research in Early Childhood Science Education / / edited by Kathy Cabe Trundle, Mesut Saçkes |
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Pubbl/distr/stampa |
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Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2015 |
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ISBN |
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9789401795050 |
9401795053 |
9789401795043 |
9401795045 |
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Edizione |
[1st ed. 2015.] |
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Descrizione fisica |
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1 online resource (390 p.) |
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Disciplina |
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370 |
370711 |
371.3 |
372.21 |
507.1 |
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Soggetti |
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Science - Study and teaching |
Teachers - Training of |
Early childhood education |
Learning, Psychology of |
Science Education |
Teaching and Teacher Education |
Early Childhood Education |
Instructional Psychology |
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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 contenuto |
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Chapter 1: The Inclusion of Science in Early Childhood Classrooms, Kathy Cabe Trundle.- Chapter 2: Young Children’s Motivation for Learning Science, Helen Patrick, Panayota Mantzicopoulos.- Chapter 3: Young Children’s Ideas about Earth and Space Science Concepts, Mesut Saçkes.- Chapter 4: Young Children’s Ideas about Physical Science Concepts, Yannis Hadzigeorgiou.- Chapter 5: Children’s Ideas about Life Science Concepts, Valarie Akerson, Ingrid Weiland, Khadija Fouad -- Chapter 6: Too Little, Too Late: Addressing |
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Nature of Science in Early Childhood Education, Randy L. Bell and Tyler L. St. Clair -- Chapter 7: Development of Science Process Skills in the Early Childhood Years, Jamie Jirout, Corinne Zimmerman -- Chapter 8: The Use of Technology in Teaching Science to Young Children, Sedat Ucar -- Chapter 9: Teaching Science to Young Children with Special Needs, Sheila Alber-Morgan, Mary R. Sawyer, Heather Lynnine Miller.- Chapter 10: Physical-Knowledge Activities for the Development of Logico-Mathematical Knowledge, Constance Kamii.- Chapter 11: Science and Literacy: Considering the Role of Texts in Early Childhood Science Education, Laura B. Smolkin, Carol A. Donnovan -- Chapter 12: Role of Play in Teaching Science in the Early Childhood Years, Berrin Akman and Sinem, Güçhan Özgül.- Chapter 13: A Modeling-Based Inquiry Framework for Early Childhood Science Learning, Ala Samarapungavan, Deborah Tippins, Lynn Bryan.- Chapter 14: Connecting Young Children with the Natural World: Past, Present and Future Landscapes, Deborah J. Tippins, Stacey Neuharth-Pritchett, Debra Mitchell.- Chapter 15: Science Education for Young Emergent Bilinguals, Leslie C. Moore and Mandy McCormick Smith -- Chapter 16: Assessment in Early Childhood Science Education, Daryl Greenfield. |
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Sommario/riassunto |
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This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation, and problem-solving. By introducing science in developmentally appropriate ways, we can support young children’s sensory explorations of their world and provide them with foundational knowledge and skills for lifelong science learning, as well as an appreciation of nature. This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching young children science. Common research methods used in the reviewed studies are identified, methodological concerns are discussed, and methodological and theoretical advances are suggested. |
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