03453nam 2200661 a 450 991045787260332120200520144314.01-283-35678-3978661335678990-04-21744-410.1163/9789004217447(CKB)2550000000074806(EBL)1010573(OCoLC)769101992(SSID)ssj0000555721(PQKBManifestationID)11339400(PQKBTitleCode)TC0000555721(PQKBWorkID)10530795(PQKB)11234530(MiAaPQ)EBC1010573(nllekb)BRILL9789004217447(PPN)170736210(Au-PeEL)EBL1010573(CaPaEBR)ebr10518135(CaONFJC)MIL335678(EXLCZ)99255000000007480620110921d2012 uy 0engurcn|||||||||txtccrWas 70 CE a watershed in Jewish history?[electronic resource] on Jews and Judaism before and after the destruction of the Second Temple /edited by Daniel R. Schwartz and Zeev Weiss in collaboration with Ruth A. ClementsLeiden ;Boston Brillc20121 online resource (564 p.)Ancient Judaism and early Christianity = Arbeiten zur Geschichte des antiken Judentums und des Urchristentums,1871-6636 ;v. 78"This volume presents revised versions of lectures given in January 2009 at a Jerusalem symposium sponsored by Hebrew University's Scholion Center for Interdisciplinary Research in Jewish Studies"--Preface.90-04-21534-4 Includes bibliographical references and indexes.pt. 1. Sons of Aaron and disciples of Aaron : priests and rabbis before and after 70 -- pt. 2. "The place" and other places -- pt. 3. Art and magic -- pt. 4. Sacred texts : exegesis and liturgy -- pt. 5. Communal definition-- Pompey, Jesus, or Titus : who made a difference?.The destruction of the Temple of Jerusalem in 70 CE, which put an end to sacrificial worship in Israel, is usually assumed to constitute a major caesura in Jewish history. But how important was it? What really changed due to 70? What, in contrast, was already changing before 70 or remained basically – or “virtually” -- unchanged despite it? How do the Diaspora, which was long used to Temple-less Judaism, and early Christianity, which was born around the same time, fit in? This Scholion Library volume presents twenty papers given at an international conference in Jerusalem in which scholars assessed the significance of 70 for their respective fields of specialization, including Jewish liturgy, law, literature, magic, art, institutional history, and early Christianity.Ancient Judaism and early Christianity ;v. 78.JudaismHistoryTo 70 A.DCongressesJewsHistoryTo 70 A.DCongressesElectronic books.JudaismHistoryJewsHistory296.09/014Schwartz Daniel R221666Weiss Zeev1959-479850Clements Ruth A883462MiAaPQMiAaPQMiAaPQBOOK9910457872603321Was 70 CE a watershed in Jewish history1991539UNINA05632nam 2200673 450 991046017310332120170821203451.090-272-6934-3(CKB)3710000000262182(EBL)1820690(SSID)ssj0001349874(PQKBManifestationID)12537861(PQKBTitleCode)TC0001349874(PQKBWorkID)11289335(PQKB)10043106(MiAaPQ)EBC1820690(EXLCZ)99371000000026218220141031h20142014 uy 0engur|n|---|||||txtccrEducating in dialog constructing meaning and building knowledge with dialogic technology /edited by Sebastian Feller, Ilker YenginAmsterdam, The Netherlands ;Philadelphia, Pennsylvania :John Benjamins B.V.,2014.©20141 online resource (268 p.)Dialogue Studies,1875-1792 ;Volume 24Description based upon print version of record.1-322-31724-0 90-272-1041-1 Includes bibliographical references and index.Educating in Dialog; Editorial page; Title page; LCC data; Dedication page; Table of contents; Preface; References; About the authors; Part I. A constructivist approach to dialogic teaching and learning: Knowledge as social construction; Education and our conversations about, with and through technology; 1. Introduction; 2. Conversation about technology: Technology changes how we think; 2.1 Knowledge and Ways of Thinking - what is valued and what is lost/devalued; 2.2 Technology and control of the environment; 2.3 Technology as enculturation and globalization2.4 How technology interferes with democracy2.5 Technology and equity; 3. Conversation with technology: Trying to negotiate with and control the technology; 3.1 Design drives the logic and bias of technology; 3.2 Technology steers the conversation to facts; 3.3 Relationships are mediated by technology; 3.4 Actions for educators; 4. Conversation through technology: How we dialogue with each other using technology; 4.1 Distance; 4.2 Time; 4.3 Audience; 4.4 Implications for educators; 5. Conclusion; References; Author's address; Understanding and explaining; Introduction; UnderstandingExplainingConsequences; Conclusion; References; Author's address; The why dimension, dialogic inquiry, and technology supported learning; Introduction; Inquiry and learning; Dialogue, learning and technology; Dialogic inquiry; Philosophical considerations; Epistemology, ontology and paradigm; Changing paradigms; Becoming to know; Questions and Inquiry; Sense-making; Knowledge modeling; Conclusion; References; Author's address; Part II. Learner-centered pedagogy: Building knowledge and constructing mea; Dialogue-oriented analysis of constructivist teaching and learning within a UK company1. Introduction2. Context; 2.1 Background; 2.2 A model for a constructivist learning dialogue; 2.3 Case study: MCQs for trade test knowledge check on high voltage cable jointing skills; 3. Investigations of Manual MCQ-Creation using the constructivist learning dialogue model; 4. Products from constructivist learning dialogue; 4.1 The CAREGen methodology for MCQ-Creation; 4.2.1 Step 1 - Define Objective of the MCQ routine in a CSLO; 4.2.2 Step 2 - Identify the most appropriate source documents; 4.2 Applying CAREGen to create MCQs in the HV Cable Jointing domain4.2.3 Step 3 - Explicate (and if necessary Add) Coherence Relations for sentences that meet the selection criteria and then re-workthem into CRST-compliant CSLOs4.2.4 Step 4 - Extract candidate antonym pairs for each of the identified sentences; 4.2.5 Step 5 - Apply construal operations in the context of identified antonym pairs; 4.2.6 Step 6 - Generate AC item sets by inserting generated components into a MAC template; 5. Recommendations; 6. Conclusions; References; Author's address; Appendix; ProgrammeExploring the opportunities of social media to build knowledge in learner-centered Indigenous learning spacesIn this paper, I develop a view of teaching and learning as explorative actiongames (TaLEAG). The concept of the action game is borrowed from Weigand's(2010) Theory of Dialogic Action Games or Mixed Game Model (MGM). TheMGM rests on two basic assumptions: communication is dialogic and languageis action. These two assumptions are adapted to teaching and learning in generaland to what I call explorative action games in particular. The ensuing discussionrevolves around the question of how educational technology should be designedin order to facilitate learning in the context of explorative actionDialogue studies ;Volume 24.Dialogue analysisData processingDialogue analysisTechnical innovationsCommunication in educationTechnological innovationsDistance educationElectronic books.Dialogue analysisData processing.Dialogue analysisTechnical innovations.Communication in educationTechnological innovations.Distance education.371.35/8Feller SebastianYengin IlkerMiAaPQMiAaPQMiAaPQBOOK9910460173103321Educating in dialog2073311UNINA