01194nam--2200385---450-99000318399020331620081218100612.088-09-01806-0000318399USA01000318399(ALEPH)000318399USA0100031839920081218d2000----km-y0itay50------baitaIT||||||||001yy<<L'>> harem e l'OccidenteFatema Mernissitraduzione Rosa Rita D'AcquaricaFirenzeGiunti2000190 p.23 cm20012001Scheherazade goes West, or : the European harem24411Donne islamichePosizione socialeBNCF305.MERNISSI,Fatema266621D'ACQUARICA,Rosa RitaITsalbcISBD990003183990203316II.5. 6184825 L.G.II.5.00184117BKUMAALESSANDRA9020081218USA010957ALESSANDRA9020081218USA011004ALESSANDRA9020081218USA011006Scheherazade goes West, or : the European harem24411UNISA04796nam 22008295 450 99658205870331620240306015011.0978383947151710.1515/9783839471517(CKB)30574124400041(DE-B1597)678869(DE-B1597)9783839471517(EXLCZ)993057412440004120240306h20242024 fg gerur|||||||||||txtrdacontentcrdamediacrrdacarrierAbgrenzen, Entgrenzen, Begrenzen Zur Geschichte des Liminalen in der Moderne /hrsg. von Franziska Rehlinghaus, Hannah AhlheimBielefeld : transcript Verlag, [2024]©20241 online resource (286 p.)1800 | 2000. Kulturgeschichten der Moderne ;16Frontmatter -- Inhalt -- Widmung -- Abgrenzen. Entgrenzen. Begrenzen. -- I Grenzen ziehen -- Chicago im Red Summer 1919 -- ›Deutschsein‹ -- Hitlers Ideologie vom grenzenlosen ›Lebensraum‹ -- Auf schmalem Grat -- Liminale Räume -- II Grenzen überschreiten -- ›Seiteneinsteiger‹ -- »Le seul candidat sérieux« -- Doing empathy -- Wirtschaftskriminalität als Grenzgängertum -- III Grenzen aushandeln -- Notstand im Rettungsboot -- Das Virus als Grenzgänger -- Das ›Eschede-Rad‹ -- Was heißt und zu welchem Ende studiert man ›die Grenzen des Politischen‹ in der Geschichte? -- Grenzverwischungen -- Dank -- Zu den Autorinnen und AutorenGrenzen strukturieren nicht nur die Ordnung von Landschaft und Herrschaft, sondern auch von Gesellschaft. Als soziale Konstrukte vereindeutigen sie Zustände, öffnen aber auch Räume für Aushandlungen und Überschreitungen. In der Moderne dienten praktische und metaphorische »Grenzgänge« dazu, Beziehungen, die Verhältnisse gesellschaftlicher Teilsysteme und die Reichweite von Normen zu klären. Die Beiträger*innen schauen auf die Denkfigur des »Grenzgangs«, die es ermöglicht, zentrale Fragen moderner Gesellschaften zusammenzudenken: Gewaltvolle Identitätskämpfe, der Umgang mit funktionaler Differenzierung und mit der Fragilität von Werten und Wissen offenbaren sich als Praktiken, mit denen Grenzen gezogen, überquert oder ausgehandelt wurden.HISTORY / Europe / Generalbisacsh20th Century.21st Century.Contemporary History.Cultural History.Europe.European History.History of the 20th Century.History.Identity.Ideology.Knowledge.Liminity.Modernity.Politics.Society.Space.Standardization.Theory of History.USA.Violence.HISTORY / Europe / General.Ahlheim Hannah, ctbhttps://id.loc.gov/vocabulary/relators/ctbAhlheim Hannah, edthttp://id.loc.gov/vocabulary/relators/edtBaumeister Martin, ctbhttps://id.loc.gov/vocabulary/relators/ctbBerghoff Hartmut, ctbhttps://id.loc.gov/vocabulary/relators/ctbGeyer Martin H., ctbhttps://id.loc.gov/vocabulary/relators/ctbKessel Martina, ctbhttps://id.loc.gov/vocabulary/relators/ctbKirchberg Anne, ctbhttps://id.loc.gov/vocabulary/relators/ctbKlammer Kristoffer, ctbhttps://id.loc.gov/vocabulary/relators/ctbKlay Eva, ctbhttps://id.loc.gov/vocabulary/relators/ctbMaubach Franka, ctbhttps://id.loc.gov/vocabulary/relators/ctbMüller Alexander, ctbhttps://id.loc.gov/vocabulary/relators/ctbRehlinghaus Franziska, ctbhttps://id.loc.gov/vocabulary/relators/ctbRehlinghaus Franziska, edthttp://id.loc.gov/vocabulary/relators/edtRequate Jörg, ctbhttps://id.loc.gov/vocabulary/relators/ctbSaldern Adelheid von, ctbhttps://id.loc.gov/vocabulary/relators/ctbSchieder Wolfgang, ctbhttps://id.loc.gov/vocabulary/relators/ctbTerhoeven Petra, ctbhttps://id.loc.gov/vocabulary/relators/ctbWeidner Tobias, ctbhttps://id.loc.gov/vocabulary/relators/ctbJustus-Liebig-Universität Gießenfndhttp://id.loc.gov/vocabulary/relators/fndDE-B1597DE-B1597996582058703316Abgrenzen, Entgrenzen, Begrenzen4128224UNISA05466nam 22006375 450 991025515380332120230810185031.09783319262482331926248310.1007/978-3-319-26248-2(CKB)3780000000093900(EBL)4201522(SSID)ssj0001634718(PQKBManifestationID)16386878(PQKBTitleCode)TC0001634718(PQKBWorkID)14950350(PQKB)10398398(DE-He213)978-3-319-26248-2(MiAaPQ)EBC4201522(EXLCZ)99378000000009390020151223d2016 u| 0engur|n|---|||||txtccrChemistry Education and Contributions from History and Philosophy of Science /by Mansoor Niaz1st ed. 2016.Cham :Springer International Publishing :Imprint: Springer,2016.1 online resource (263 p.)Science: Philosophy, History and Education,2520-8608Description based upon print version of record.9783319262468 3319262467 Includes bibliographical references and index.Preface -- Acknowledgments -- Foreword -- Chapter 1 Introduction -- Chapter 2 Models, theories and laws in philosophy of science and science education -- Chapter 3 Nature of science in science education: An integrated view -- Chapter 4 Understanding atomic models in chemistry: Why do models change? -- Chapter 5 Understanding stoichiometry: Do scientific laws help in learning science? -- Chapter 6 Understanding valence bond and molecular orbital models: Contingency at work -- Chapter 7 An overview of research in chemistry education -- Chapter 8 Conclusions: From empiricism to historicism to naturalism and beyond -- References -- Appendices.This book explores the relationship between the content of chemistry education and the history and philosophy of science (HPS) framework that underlies such education. It discusses the need to present an image that reflects how chemistry developed and progresses. It proposes that chemistry should be taught the way it is practiced by chemists: as a human enterprise, at the interface of scientific practice and HPS. Finally, it sets out to convince teachers to go beyond the traditional classroom practice and explore new teaching strategies. The importance of HPS has been recognized for the science curriculum since the middle of the 20th century. The need for teaching chemistry within a historical context is not difficult to understand as HPS is not far below the surface in any science classroom. A review of the literature shows that the traditional chemistry classroom, curricula, and textbooks while dealing with concepts such as law, theory, model, explanation, hypothesis, observation, evidence and idealization, generally ignore elements of the history and philosophy of science. This book proposes that the conceptual understanding of chemistry requires knowledge and understanding of the history and philosophy of science. “Professor Niaz’s book is most welcome, coming at a time when there is an urgently felt need to upgrade the teaching of science. The book is a huge aid for adding to the usual way - presenting science as a series of mere facts -also the necessary mandate: to show how science is done, and how science, through its history and philosophy, is part of the cultural development of humanity.” Gerald Holton, Mallinckrodt Professor of Physics & Professor of History of Science, Harvard University “In this stimulating and sophisticated blend of history of chemistry, philosophy of science, and science pedagogy, Professor Mansoor Niaz has succeeded in offering a promising new approach to the teaching of fundamental ideas in chemistry. Historians and philosophers of chemistry - and above all, chemistry teachers - will find this book full of valuable and highly usable new ideas” Alan Rocke, Case Western Reserve University “This book artfully connects chemistry and chemistry education to the human context in which chemical science is practiced and the historical and philosophical background that illuminates that practice. Mansoor Niaz deftly weaves together historical episodes in the quest for scientific knowledge with the psychology of learning and philosophical reflections on the nature of scientific knowledge and method. The result is a compelling case for historically and philosophically informed science education. Highly recommended!” Harvey Siegel, University of Miami.Science: Philosophy, History and Education,2520-8608ScienceStudy and teachingScienceHistorySciencePhilosophyScience EducationHistory of SciencePhilosophy of ScienceScienceStudy and teaching.ScienceHistory.SciencePhilosophy.Science Education.History of Science.Philosophy of Science.370Niaz Mansoorauthttp://id.loc.gov/vocabulary/relators/aut900718BOOK9910255153803321Chemistry Education and Contributions from History and Philosophy of Science2518994UNINA