LEADER 03441oam 2200613zu 450 001 9910131406803321 005 20210807005021.0 010 $a9782753523227 010 $a2753523223 024 7 $a10.4000/books.pur.17101 035 $a(CKB)3710000000441995 035 $a(SSID)ssj0001583435 035 $a(PQKBManifestationID)16264928 035 $a(PQKBTitleCode)TC0001583435 035 $a(PQKBWorkID)14864617 035 $a(PQKB)10547687 035 $a(FrMaCLE)OB-pur-17101 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/44077 035 $a(PPN)267952465 035 $a(FR-PaCSA)88925054 035 $a(FRCYB88925054)88925054 035 $a(oapen)doab44077 035 $a(EXLCZ)993710000000441995 100 $a20160829d1997 uy 101 0 $afre 135 $auu||||||m|||| 181 $ctxt 182 $cc 183 $acr 200 13$aLe Cordonnier de Jérusalem: La Véritable Histoire du Juif Errant 210 $cPresses universitaires de Rennes$d1997 210 31$a[Place of publication not identified]$cPresses universitaires de Rennes$d1997 215 $a1 online resource (204 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9782868472380 311 08$a2868472389 330 $aLa légende populaire du Juif Errant est l'histoire merveilleuse d'un cordonnier Juif condamné par le Christ à errer jusqu'à la fin des temps, sans trêve ni repos. Il a commis une faute au moment de la Passion ; quand le Christ, chancelant sous le poids de sa croix, voulut se reposer en s'appuyant sur l'étalage de son échoppe, Ahasvérus (ou Isaac) le repoussa sans ménagement. Maudit par le Christ, depuis lors il parcourt le monde en racontant son histoire... Seule la légende populaire du Juif Errant est ici étudiée : rien donc sur les romans et les essais qu'elle a suscités au XIXe siècle. Dans ce cadre, volontairement restreint, l'auteur retrace l'histoire, à plus d'un titre exemplaire, d'une légende chrétienne, en mettant l'accent sur ses vecteurs successifs : chroniques, récits de pèlerins ou d'imposteurs, puis livrets de colportage, complaintes, images populaires, feuilles volantes... L'incessante réécriture de l'histoire du personnage légendaire (tour à tour Jean Boutedieu, Ahasvérus, Isaac Laquedem ou Boudedeo) a fourni un angle d'attaque pour étudier l'évolution du folklore chrétien des maudits, et donc, du moins en partie, le folklore de la Passion. Plus largement, ce sont des enjeux fondamentaux du christianisme que met en évidence cette légende : relations avec le judaïsme et les Juifs, image du Christ (Dieu vengeur ou Dieu de pardon ?). C'est donc à une véritable quête dans la culture religieuse du Moyen Âge, puis dans la littérature de colportage et enfin dans la culture populaire traditionnelle qu'invite cet ouvrage. 606 $aJuif errant 606 $aHISTORY / Medieval$2bisacsh 610 $aMoyen Âge 610 $aculture populaire 610 $areligion chrétienne 610 $ahistoire culturelle 610 $atradition 610 $aminorité 615 4$aJuif errant 615 7$aHISTORY / Medieval 676 $a398.2/089/924 700 $aMilin$b Gaël$0439272 801 0$bPQKB 906 $aBOOK 912 $a9910131406803321 996 $aLe Cordonnier de Jérusalem: La Véritable Histoire du Juif Errant$92197923 997 $aUNINA LEADER 04431nam 22006735 450 001 9910304140703321 005 20200919061138.0 010 $a3-319-09024-0 024 7 $a10.1007/978-3-319-09024-5 035 $a(CKB)3710000000202697 035 $a(EBL)1783142 035 $a(OCoLC)889264054 035 $a(SSID)ssj0001295338 035 $a(PQKBManifestationID)11735648 035 $a(PQKBTitleCode)TC0001295338 035 $a(PQKBWorkID)11343635 035 $a(PQKB)10856147 035 $a(DE-He213)978-3-319-09024-5 035 $a(MiAaPQ)EBC1783142 035 $a(PPN)179923420 035 $a(EXLCZ)993710000000202697 100 $a20140718d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLanguage and Discourse in Special Education $eUnderstanding Ethnographic Interdisciplinary Team Culture /$fby Iris Manor-Binyamini 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (152 p.) 300 $aDescription based upon print version of record. 311 $a3-319-09023-2 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aChapter 1. Introduction.- Chapter 2. Multidisciplinary Teams in Special Education Schools: Their Language and Discourse -- Chapter 3. An Ethnographic Case Study.- Chapter 4. Words Relating to the Work Done with Students.- Chapter 5. Words Relating to Teamwork.- Chapter 6. Discourse Events in the Multidisciplinary Team.- Chapter 7. Discourse Events in the Administrative Team -- Chapter 8. Conclusion. 330 $aInterdisciplinary teamwork has significantly improved the education of children with special needs. Because the students' needs are complex, the responses of the diverse professionals working together to provide services must be equally multifaceted.   Language and Discourse in Special Education analyzes how interdisciplinary teams work in school settings, specifically how members convey their knowledge in collaboration with others. Results from an in-depth study conducted in a school for students with intellectual and developmental disabilities illustrate the evolution of team culture, from establishing a common language to sharing information to solving day-to-day problems. The book details how educators, therapists, and doctors integrate concepts from their distinct fields and apply this shared knowledge in dealing with students, the administration, and one another. These observations support theoretical models of how teams can most effectively address student needs and identify optimal conditions for meaningful collaboration.   Featured areas of coverage include:   The importance of interdisciplinary teamwork in special education Methods used in analyzing language and discourse Key words relating to the team's work with the students Discourse events within the team and with the administration A practical model for interdisciplinary teamwork   Language and Discourse in Special Education is an essential reference for researchers, professionals, and graduate students working with special needs students in child and school psychology, behavioral therapy (e.g., occupational, psychical, speech), social work, pediatric medicine, and allied mental health and medical fields. 606 $aChild psychology 606 $aSchool psychology 606 $aBehavior therapy 606 $aSocial service 606 $aChild and School Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y12040 606 $aBehavioral Therapy$3https://scigraph.springernature.com/ontologies/product-market-codes/H54018 606 $aSocial Work$3https://scigraph.springernature.com/ontologies/product-market-codes/X21000 615 0$aChild psychology. 615 0$aSchool psychology. 615 0$aBehavior therapy. 615 0$aSocial service. 615 14$aChild and School Psychology. 615 24$aBehavioral Therapy. 615 24$aSocial Work. 676 $a150 676 $a155.4 676 $a155424 676 $a361.3 700 $aManor-Binyamini$b Iris$4aut$4http://id.loc.gov/vocabulary/relators/aut$0921525 906 $aBOOK 912 $a9910304140703321 996 $aLanguage and Discourse in Special Education$92067198 997 $aUNINA