LEADER 01611nam 2200433 450 001 9910711676003321 005 20181204124536.0 035 $a(CKB)5470000002485299 035 $a(OCoLC)1077474855 035 $a(EXLCZ)995470000002485299 100 $a20181204d2015 ua 0 101 0 $aeng 135 $aurmn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$a2014 farm bill: conservation practices and programs for your land /$fUnited States Department of Agriculture, Natural Resources Conservation Service 210 1$a[Washington, D.C.] :$cUnited States Department of Agriculture, Natural Resources Conservation Service,$d2015. 215 $a1 online resource (2 unnumbered pages) $ccolor illustrations 225 1 $aProgram aid ;$v2172 300 $a"August 2015." 517 $a2014 farm bill 606 $aAgricultural conservation$zUnited States 606 $aConservation of natural resources$zUnited States 606 $aSoil conservation$zUnited States 606 $aWatershed restoration$zUnited States 606 $aRestoration ecology$zUnited States 615 0$aAgricultural conservation 615 0$aConservation of natural resources 615 0$aSoil conservation 615 0$aWatershed restoration 615 0$aRestoration ecology 712 02$aUnited States.$bNatural Resources Conservation Service, 801 0$bGPO 801 1$bGPO 906 $aBOOK 912 $a9910711676003321 996 $a2014 farm bill: conservation practices and programs for your land$93324018 997 $aUNINA LEADER 04198nam 2200901z- 450 001 9910619477003321 005 20221026 010 $a9781920382919 010 $a1920382917 035 $a(CKB)4100000011809066 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/93291 035 $a(Perlego)3511815 035 $a(oapen)doab93291 035 $a(EXLCZ)994100000011809066 100 $a20220518d2016 uy | 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aTheology and the (post)apartheid condition$eGenealogies and future directions 210 $aBloemfontein$cUJ Press$d2016 215 $a1 online resource (277 p.) 225 1 $aTheological Explorations 311 08$a9781920382902 311 08$a1920382909 330 $aKnowledge transmission and generation belong to the core mission of the public university. In democratic South Africa, the transformation of these processes and practices in higher education has become an urgent and contested task. The Faculty of Theology at the University of the Free State has already done some original work on the implications of these for theology. One area of investigation that has not yet received due attention concerns the role of theological disciplines, and especially the relation between academic disciplines and societal dynamics. This research project addresses the challenge and this volume reflects the intellectual endeavour of lectures, research fellows and a post-graduate student associated with the faculty. Each theological discipline has its own history and has already experienced reconstruction, both globally and in South Africa. Some of these genealogical developments and re-envisioning are mapped by the contributions in this volume. The critical questions addressed are: what are the contours of the (post)apartheid condition and what are the implications for responsible disciplinary practices in theology? The chapters convey an impression of the vitality of theology at the University of the Free State and in South Africa and give expression to fundamental shifts that have taken place in theological disciplines, and also of future tasks. This research project aims to stimulate reflection on responsible and innovative disciplinary practices of theology in South Africa, which, we envisage, will contribute to social justice and human flourishing. -Rian Venter, University of the Free State 517 $aTheology and the 606 $aChristianity$2bicssc 606 $aGenealogy, heraldry, names & honours$2bicssc 606 $aHigher & further education, tertiary education$2bicssc 610 $a(post)apartheid 610 $aAfrican Jesus 610 $aAfrican proverbs 610 $aAfricanisation 610 $aAfricanness 610 $aAfrocentric 610 $aChristian leadership 610 $aChristology 610 $acontextualisation 610 $adiscernment 610 $aEurocentric 610 $aFaculty of Theology 610 $ahermeneutics 610 $aHigher education 610 $aHomiletics 610 $aLatter Prophets 610 $aLeadership definitions 610 $amethodology 610 $amissio Dei 610 $aMissiology 610 $amission history 610 $aPauline Studies 610 $apost-apartheid 610 $apostcolonial 610 $aPractical Theology 610 $aPreaching 610 $aproverbs 610 $aReformed Jesus 610 $aRenaissance Trinity 610 $aRian Venter 610 $aSystematic Theology 610 $aTheology 610 $atheory 610 $aTolmie 610 $atrinitarian 610 $atrinity 610 $atriune God 610 $aUniversities 615 7$aChristianity 615 7$aGenealogy, heraldry, names & honours 615 7$aHigher & further education, tertiary education 700 $aVenter$b Rian$4edt$01283203 702 $aVenter$b Rian$4oth 906 $aBOOK 912 $a9910619477003321 996 $aTheology and the (post)apartheid condition$93036936 997 $aUNINA LEADER 04859nam 22006855 450 001 9910645888803321 005 20251009103205.0 010 $a9783031190049 010 $a3031190041 024 7 $a10.1007/978-3-031-19004-9 035 $a(MiAaPQ)EBC7184205 035 $a(Au-PeEL)EBL7184205 035 $a(CKB)26027672000041 035 $a(DE-He213)978-3-031-19004-9 035 $a(EXLCZ)9926027672000041 100 $a20230118d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEducational Assessment and Inclusive Education $eParadoxes, Perspectives and Potentialities /$fby Christian Ydesen, Alison L. Milner, Tali Aderet-German, Ezequiel Gomez Caride, Youjin Ruan 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2022. 215 $a1 online resource (382 pages) 311 08$aPrint version: Ydesen, Christian Educational Assessment and Inclusive Education Cham : Springer International Publishing AG,c2023 9783031190032 327 $aChapter 1. Introducing a Research Agenda -- Chapter 2. Researching Educational Assessment and Inclusive Education -- Chapter 3. Unpacking Layers of Assessment and Inclusive Education in National Settings: Links and Disconnections in Policy and Practice -- Chapter 4. Changes in the Organisation of Schooling: Recontextualising the Assemblages of Assessment and Inclusion -- Chapter 5. Images of Accountability: From Responsible Professional Practices to the Hyperrealities of Assessment and Inclusion -- Chapter 6. Leading Inclusive Schools: From the Effectiveness of the Individual to L?affect of Collectivities -- Chapter 7. Becoming a Teacher: Assessment and Inclusion in Professional Practices and Subjectivities -- Chapter 8. Students: Who Is In and Who Is Out as a Result of Policies and Practices in the Assemblages of Assessment and Inclusion? -- Chapter 9. Conclusions: Unpacking the Assemblages of Assessment and Inclusion -- Chapter 10 Research Contributions: TransversalConnections in an Interdisciplinary Field and Some Forward-Looking Points of Attention. 330 $aThis book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore. The book?s analysis is built on comparative qualitative data from five different countries on four continents: Argentina, China, Denmark, England, and Israel. These countries have been chosen for their distinctive, and even contrasting, education policies, sociocultural and economic circumstances, and variations in performance across supranational and national standardised student assessments. In addressing these specific contexts, the book provides insights into the pitfalls and synergies which emerge as key stakeholders attempt to mediate these two educational concerns in both policy and practice. Christian Ydesen is Professor in the Department of Culture and Learning at Aalborg University, Denmark. He is the editor of The OECD?s Historical Rise in Education (2019). Alison L. Milner is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark. Tali Aderet-German is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark. Ezequiel Gomez Caride holds a PhD in the Department of Curriculum and Instruction at the University of Wisconsin-Madison, USA and is currently a postdoctoral researcher. Youjin Ruan is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark. . 606 $aTeaching 606 $aInclusive education 606 $aInternational education 606 $aComparative education 606 $aEducation and state 606 $aEducational tests and measurements 606 $aPedagogy 606 $aInclusive Education 606 $aInternational and Comparative Education 606 $aEducational Policy and Politics 606 $aAssessment and Testing 615 0$aTeaching. 615 0$aInclusive education. 615 0$aInternational education. 615 0$aComparative education. 615 0$aEducation and state. 615 0$aEducational tests and measurements. 615 14$aPedagogy. 615 24$aInclusive Education. 615 24$aInternational and Comparative Education. 615 24$aEducational Policy and Politics. 615 24$aAssessment and Testing. 676 $a371.26 676 $a371.26 702 $aYdesen$b Christian 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910645888803321 996 $aEducational Assessment and Inclusive Education$93006291 997 $aUNINA