- Table View
- List View
The Word: On the Translation of the Bible
by Dr John BartonFrom the Sunday Times bestselling author of A History of the Bible, this is the story of how the Bible has been translated, and why it mattersThe Bible is held to be both universal and specific, the source of fundamental truths inscribed in words that are exact and sacred. For much of the history of Judaism and almost the entirety of Christianity, however, believers have overwhelmingly understood scripture not in the languages in which it was first written but rather in their own - in translation.This book examines how saints, scholars and interpreters from ancient times down to the present have produced versions of the Bible in the language of their day while remaining true to the original. It explains the challenges they negotiated, from minute textual ambiguities up to the sweep of style and stark differences in form and thought between the earliest writings and the latest, and it exposes the bearing these have on some of the most profound questions of faith: the nature of God, the existence of the soul and possibility of its salvation.Reading dozens of renderings alongside their ancient Hebrew and Greek antecedents, John Barton traces the migration of biblical words and ideas across linguistic borders, illuminating original meanings as well as the ways they were recast. 'Translators have been among the principal agents in mediating the Bible's message,' he writes, 'even in shaping what that message is.' At the separation of Christianity from Judaism and Protestantism from Catholicism, Barton demonstrates, vernacular versions did not only spring from fault lines in religious thinking but also inspired and moulded them. The product of a lifetime's study of scripture, The Word itself reveals the central book of our culture anew - as it was written and as we know it.
Annual Review in Automatic Programming: International Tracts in Computer Science and Technology and Their Application, Vol. 2
by Richard GoodmanAnnual Review in Automatic Programming, Volume 2 is a collection of papers that discusses the controversy about the suitability of COBOL as a common business oriented language, and the development of different common languages for scientific computation. A couple of papers describes the use of the Genie system in numerical calculation and analyzes Mercury autocode in terms of a phrase structure language, such as in the source language, target language, the order structure of ATLAS, and the meta-syntactical language of the assembly program. Other papers explain interference or an "intermediate return" using ALGOL, the National-Elliot 803 Computer, and the MADCAP II. MADCAP II is A version of the automatic programming compiler for MANIAC II. One paper discusses the APT which serves as a common computer language for computational problems. Another paper explains SAKO which can bypass machine language almost entirely in the field of numerical and logical problems, particularly in programs using XYZ and ZAM II. A report of the Working Committee of the British Computer Society Discussion Group No. 5 concludes that COBOL is unnecessarily complex due to its close machine orientation. Computer engineers, computer instructors, programmers, and students of computer science will find the collection highly valuable.
Die Idee der Universität: Für die Gegenwärtige Situation
by Karl Jaspers Kurt RossmannEine Schrift gleichen Titels hat Jaspers 1923 und 1946 in heute zum Teil überholten Fassungen veröffentlicht. Wir haben sie nach vielen zwischen uns geführten Gesprächen neu zu gestalten versucht. Geschrieben wurden die Einleitung und Teil I von J aspers, Teil II von Rossmann. Die Idee ist dieselbe geblieben, die ganz veränderte Daseins situation aber verlangt, daß ihre Erscheinung sich wandelt. Heute wird die Reform der Universität als eine für den Staat lebensentscheidende Aufgabe erkannt. Große organisatori sche Vorarbeiten sind geleistet worden. Trotzdem sind viele der um die Reform Bemühten: Forscher und Gelehrte wie die Be auftragten der Regierungen, von der Sorge bedrückt, ob es in Zukunft noch Universitäten oder unter ihrem Namen etwas ganz anderes geben wird. Das Bekenntnis zur Traditionsform genügt nicht mehr. Die Alternative ist heute: Entweder gelingt die Erhaltung der deut schen Universität durch Wiedergeburt der Idee im Entschluß zur Verwirklichung einer neuen Organisationsgestalt oder sie findet ihr Ende im Funktionalismus riesiger Schul- und Ausbil dungsanstalten für wissenschaftlich-technische Fachkräfte. Deshalb gilt es, aus dem Anspruch der Idee die Möglichkeiten einer Erneuerung der Universität in einer den Prinzipien des geistigen Lebens und der modernen Wissenschaftlichkeit selber entsprechenden inneren und äußeren Struktur zu entwerfen und zu beurteilen. An der Lösung dieser Aufgabe möchten wir mit helfen.
Emotion and Meaning in Music
by Leonard B. Meyer"Altogether it is a book that should be required reading for any student of music, be he composer, performer, or theorist. It clears the air of many confused notions . . . and lays the groundwork for exhaustive study of the basic problem of music theory and aesthetics, the relationship between pattern and meaning."—David Kraehenbuehl, Journal of Music Theory "This is the best study of its kind to have come to the attention of this reviewer."—Jules Wolffers, The Christian Science Monitor "It is not too much to say that his approach provides a basis for the meaningful discussion of emotion and meaning in all art."—David P. McAllester, American Anthropologist "A book which should be read by all who want deeper insights into music listening, performing, and composing."—Marcus G. Raskin, Chicago Review
Emotion and Meaning in Music
by Leonard B. Meyer"Altogether it is a book that should be required reading for any student of music, be he composer, performer, or theorist. It clears the air of many confused notions . . . and lays the groundwork for exhaustive study of the basic problem of music theory and aesthetics, the relationship between pattern and meaning."—David Kraehenbuehl, Journal of Music Theory "This is the best study of its kind to have come to the attention of this reviewer."—Jules Wolffers, The Christian Science Monitor "It is not too much to say that his approach provides a basis for the meaningful discussion of emotion and meaning in all art."—David P. McAllester, American Anthropologist "A book which should be read by all who want deeper insights into music listening, performing, and composing."—Marcus G. Raskin, Chicago Review
Penguin Readers Level 3: Roald Dahl James and the Giant Peach (Penguin Readers Roald Dahl)
by Roald DahlLearn English with James and the Giant Peach! A Penguin Readers book. Discover fifteen famous Roald Dahl adventures, adapted for learners of English aged 7+. Can you read them all?Penguin Readers is an ELT graded reader series for learners of English as a foreign language. Readers include simplified text, illustrations and language learning exercises. Please note that the eBook edition does NOT include access to the audio edition and digital book.In these Penguin Readers editions, Roald Dahl's stories have been aligned to the CEFR framework A1 to A2+, in four levels. Each book is also Lexile measured. The graded readers feature illustrated new words, language activities, and fun games between chapters, encouraging students and teachers to structure learning and make real progress. Every book also includes projects and discussions.Visit the Penguin Readers website for downloadable quizzes, worksheets and answer keys. Exclusively with the print edition, readers can unlock a digital book and audio edition (not available with the eBook).James and the Giant Peach, a Level 3 Reader, is A2 in the CEFR framework. The text is made up of sentences with up to three clauses, introducing first conditional, past continuous and present perfect simple for general experience. It is well supported by illustrations, which appear on most pages.When James's parents die, he has to live with his two horrible aunts. He is lonely and sad. But then, a peach in his aunts' garden starts to grow bigger and bigger. What strange and wonderful friends will James meet inside the peach?
Teaching the 'Slow' Learner in the Primary School (Mary F. Cleugh on Teaching Children with Learning Differences)
by M. F. CleughThis book is a re-issue originally published in 1961. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication. Dr Cleugh was in charge of the course for teachers of so-called 'educationally sub-normal' children at the University of London Institute of Education. The three volumes of this work, which at the time took their place as complete and up-to-date guides to the subjects they cover, were written by practising teachers who had passed through the Institute’s course, and they cover every part of the curriculum from the point of view of the 'slow' learner. This volume focuses on the primary school.
Teaching the 'Slow' Learner in the Primary School (Mary F. Cleugh on Teaching Children with Learning Differences)
by M. F. CleughThis book is a re-issue originally published in 1961. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication. Dr Cleugh was in charge of the course for teachers of so-called 'educationally sub-normal' children at the University of London Institute of Education. The three volumes of this work, which at the time took their place as complete and up-to-date guides to the subjects they cover, were written by practising teachers who had passed through the Institute’s course, and they cover every part of the curriculum from the point of view of the 'slow' learner. This volume focuses on the primary school.
Teaching the 'Slow' Learner in the Secondary School (Mary F. Cleugh on Teaching Children with Learning Differences)
by M. F. CleughThis book is a re-issue originally published in 1961. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication. Dr Cleugh was in charge of the course for teachers of so-called 'educationally sub-normal' children at the University of London Institute of Education. The three volumes of this work, which at the time took their place as complete and up-to-date guides to the subjects they cover, were written by practising teachers who had passed through the Institute’s course, and they cover every part of the curriculum from the point of view of the 'slow' learner. This volume focuses on the secondary school.
Teaching the 'Slow' Learner in the Secondary School (Mary F. Cleugh on Teaching Children with Learning Differences)
by M. F. CleughThis book is a re-issue originally published in 1961. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication. Dr Cleugh was in charge of the course for teachers of so-called 'educationally sub-normal' children at the University of London Institute of Education. The three volumes of this work, which at the time took their place as complete and up-to-date guides to the subjects they cover, were written by practising teachers who had passed through the Institute’s course, and they cover every part of the curriculum from the point of view of the 'slow' learner. This volume focuses on the secondary school.
Teaching the 'Slow' Learner in the Special School (Mary F. Cleugh on Teaching Children with Learning Differences)
by M. F. CleughThis book is a re-issue originally published in 1961. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication. Dr Cleugh was in charge of the course for teachers of so-called 'educationally sub-normal' children at the University of London Institute of Education. This work, an up-to-date guide at the time, was written by practising teachers who had passed through the Institute’s course, and covers every part of the curriculum from the point of view of the 'slow' learner.
Teaching the 'Slow' Learner in the Special School (Mary F. Cleugh on Teaching Children with Learning Differences)
by M. F. CleughThis book is a re-issue originally published in 1961. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication. Dr Cleugh was in charge of the course for teachers of so-called 'educationally sub-normal' children at the University of London Institute of Education. This work, an up-to-date guide at the time, was written by practising teachers who had passed through the Institute’s course, and covers every part of the curriculum from the point of view of the 'slow' learner.
The Education of Slow Learning Children (Routledge Library Editions: Special Educational Needs #53)
by A. E. Tansley R. GullifordOriginally published in 1960. The authors of this text examine ways in which both ordinary schools and special needs schools can further develop suitable education for pupils with special needs, including improved post-school guidance. This title aims to provide a guide to teachers in deciding the aims of their teaching and to assist in the planning of their teaching methods.
The Education of Slow Learning Children (Routledge Library Editions: Special Educational Needs #53)
by A. E. Tansley R. GullifordOriginally published in 1960. The authors of this text examine ways in which both ordinary schools and special needs schools can further develop suitable education for pupils with special needs, including improved post-school guidance. This title aims to provide a guide to teachers in deciding the aims of their teaching and to assist in the planning of their teaching methods.
Penguin Readers Starter Level: Loki and the Giants (ELT Graded Reader)
by Roger Lancelyn GreenPenguin Readers is an ELT graded reader series for learners of English as a foreign language. With carefully adapted text, new illustrations and language learning exercises, the print edition also includes instructions to access supporting material online.Titles include popular classics, exciting contemporary fiction, and thought-provoking non-fiction, introducing language learners to bestselling authors and compelling content.The eight levels of Penguin Readers follow the Common European Framework of Reference for language learning (CEFR). Exercises at the back of each Reader help language learners to practise grammar, vocabulary, and key exam skills. Before, during and after-reading questions test readers' story comprehension and develop vocabulary.Visit the Penguin Readers websiteExclusively with the print edition, readers can unlock online resources including a digital book, audio edition, lesson plans and answer keys.Come into the world of the vikings. The gods and giants are enemies. Loki's mother is a goddess but his father is a giant. Is he the gods' friend or is he their enemy? They don't know...
Vasari on Technique: Being The Introduction To The Three Arts Of Design, Architecture, Sculpture and Painting, Prefixed to the Lives of the Most Excellent Painters, Sculptors and Architects (Dover Art Instruction)
by Giorgio VasariGiorgio Vasari (1511–1571) is well known for his celebrated work on the lives of the Renaissance artists. But not many people know that Vasari was a painter and architect as well as a biographer, and that he wrote one of the most valuable treatises on the technical methods of the painters, architects, and sculptors of his time. This is the first and only English translation of this important technical material (originally published in 1550 as an introduction to Vasari's Lives of the Artists).Vasari, as a practical craftsman, brings to his work as unusual understanding of the processes and materials he writes about, and conveys this knowledge to the reader in a style of the pleasantest and most readable kind. In the section on architecture, he describes the methods used in constructing rustic fountains and grottos; how Michelangelo developed new uses for architectural materials; the architectural uses of enriched plaster; the Renaissance view of Ionic, Doric, Gothic, and other types of architecture; and many similar topics.In the selection on sculpture, the reader will learn about the making of the model, completion of the statue, reliefs, bronze casting, modelled plaster work, sculpture in wood, and other processes. The final section, on painting, discusses aesthetics, perspective, foreshortening, how colors were blended, fresco painting, painting in tempera, oil painting, and much more.Scholars and historians of art have long used this book as the most detailed and valuable sourcebook of its time. But its full, readable discussions, combined with the sense of actuality and historical presence it contains, make it also perhaps the best possible description of the Renaissance artists in the heyday of their achievement.
Authority, Responsibility and Education (Routledge Revivals: R. S. Peters on Education and Ethics)
by R. S. PetersFirst published in 1959, Authority, Responsibility and Education focuses on the philosophy of education and is concerned with the question of moral education. It was originally based on talks delivered mainly on the Home Service and Third Programme of the BBC between April 1956 and January 1959 but, due to its wide appeal and popularity, it was revised to include work from a further 10 years of the author’s teaching and experience in the subject. The book is written in three parts on authority, responsibility, and education, and uses several theories, including those by Marx and Freud, to achieve his aims. Although originally published some time ago, the book considers many questions that are still relevant to us today.
Authority, Responsibility and Education (Routledge Revivals: R. S. Peters on Education and Ethics)
by R. S. PetersFirst published in 1959, Authority, Responsibility and Education focuses on the philosophy of education and is concerned with the question of moral education. It was originally based on talks delivered mainly on the Home Service and Third Programme of the BBC between April 1956 and January 1959 but, due to its wide appeal and popularity, it was revised to include work from a further 10 years of the author’s teaching and experience in the subject. The book is written in three parts on authority, responsibility, and education, and uses several theories, including those by Marx and Freud, to achieve his aims. Although originally published some time ago, the book considers many questions that are still relevant to us today.
Die Bildungsfunktion des Physikunterrichtes: Ein Beitrag zum Problem der Stoffauswahl für höhere Schulen
by Edgar Hunger
Internationale Organisationen der Naturwissenschaften und Technik und ihre Zusammenarbeit (Forschungsberichte des Landes Nordrhein-Westfalen)
by Will Grosse
Psychagogie und Pädagogik des Kommunismus
by Gerhard MöbusDie Tatsache, daß Unterricht und Erziehung im Machtbereich des Kommunismus eine Rolle spielen wie vielleicht nirgendwo sonst, findet seit einiger Zeit wachsende Aufmerksamkeit in der freien Welt. Manchmal hat es sogar den Anschein, als träte an die Stelle der bisherigen Unterschätzung der kommunistischen Pädagogik neuerdings ihre Überschätzung. Die Frage nach den Zielen, Mitteln und Wirkungen der kommunistischen Pädagogik hat für uns besondere Bedeutung gewonnen, seitdem sie unter dem Namen der sozialistischen Pädagogik das Unterrichts- und Erziehungswesen des sowjetisch besetzten Deutschland von Staats wegen beherrscht. Das Material, das dieser Untersuchung zu grunde liegt, ist deshalb vorzugsweise Veröffentlichungen und Verlautbarungen entnommen, die für die Verhältnisse im so wjetisch besetzten Deutschland kennzeichnend sind. Das ist nicht zuletzt auch deshalb geschehen, um die Aufmerksamkeit auf Vorgänge zu lenken, die zwar weniger im Vordergrund des Be wußtseins stehen als andere Aufsehen erregende Vorfälle, in denen jedoch sichtbar wird, welchen Bedrängnissen und Gefährdungen ein Teil unseres Volkes ausgeliefert ist. Zudem darf nicht übersehen werden, wieviel Mißverständnisse über den Charakter dieser Päd agogik selbst bestehen. Sie haben ihre Ursache vor allem darin, daß über Einzelheiten der pädagogischen Theorie und Praxis, die beobachtet und beurteilt werden, vielfach nicht erkannt wird, auf welche Weise diese Pädagogik ein fester Bestandteil der Poli tik des Kommunismus ist. Der Verfasser hat die Ziele, Mittel und Wirkungen der kommunistischen Pädagogik im sowjetisch be setzten Deutschland in mehreren Veröffentlichungen behandelt.
The Social Purposes of Education (Routledge Library Editions: Sociology of Education #13)
by K. G. CollierThis book, first published in 1959, was written to primarily address teachers and students of education, as well as those with a general interest in the changing practices of schools. Under the terms of the 1944 Education Act, which charged Local Authorities with contributing towards the ‘spiritual, moral, mental, and physical development of the community’. The author examines these ideas whilst examining the state of education in the United Kingdom after the 1944 Education Act.