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The Orient, the Liberal Movement, and the Eastern Crisis of 1839-41
1. Three Ships This introductory chapter provides key background on the Eastern Crisis, such as on the diplomatic and military narrative. It introduces the main protagonists, including the French premier Adolphe Thiers, Lord Palmerston, Metternich, and his Prussian counterpart Werther. The introduction also differentiates the book from existing works on the crisis and on nineteenth-ce... zur Produkt-Seite
4804328 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9pLndlbHRiaWxkLmRlL3AvdGhlLW9yaWVudC10aGUtbGliZXJhbC1tb3ZlbWVudC1hbmQtdGhlLWVhc3Rlcm4tMjgwNjY2ODYyLmpwZw==!aHR0cHM6Ly9pLndlbHRiaWxkLmRlL3AvdGhlLW9yaWVudC10aGUtbGliZXJhbC1tb3ZlbWVudC1hbmQtdGhlLWVhc3Rlcm4tMjgwNjY2ODYyLmpwZ3x+fGh0dHBzOi8vb3MxLm1laW5lY2xvdWQuaW8vYjEwMTU4L21lZGlhL2ltYWdlLzA3L2Q2L2I0LzcyOTI3MTA4MDAwMDFBXzYwMHg2MDAuanBn","post_title":"The Orient, the Liberal Movement, and the Eastern Crisis of 1839-41","deeplink":"https:\/\/track.adtraction.com\/t\/t?a=1632201226&as=1592767275&t=2&tk=1&url=https:\/\/www.weltbild.ch\/artikel\/x\/_25762305-1","labels":[],"brand_id":1,"post_content":"1. Three Ships\u00a0This introductory chapter provides key background on the Eastern Crisis, such as on the diplomatic and military narrative. It introduces the main protagonists, including the French premier Adolphe Thiers, Lord Palmerston, Metternich, and his Prussian counterpart Werther. The introduction also differentiates the book from existing works on the crisis and on nineteenth-century European diplomacy. Finally, it touches on the European Oriental renaissance, on ambassadorial roles and the contents of the consular correspondence, and the role and nature of the contemporary press and public opinions.\u00a02. Shifting Sands\u00a0This makes the point that policy, far from being the immutable product of geographic imperative, was shaped by domestic pressures and opinions. Palmerston was compelled to tender his resignation in 1840 when the cabinet refused to sign his treaty. Louis-Philippe and Thiers both owed their careers to the press and were the creatures of the great Paris dailies. In Russia, factions of Orthodox nationalists and Westernisers competed for the Tsar's attention, causing priorities to shift between expansion and retrenchment. Nor was diplomacy in the Eastern Crisis a closed-door, aristocratic exercise, on the contrary: the protagonists made frequent use of public diplomacy, appealing to publics across national borders.\u00a03. An Egyptian Bonaparte\u00a0This chapter explains how Mehemet Ali became a French prot\u00e9g\u00e9 and conversely a bugbear of the northern courts. Drawing from the memory of the Napoleonic expedition in Egypt, helped by Champollion and nascent Egyptology and by his own modernising propaganda, the Pasha became identified as a standard bearer for the French civilising mission and, by extension, a Liberal champion against the ancien r\u00e9gime that was characterised by the Ottoman Empire. He also appealed to many European and British radicals, and in Britain, this created a challenge for the Whig cabinet, which relied on radical parliamentary support. In the northern courts, this made him anathema: a rebel and an aggressor, as Bonaparte had been.\u00a04. The Age of Turkish Improvement\u00a0Palmerston's modernising candidate was Turkey itself. Thanks to early efforts by Sultan Mahmud, the Ottoman Empire could pretend, by the 1830s, to Whig reforming patronage. Decisive steps were taken in the form of the Balta-Liman trade convention and the Edict of Gulhan\u00e9. The Syrian rebellion of 1840 against Mehemet Ali, and the echo it found in the British media, helped broaden the appeal of the Ottoman cause. Official belief in Turkey's improvement program was moreover reflected in British policy in Syria after the invasion, in 1841. Long before, nevertheless, Britain's espousal of Ottoman reconstruction, through a program of free trade, laissez-faire, and security of person and property, made its alignment in the Eastern Question all but predestined.\u00a05. Christian Zionists\u00a0On 5 February 1840, Father Thomas, a Sardinian who was superior at a Franciscan convent in Damascus, disappeared along with his servant, Ibrahim Amara. The Jews were accused, and the ensuing affair drew in the European consular services and press-reading publics. That the Damascus Affair took place at the same time as the Eastern Crisis was a coincidence, but that it had such an echo was not. In Britain, especially, the wish was widely shared for the crown to protect the dispersed Jews from persecution. This combined with widespread belief, based on scripture and prophecy, in the Restoration or return of the Jews to Palestine. Such societies as the London Society for the Promotion of Christianity among the Jews were prepared to lobby for it, as was a Berlin-based sister organisation. The stage was set both for religion to impart an increased acuteness to the crisis, and for the Holy Land to become again, after so many centuries of neglect, an area of contention for the European powers.\u00a06. To Jerusalem\u00a0The confluence of millennial expectations, the Damascus Affair, and the Eastern Crisis did not just make the Restoration seem actual and even urgent. Gestures by Palmerston fed momentum behind the idea and helped spawn fresh plans such as those of the London Society. The Jewish cause, at first little more than a nod to a powerful lobby, turned into the second pillar to a more general British design for the Middle East. The Catholic and Orthodox chancelleries meanwhile came up with their own plans for the newly evacuated Jerusalem. While this failed due to confessional rivalry and Austrian and Russian restraint, great-power prerogatives with regard to the Holy Sites were reaffirmed in 1841. The consequences, soon to be seen in the shape of the Crimean war of 1853-6, were of long-term significance.\u00a07. The Nile of the West\u00a0The news of the July 1840 treaty met in Paris with public fury. The press bayed for war, and king and prime minister called up multiple army classes. Then a young German jurist and writer named Nikolaus Becker published a poem entitled the Rheinlied. The storm that followed saw the composition of both the famously militaristic Wacht am Rhein, by Max Schneckenburger, and the future German national anthem, the Deutschlandlied. The Rhine Crisis, a clash of poets and a clash cultures, also took place on that battleground between Liberalism and reaction that was Germany. The French, aggrieved at the abandonment of their Egyptian champion, thought a revolutionary war might yet save the situation. Among Germans, this provoked an atavistic counter-cry, but it also involved an agonising choice between French-inspired Liberalism and Austro-Prussian authoritarianism. In turn, this fed into the diplomacy of the Eastern Crisis itself through key backdoor compromise initiatives by Metternich and Wether, who were terrified of disorders of whatever nature.\u00a08. Conclusion\u00a0The Eastern Crisis of 1839-41, Diplomatic Mirages argues, was but a clash of ideologies and national missions. The need to bring European reform to the Orient, the manner in which it must be done, or the absence of it, determined, for the powers, what line to adopt and who to back. Religious missions, and a renewed interest in the Holy Land, also helped mobilise publics in favour of intervention. Whether in Egypt itself or in Turkey, or elsewhere in the Middle East, both religiously-grounded involvement and the notion that it was a European vocation to help establish better political governance were ideas destined to endure.","merchants_number":2,"ean":9783319816777,"category_id":103,"size":null,"min_price":59,"low_price_merchant_id":27291482,"ID":4804328,"merchants":["weltbild","euniverse"],"brand":"undefined","slug":"the-orient-the-liberal-movement-and-the-eastern-crisis-of-1839-41","url":"\/unterhaltung\/produkt\/the-orient-the-liberal-movement-and-the-eastern-crisis-of-1839-41\/","low_price_merchant_name":"Weltbild"}
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Human Acts
"Compulsively readable, universally relevant and deeply resonant... It lacerates, it haunts, it dreams, it mourns... Human Acts is, in equal parts, beautiful and urgent." New York Times Book ReviewHuman Acts is unique in the intensity and scale of this brutality [T]he novel details a bloody history that was deliberately forgotten and is only now being recovered. The Nation "[Han K... zur Produkt-Seite
4800290 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvNGMvMTAvZDAvNzA4ODE3NjcwMDAwMUFfNjAweDYwMC5qcGc=!aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvNGMvMTAvZDAvNzA4ODE3NjcwMDAwMUFfNjAweDYwMC5qcGc=","post_title":"Human Acts","deeplink":"https:\/\/cct.connects.ch\/tc.php?t=116298C1969900829T&subid=9781101906743&deepurl=https%3A%2F%2Feuniverse.ch%2Fbuecher%2Fbelletristik-unterhaltung%2Fromane-erzaehlungen-anthologien%2F221227%2Fhuman-acts-a-novel-nominiert-andrew-carnegie-medal-for-excellence-in-fiction-2018-ausgezeichnet%3FsPartner%3Dtoppreise","labels":[],"brand_id":1,"post_content":"\"Compulsively readable, universally relevant and deeply resonant... It lacerates, it haunts, it dreams, it mourns... Human Acts is, in equal parts, beautiful and urgent.\" New York Times Book ReviewHuman Acts is unique in the intensity and scale of this brutality [T]he novel details a bloody history that was deliberately forgotten and is only now being recovered. The Nation\u00a0\"[Han Kang's] new novel, Human Acts, showcases the same talent for writing about corporeal horrors, this time in the context of the 1980 Gwangju uprising. TIME Magazine Han Kang s Human Acts speak the unspeakable. Vanity Fair \u00a0 The long wake of the killings plays out across the testimonies of survivors as well as the dead, in scenarios both gorily real and beautifully surreal. Vulture \"Human Acts\u00a0is stunning. Book reviews evaluate how well a book does what it sets out to do, and so we sometimes write nice things about books that perfectly fulfill trivial aims. Otherwise, we'd always be complaining that romance novels or political thrillers fail to justify the ways of God to men. But Han Kang has an ambition as large as Milton's struggle with God: She wants to reconcile the ways of humanity to itself. NPR.org \u00a0 \u00a0 Engrossing The result is torturously compelling, a relentless portrait of death and agony that never lets you look away. Han s prose as translated by Deborah Smith is both spare and dreamy, full of haunting images and echoing language. She mesmerizes, drawing you into the horrors of Gwangju, questioning humanity, implicating everyone Unnerving and painfully immediate. Los Angeles Times \u00a0 \u00a0 Revelatory nothing short of breathtaking In the end, what Han has re-created is not just an extraordinary record of human suffering during one particularly contentious period in Korean history, but also a written testament to our willingness to risk discomfort, capture, even death in order to fight for a cause or help others in times of need. San Francisco Chronicle \u00a0 \u00a0 But where Kang excels is in her unflinching, unsentimental descriptions of death. I am hard pressed to think of another novel that deals so vividly and convincingly with the stages of physical decay. Kang s prose does not make for easy reading, but there is something admirable about this clear-eyed rendering of the end of life. Boston Globe \u00a0 \u00a0 Absorbing Han uses her talents as a storyteller of subtlety and power to bring this struggle out of the middle distance of history and into the intimate space of the irreplaceable human individual. Minneapolis Star-Tribune Kang explores the sprawling trauma of political brutality with impressive nuance and the piercing emotional truth that comes with masterful fiction... a\u00a0fiercely written, deeply upsetting, and beautifully human novel. Kirkus Reviews\u00a0 Kang is an incredible storyteller\u00a0who raises questions about the purpose of humanity and the constant tension between good and evil through the heartbreaking experiences of her characters. Her poetic language shifts fluidly from different points of view, while her fearless use of raw, austere diction emulates the harsh conflicts and emotions raging throughout the plot.\u00a0This jarring portrayal of the Gwangju demonstrations will keep readers gripped until the end. Booklist (starred)\u00a0 With Han Kang s\u00a0The Vegetarian\u00a0awarded the 2016 Man Booker International Prize, her follow-up will garner extra scrutiny. Bottom line? This new work, again seamlessly translated by Deborah Smith, who also provides an indispensable contextual introduction, is even more stupendous. Library Journal\u00a0(starred)\"Pristine, expertly paced, and gut-wrenching Human Acts\u00a0grapples with the fallout of a massacre and questions what humans are willing to die for and in turn what they must live through. Kang approaches these difficult and inexorable queries with originality and fearlessness, making\u00a0Human Acts\u00a0a must-read for 2017.\" Chicago Review of Books \u00a0 \u00a0 Though her subject matter is terrifying, her prose is too beautiful, her images too perfectly crystallized to wince and turn away from them Human Acts is a slim novel weighted with philosophical and spiritual inquiry, but if offers no consolations. Rather, it grapples with who we are, what we are able to endure, and what we inflict upon other people St. Louis Post-Dispatch \u00a0 \u00a0 Kang interconnects the chapters in her novel to focus on characters who are irreparably affected by the historic\u00a0Gwangju Uprising in South Korea\u00a0in May 1980, in which government troops killed an estimated 600 protesters. The Guardian calls it an act of unflinching witness. Sacramento Bee \u00a0 \u00a0 Reading about human acts like these can be excruciating. But true to the urgency conveyed through its frequent use of second-person narration, Han s book is also filled with human acts involving profiles in courage that inspire hope In a novel whose heroes include editors, actors and writers each battling to remember while censors try to forget Han s own book embodies the miracle this passage describes. Milwaukee Journal-Sentinel\u00a0 \u00a0 \u00a0 Following The Vegetarian, one of the most stunning novels of 2016, Human Acts is yet another belatedly translated work from South Korean writer Han Kang. Centering on the killing of a young boy during a student uprising, the novel follows the rippling effects of the tragedy. Huffington Post \u00a0 [E]xquisitely crafted. O, the Oprah Magazine After dazzling us with The Vegetarian, which won the 2016 Man Booker International Prize, Han Kang is dropping another amazing read. Set in South Korea in 1980, in the wake of a student protest turned horrifically violent, the book follows a cast of characters as they deal with the harrowing consequences of that day. Bustle \"...Inventive, intense and provocative...a work of considerable bravery...'Human Acts' is a profound act of protest in itself.\" Newsday \u00a0 Kang s forthcoming\u00a0Human Acts\u00a0focuses on the 1980 Korean Gwangju Uprising, when Gwangju locals took up arms in retaliation for the massacre of university students who were protesting. Within Kang tries to unknot two unsolvable riddles the intermingling of two innately human yet disparate tendencies, the capacity for cruelty alongside that for selflessness and dignity. \u00a0 The Millions \u00a0 This novel is a thoughtful and humane answer to difficult questions and a moving tribute to victims of the atrocity. BookPage \u00a0 \u00a0 South Korean novelist Han first gained attention stateside with\u00a0The Vegetarian, her first novel to be translated into English, last year. This follow-up novel follows a group of people who are affected both directly and indirectly by the death of a young boy during a violent student protest in South Korea. Men s Journal (online) \u00a0 Han Kang made a big splash last year with\u00a0The Vegetarian. Using several points of view to delve into the death of one adolescent boy during the Gwangju Uprising,\u00a0Human Acts\u00a0will surely continue Kang s praise among critics and readers Human Acts\u00a0ruthlessly examines what people are capable of doing to one another, but also considers how the value of one life can affect many. Book Riot \u00a0 Han Kang s first novel to appear in English,\u00a0The Vegetarian, was one of the most jarring works of fiction we ve read in a while.\u00a0Human Acts\u00a0takes a broader view of humanity, focusing on a host of reactions to the death of a young man in a political action in South Korea. We re looking forward to experiencing her prose in a new context with this novel. Vol. 1 Brooklyn\"Human Acts is elegantly written, unflinchingly brutal and absolutely real. It is not so much a novel as it is a profound act of connection, it is beyond powerful.\u00a0Han Kang is what most writers spend their lives trying to be: a fearless, unsentimental teller of human truths.\" Lisa McInerney, Baileys Women's Prize-winning author of The Glorious Heresies This is a book that could easily founder under the weight of its subject matter. Neither inviting nor shying away from modern-day parallels, Han neatly unpacks the social and political catalysts behind the massacre and maps its lengthy, toxic fallout. But what is remarkable is how she accomplishes this while still making it a novel of blood and bone. The characters frequently address themselves to an unnamed You This sense of dislocation is most obvious when a dead boy s soul converses with his own rotting flesh and it s here that the language comes closest to the gothic lyricism of Han s previous book,\u00a0The Vegetarian By choosing the novel as her form, then allowing it to do what it does best take readers to the very centre of a life that is not their own Han prepares us for one of the most important questions of our times: What is humanity? What do we have to do to keep humanity as one thing and not another? She never answers, but this act of unflinching witness seems as good a place to start as any. Eimear McBride, The Guardian\u00a0\"Harrowing...Han s novel is an attempt to verbalize something unspeakable But she humanizes the terrible violence by focusing on the more mundane aspects: tending and transporting bodies, or attempting to work an ordinary job years later. And by placing the reader in the wake of Dong-ho s memory, preserved by his family and friends, Han has given a voice to those who were lost. Publishers Weekly With exquisitely controlled eloquence, the novel chronicles the tragedy of ordinariness violated In the echo chambers of Han s haunting prose, precisely and poetically rendered by Smith, the sound of that heartbeat resonates with defiant humanity. New Statesman Han Kang s writing is clear and controlled and she handles the explosive, horrifying subject matter with great warmth. The TimesSearing In Human Acts\u00a0 [Kang] captures the paradox of being human: the meat-like, animal reduction of our humanity the dead bodies of the beginning chapter alongside our ability to love and suffer for our principles, and die for them, that make us truly human. She is excellent in summarizing this paradox If it hopes to tie the personal with the political, it does the former so much more powerfully: a mother thinking of her dead son, for example, displays literary mastery as subtle and specific as it is universally heartbreaking. The Independent A technical and emotional triumph... A conversation of which we rarely hear both sides: the living talking to the dead, and the dead speaking back. The Sunday Telegraph (5 star review) A grim but heartfelt performance, touching on the possibility of forgiveness and the survival of the spirit. The Sunday Times Harrowing Human Acts\u00a0portrays people whose self-determination is under threat from terrifying external forces, it is a sobering meditation on what it means to be human. Financial Times A harrowing journey By its very existence\u00a0Human Acts\u00a0is an important and necessary book Astonishing. The National\"Human Acts\u00a0is a stunning piece of work. The language is poetic, immediate, and brutal. Han Kang has again proved herself to be a deft artist of storytelling and imagery.\" \u00a0Jess Richards A rare and astonishing book, sensitively translated by Deborah Smith, Human Acts enrages, impassions, and most importantly, gives voices back to who were silenced The Observer (UK)","merchants_number":1,"ean":9781101906743,"category_id":103,"size":null,"min_price":11.8499999999999996447286321199499070644378662109375,"low_price_merchant_id":70255345,"ID":4800290,"merchants":["euniverse"],"brand":"undefined","slug":"human-acts-2","url":"\/unterhaltung\/produkt\/human-acts-2\/","low_price_merchant_name":"eUniverse"}
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Big Magic
Praise for Big Magic: #1 Globe and Mail Bestseller " Big Magic is a celebration of a creative life?Gilbert?s love of creativity is infectious, and there?s a lot of great advice in this sunny book?Gilbert doesn?t just call for aspiring artists to speak their truth, however daffy that may appear to others; she is showing them how.? ?Washington Post "In [Gilbert?s] first foray into full-... zur Produkt-Seite
4927128 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9pLndlbHRiaWxkLmRlL3AvYmlnLW1hZ2ljLTM3MDQzMzUxOS5qcGc=!fH58aHR0cHM6Ly9pLndlbHRiaWxkLmRlL3AvYmlnLW1hZ2ljLTM3MDQzMzUxOS5qcGc=","post_title":"Big Magic","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=37185234097&a=401125&m=13971&pref1=9781594634710","labels":[],"brand_id":1,"post_content":"Praise for Big Magic: #1 Globe and Mail Bestseller \" Big Magic is a celebration of a creative life?Gilbert?s love of creativity is infectious, and there?s a lot of great advice in this sunny book?Gilbert doesn?t just call for aspiring artists to speak their truth, however daffy that may appear to others; she is showing them how.? ?Washington Post \"In [Gilbert?s] first foray into full-on self-help [she] shares intimate glimpses into the life of a world-famous creative, complete with bouts of paralyzing fear and frustration, in an attempt to coax the rest of us into walking through the world just a little bit braver.? ?Elle \"The Eat, Pray, Love author demystifies the tricky business of creativity. We?re all ears.? ?Cosmopolitan \"Elizabeth Gilbert is my new spirit animal? I have profoundly changed my approach to creating since I read this book.\" ?Huffington Post \"Gilbert leads readers through breaking out of their own creative ruts, finding fulfillment, and facing fear while finding balance between our spiritual and pragmatic beings in her forth coming book. Yes, please.? ?Bustle \" Big Magic will resonate with writers and artists who find the process of producing work to be particularly painful?Through anecdotes about her creative failures and resourcefulness, as well as those other artists, Gilbert encourages readers to pursue a creative life ?that is driven more strongly by curiosity than by fear.\" ?Daily Beast \"Gilbert demystifies the creative process, examining the practices of great artists to shed light on finding inspiration in the every day.? ?Harper?s Bazaar \"Part inspiration, part how-to, it offers up both a philosophy of creativity and advice for living a more creatively fulfilling life.?? Fast Company ? Big Magic tackles the challenges of living the creative life?Reading it is a little like having a coach by your side, cheering on your efforts ? whatever they are ? candidly and selflessly.? ? Christian Science Monitor \"Gilbert [writes] with sincerity and humility about the joy that creativity has given her... If you enjoyed Eat Pray Love, if you are drawn to self-help or inspirational books, or if you just like to bask in another person?s positive glow, you?ll love Big Magic.? ? Minneapolis Star-Tribune \" Big Magic wants to help its readers live creatively?[Gilbert believes] creativity is inside all of us, it should be expressed, and it is not selfish or crazy or foolish to do so ? it is in fact the best way to live a satisfying life...[ Big Magic] constitutes good advice?[in a voice that?s] charming, personable, self-aware, jokey, conversational?.[and] that Gilbert does so well.? ?New York Times Book Review \"A lucid and luminous inquiry into the relationship between human beings and the mysteries of the creative experience? What makes her book so immensely helpful is precisely its lived and living nature?wholly electrifying.? ?Brainpickings \"Gilbert tackles heavy, sensitive subject matter but keeps it light, making what's essentially a self-help book feel like a good talk with a friend rather than a sermon.\" ?Associated Press \"Transformative.\" ?Flavorwire \"Gilbert?s trademark warmth and enthusiasm abounds...wise...[and] pointed.\" ?Boston Globe \"Part pat-on-the-back, part slap-in-the-face, [ Big Magic is] a permission slip for readers to stop making excuses and get to work? a fresh and modern surprise that fans of her work will relish.\" ?Wichita Eagle \"Funny. Insightful. Honest. Irreverent...But, of course, most of us have read Gilbert before and these qualities find their way into all of her works. The particular form of magic in Big Magic comes in a very unusual wrapping: hope and love... Big Magic read[s] like a devotional. Like a love letter to the earnest artist inside most of our hearts.? ?Books and Whatnot ?Distinctly refreshing.\" ?TED Ideas Blog \" Big Magic will leave you feeling inspired to be curious, brave, free, and, most of all, creative.? -Lauren Conrad \"Full of chatty advice, pep talks, amusing and inspiring stories...Gilbert?s idea of living creatively may incorporate touches of magic, but she?s practical in the extreme.? ? Miami Herald \"In her signature conversational style, both sassy and serious, Gilbert invokes high- and low-brow cultural references and recommends we channel our inner trickster? [Her] manifesto is a book to read through quickly, and then start again to discover any big magic you may have missed.? ? KMUW \" Big Magic ripples with Gilbert?s enthusiasm, choice metaphor, and humor.\" -LitHub \"Gilbert will completely change the way you think about the creative process.?? IndieNext \"The writing here is so friendly and funny that Gilbert?s perspective on creative living goes down like lemonade in summer.\" ?BookPage \"From the deeply self-aware, poetically gifted author of Eat, Pray, Love comes... the best nonfiction book I?ve read in years. For anyone who's ever struggled with feeling worthy to express themselves through art, or been discouraged by the absence of inspiration, I'm not being hyperbolic when I say this book might just change your life.? ?Mind Body Green \"Inspirational? Big Magic provides a guidebook for anyone wanting to live a more creative life. You don?t have to be an artist to get value out of this book; it is for anyone who wants to live with more joy, love, happiness, and abundance in their world.??YAHOO! SHOPPING \"Gilbert, author of the wildly successful memoir ?Eat; Pray, Love? and a successful novelist (?The Signature of All Things?) offers her prescriptions for unlocking the creativity within.? ?Seattle Times \"Whatever your artistic pursuit, you?ll nod in agreement as Elizabeth Gilbert reflects on the elusive, frustrating and sometimes comically strange process of creativity. Thoughtful and funny, Gilbert makes an excellent case for doing whatever it takes to unlock your inner artist and find more joy in life.? ? Woman's Day \"What Gilbert?s offering her fans?[is] permission to be creative?[She] is interested in the importance of creativity for the individual?s soul?When you hear the people who want to create, and the gratitude they feel toward [her], you can?t help feeling that she?s healed them?that she has, in fact, become the kind of guru she once sought.? ? The New Yorker, on the \"Magic Lessons\" podcast series \"The latest from Gilbert is all about you?that?s 268 pages of practical advice for tapping into your own creativity... Consider her your own personal life coach.?? Marie Claire \"A must read for anyone hoping to live a creative life... I dare you not to be inspired to be brave, to be free, and to be curious.? ?PopSugar ?Elizabeth Gilbert is an exceptionally gifted author?and this book is remarkable?. It is so densely packed with pearls of wisdom that I read it once for pleasure, and then again to unpack and outline the text just like I used to do in college?A must-read for anyone on the creative spectrum, from those who don?t think there is a creative bone in their body to those who make a living from their artistic expression.? ? Yakima Herald ?Reading Big Magic is the next best thing to hiring Elizabeth Gilbert [as your] coach.??PARNASSUS BOOKS \"A joyful ride through the enigmatic jungle of creative existence? [ Big Magic] is not just about the production of artistic works but about building a life that nurtures the creative being in all of us.?? CREATIV Magazine \" Big Magic [is ]? fearless of voice and heart-opening in authenticity; in short, a book worthy of its name.\" ? Literary Inklings \"A conversational, intimate glimpse into Gilbert?s process and philosophy, as personable as a confab over coffee? essential reading for anyone who wants to live a larger life, filled with more ideas, more projects, and more fulfillment?Big Magic is powerful stuff.? ? Barnes & Noble Blog \"A book-length meditation on inspiration.? ? Newsday \"Whether you long to write the great American novel or you just want to be more present and mindful in your daily life, you can find plenty of inspiration in this self-help tome? ? the can-do, optimistic tone makes for an uplifting read.? ? All You Magazine \"[Gilbert will] make you feel giddy about creation.\" ?Medium \"Gilbert mines her writer's career to provide unique, inspiring and constructive insights on how to navigate the wild ride that is the creative life... Her charming nuggets are wise, comforting and ultimately encouraging.\" ?About.com \"Gilbert offers helpful suggestions for outwitting writer?s block and perfectionism...and lets a tart sense of humor emerge.\" - Columbus Dispatch \"Anyone living with some manifestation of writer?s block (or any other artistic variant of such affliction) will find [Gilbert's] sage advice is effectively a worthwhile kick in the butt? Without the smallest hint of narcissism, the mega-bestselling author shares the pinnacles and pitfalls of failure and success and how to wrangle the criticism, inside and out.?? Steamboat Pilot & Today \"Gilbert sweetly yet powerfully nudges readers to release fear, summon courage and allow the ?strange jewels? hidden within each of us to emerge and shine. The end result is the ?big magic?? Engaging storytelling mixed with personal anecdotes and astute insights make Big Magic a rewarding, motivating and delightful read.? ? Sucess Magazine ?There's nothing hippie-dippy about Gilbert's raw, honest, and downright hilarious observations of her own creative plight...This isn't a How-To guide for creative living; this is the story of how one woman simply figured things out for herself, and learned how to live in harmony with her own creative soul. All can find a kind of solemn peace and reassurance in her words.? -Everyday eBook \"A transformative nonfiction treatise on creativity?Filled with her signature humor, big-heartedness, wild vulnerability and wisdom, Gilbert delivers a vibrant and inspirational book.? - About Town Magazine \"A booster that will help you out of any rut.? - Kansas City Star \"The author of Eat Pray Love, who has already changed so many lives, now looks to change thinking on creativity.\" - The New York Daily News \"Worth a read for any artist struggling for some peace and quiet in a head bursting with creativity.\" ? Bustle, Included in ?9 Books To Help You Find Inner Peace? \"Some might call Elizabeth Gilbert by the name Queen Midas ? Everything she touches seems to turn to gold. A rare gift, this book acknowledges difficulty, but empowers its readers to transcend it in the name of the beautiful mysteries of existence.? ? WNC Woman Magazine ?A magnificent guide to how to be creative?[and] a heartfelt gem? I simultaneously wanted to quickly turn the page to see what was next while savoring the advice on each page? Gilbert is determined to guide you into the light. Go with her.? ? Jersey Journal \"Irresistible?If creativity is something you value highly?both in others and as fundamental to your own existence?you should find much to love in Big Magic, whether or not you typically gravitate toward creativity guides.? ?Chapter 16 \"A non-fiction tour-de force...pragmatic, rational, and wholly convincing.\" ? Reader's Digest UK \"A treasure map to unleash your most creative and expressive life.? ?Marie TV \" Big Magic seeks to both inspire you and strip you of any excuse to not pursue your creative interests?[it?s] passionate, down-to-earth and bursting with Gilbert?s obvious love for the subject matter and her readers? a delight to read.? ? Pop Mythology \"An empathetic and inspiring guide to mustering the courage to live a creative life. ? Nearly anyone who picks up this self-help manual should finish it feeling inspired, even if only to dream of a life without limits.? ? Publisher's Weekly (starred review) \"Gilbert serves as an enthusiastic coach for readers who want more out of life. Highly recommended.\" ? Library Journal (starred review) \"Gilbert?s wise and motivating book of encouragement and advice will induce readers not only to follow specific artistic dreams but also to live life more creatively, fully, and contentedly.? ? Booklist \"The sincerity, grace, and flashes of humor that characterize [Gilbert?s] writing and insights should appeal to a wider audience?warmly inspirational.? ? Kirkus","merchants_number":2,"ean":9781594634710,"category_id":103,"size":null,"min_price":33.39999999999999857891452847979962825775146484375,"low_price_merchant_id":70254503,"ID":4927128,"merchants":["orell-fuessli","weltbild"],"brand":"undefined","slug":"big-magic-3","url":"\/unterhaltung\/produkt\/big-magic-3\/","low_price_merchant_name":"Orell F\u00fcssli"}
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The Politics Book
1: Introduction2: Ancient political thought 800BCE - 30CE1: If your desire is for good, the people will be good, Confucius2: The art of war is of vital importance to the state, Sun Tzu3: Plans for the country are only to be shared with the learned, Mozi4: Until philosophers are kings, cities will never have rest from their evils, Plato5: Man is by nature a political animal, Aristotle6... zur Produkt-Seite
5011403 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9pLndlbHRiaWxkLmRlL3AvdGhlLXBvbGl0aWNzLWJvb2stMjg1MDA2NjczLmpwZw==!aHR0cHM6Ly9pLndlbHRiaWxkLmRlL3AvdGhlLXBvbGl0aWNzLWJvb2stMjg1MDA2NjczLmpwZ3x+fGh0dHBzOi8vb3MxLm1laW5lY2xvdWQuaW8vYjEwMTU4L21lZGlhL2ltYWdlLzA0LzAyLzdmLzQxOTI3MzA0MDAwMDFBXzYwMHg2MDAuanBn","post_title":"The Politics Book","deeplink":"https:\/\/track.adtraction.com\/t\/t?a=1632201226&as=1592767275&t=2&tk=1&url=https:\/\/www.weltbild.ch\/artikel\/x\/_18346319-1","labels":[],"brand_id":1,"post_content":"1: Introduction2: Ancient political thought 800BCE - 30CE1: If your desire is for good, the people will be good, Confucius2: The art of war is of vital importance to the state, Sun Tzu3: Plans for the country are only to be shared with the learned, Mozi4: Until philosophers are kings, cities will never have rest from their evils, Plato5: Man is by nature a political animal, Aristotle6: A single wheel does not move, Chanakya7: If evil ministers enjoy safety and profit, this is the beginning of downfall, Han Fei Tzu8: The government is bandied about like a ball, Cicero3: Medieval politics 30CE - 1515CE1: If justice be taken away, what are governments but great bands of robbers? Augustine of Hippo2: Fighting has been enjoined upon you while it is hateful to you, Muhammed3: The people refuse the rule of virtuous men, Al-Farabi4: No free man shall be imprisoned, except by the law of the land, Barons of King John5: For war to be just, there is required a just cause, Thomas Aquinas6: To live politically means living in accordance with good laws, Giles of Rome7: The Church should devote itself to imitating Christ and give up its secular power, Marsilius of Padua8: Government prevents injustice, other than such as it commits itself, Ibn Khaldun9: A prudent ruler cannot, and must not, honour his word, Niccolo Machiavelli4: Rationality and enlightenment 1515 - 17701: In the beginning, everything was common to all, Francisco de Vitoria2: Sovereignty is the absolute and perpetual power of a commonwealth, Jean Bodin3: The natural law is the foundation of human law, Francisco Suarez4: Politics is the art of associating men, Johannes Althusius5: Liberty is the power that we have over ourselves, Hugo Grotius6: The condition of man is a condition of war, Thomas Hobbes7: The end of law is to preserve and enlarge freedom, John Locke8: When legislative and executive powers are united in the same body, there can be no liberty, Montesquieu9: Independent entrepreneurs make good citizens, Benjamin Franklin5: Revolutionary thoughts 1770 - 18481: To renounce liberty is to renounce being a man, Jean-Jacques Rousseau2: No generally valid principle of legislation can be based on happiness, Immanuel Kant3: The passions of individuals should be subjected, Edmund Burke4: Rights dependent on property are the most precarious, Thomas Paine5: All men are created equal, Thomas Jefferson6: Each nationality contains its centre of happiness within itself, Johann Gottfried Herder7: Government has but a choice of evils, Jeremy Bentham8: The people have a right to keep and bear arms, James Madison9: The most respectable women are the most oppressed, Mary Wollstonecraft10: The slave feels self-existence to be something external, Georg Hegel11: War is the continuation of Politik by other means, Carl von Clausewitz12: An educated and wise government recognizes the developmental needs of its society, Jose Maria Luis Mora13: A state too extensive in itself ultimately falls into decay, Simon Bolivar14: Abolition and the Union cannot co-exist, John C. Calhoun15: The tendency to attack \"the family\" is a symptom of social chaos, Auguste Comte6: The rise of the masses 1848 - 19101: Socialism is a new system of serfdom, Alexis de Tocqueville2: Say not I, but we, Giuseppe Mazzini3: That so few dare to be eccentric marks the chief danger of the time, John Stuart Mill4: No man is good enough to govern another man, without that other's consent, Abraham Lincoln5: Property is theft, Pierre-Joseph Proudhon6: The privileged man is a man depraved in intellect and heart, Mikhail Bakunin7: That government is best which governs not at all, Henry David Thoreau8: Communism is the riddle of history solved, Karl Marx9: The men who proclaimed the republic became the assassins of freedom, Alexander Herzen10: We must look for a central axis for our nation, Ito Hirobumi11: The will to power, Friedrich Nietzsche12: It is the myth that is alone important, Georges Sorel13: We have to take working men as they are, Eduard Bernstein14: The disdain of our formidable neighbour is the greatest danger for Latin America, Jose Marti15: It is necessary to dare in order to succeed, Peter Kropotkin16: Either women are to be killed, or women are to have the vote, Emmeline Pankhurst17: It is ridiculous to deny the existence of a Jewish nation, Theodor Herzl18: Nothing will avail to save a nation whose workers have decayed, Beatrice Webb19: Protective legislation in America is shamefully inadequate, Jane Addams20: Land to the tillers! Sun Yat-Sen21: The individual is a single cog in an ever-moving mechanism, Max Weber7: The clash of ideologies 1910 - 19451: Non-violence is the first article of my faith, Mahatma Gandhi2: Politics begin where the masses are, Vladimir Lenin3: The mass strike results from social conditions with historical inevitability, Rosa Luxemburg4: An appeaser is one who feeds a crocodile hoping it will eat him last, Winston Churchill5: The Fascist conception of the state is all-embracing, Giovanni Gentile6: The wealthy farmers must be deprived of the sources of their existence, Joseph Stalin7: If the end justifies the means, what justifies the end? Leon Trotsky8: We will unite Mexicans by giving guarantees to the peasant and the businessman, Emiliano Zapata8: War is a racket, Smedley D. Butler9: Sovereignty is not given, it is taken, Mustafa Kemal Atat\u00fcrk10: Europe has been left without a moral code, Jose Ortega y Gasset11: We are 400 million people asking for liberty, Marcus Garvey12: India cannot really be free unless separated from the British empire, Manabendra Nath Roy13: Sovereign is he who decides on the exception, Carl Schmitt14: Communism is as bad as imperialism, Jomo Kenyatta15: The state must be conceived of as an \"educator\", Antonio Gramsci16: Political power grows out of the barrel of a gun, Mao Zedong8: Post-war politics 1945 - present1: The chief evil is unlimited government, Friedrich Hayek2: Parliamentary government and rationalist politics do not belong to the same system, Michael Oakeshott3: The objective of the Islamic jihad is to eliminate the rule of an un-Islamic system, Abul Ala Maududi4: There is nothing to take a man's freedom away from him, save other men, Ayn Rand5: Every known and established fact can be denied, Hannah Arendt6: What is a woman? Simone de Beauvoir7: No natural object is solely a resource, Arne Naess8: We are not anti-white, we are against white supremacy, Nelson Mandela9: Only the weak-minded believe that politics is a place of collaboration, Gianfranco Miglio10: During the initial stage of the struggle, the oppressed tend to become oppressors, Paulo Freire11: Justice is the first virtue of social institutions, John Rawls12: Colonialism is violence in its natural state, Frantz Fanon13: The ballot or the bullet, Malcolm X14: We need to \"cut off the king's head\", Michel Foucault15: Liberators do not exist. The people liberate themselves, Che Guevara16: Everybody has to make sure that the rich folk are happy, Noam Chomsky17: Nothing in the world is more dangerous than sincere ignorance, Martin Luther King18: Perestroika unites socialism with democracy, Mikhail Gorbachev19: The intellectuals erroneously fought Islam, Ali Shariati20: The hellishness of war drives us to break with every restraint, Michael Walzer21: No state more extensive than the minimal state can be justified, Robert Nozick22: No Islamic law says violate women's rights, Shirin Ebadi23: Suicide terrorism is mainly a response to foreign occupation, Robert Pape9: Directory10: Glossary11: Index12: Acknowledgements","merchants_number":2,"ean":9781409364450,"category_id":103,"size":null,"min_price":32.89999999999999857891452847979962825775146484375,"low_price_merchant_id":27291482,"ID":5011403,"merchants":["weltbild","euniverse"],"brand":"undefined","slug":"the-politics-book","url":"\/unterhaltung\/produkt\/the-politics-book\/","low_price_merchant_name":"Weltbild"}
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The Singularity Is Near
Anyone can grasp Mr. Kurzweil s main idea: that mankind s technological knowledge has been snowballing, with dizzying prospects for the future. The basics are clearly expressed. But for those more knowledgeable and inquisitive, the author argues his case in fascinating detail . . . . The Singularity Is Near is startling in scope and bravado. Janet Maslin, The New York Times Filled wi... zur Produkt-Seite
4841801 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvYzEvMzQvZGQvMTg1ODkyNDgwMDAwMUFfNjAweDYwMC5qcGc=!aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvYzEvMzQvZGQvMTg1ODkyNDgwMDAwMUFfNjAweDYwMC5qcGc=","post_title":"The Singularity Is Near","deeplink":"https:\/\/cct.connects.ch\/tc.php?t=116298C1969900829T&subid=9780143037880&deepurl=https%3A%2F%2Feuniverse.ch%2Fbuecher%2Fgeisteswissenschaften-kunst-musik%2Fphilosophie%2F486612%2Fthe-singularity-is-near-when-humans-transcend-biology%3FsPartner%3Dtoppreise","labels":[],"brand_id":1,"post_content":"Anyone can grasp Mr. Kurzweil s main idea: that mankind s technological knowledge has been snowballing, with dizzying prospects for the future. The basics are clearly expressed. But for those more knowledgeable and inquisitive, the author argues his case in fascinating detail . . . .\u00a0The Singularity Is Near\u00a0is startling in scope and bravado. Janet Maslin,\u00a0The New York Times Filled with imaginative, scientifically grounded speculation . . . .\u00a0The Singularity Is Near\u00a0is worth reading just for its wealth of information, all lucidly presented . . . . [It s] an important book. Not everything that Kurzweil predicts may come to pass, but a lot of it will, and even if you don t agree with everything he says, it s all worth paying attention to. The Philadelphia Inquirer [An] exhilarating and terrifyingly deep look at where we are headed as a species . . . . Mr. Kurzweil is a brilliant scientist and futurist, and he makes a compelling and, indeed, a very moving case for his view of the future. The New York Sun Compelling. San Jose Mercury News Kurzweil links a projected ascendance of artificial intelligence to the future of the evolutionary process itself. The result is both frightening and enlightening . . . .\u00a0The Singularity Is Near\u00a0is a kind of encyclopedic map of what Bill Gates once called the road ahead. The Oregonian A clear-eyed, sharply-focused vision of the not-so-distant future. The Baltimore Sun This book offers three things that will make it a seminal document. 1) It brokers a new idea, not widely known, 2) The idea is about as big as you can get: the Singularity all the change in the last million years will be superceded by the change in the next five minutes, and 3) It is an idea that demands informed response. The book s claims are so footnoted, documented, graphed, argued, and plausible in small detail, that it requires the equal in response. Yet its claims are so outrageous that if true, it would mean . . . well . . . the end of the world as we know it, and the beginning of utopia. Ray Kurzweil has taken all the strands of the Singularity meme circulating in the last decades and has united them into a single tome which he has nailed on our front door. I suspect this will be one of the most cited books of the decade. Like Paul Ehrlich s upsetting 1972 book\u00a0Population Bomb, fan or foe, it s the wave at epicenter you have to start with. Kevin Kelly, founder of\u00a0Wired Really, really out there. Delightfully so. Businessweek.com Stunning, utopian vision of the near future when machine intelligence outpaces the biological brain and what things may look like when that happens . . . . Approachable and engaging. the unofficial Microsoft blog One of the most important thinkers of our time, Kurzweil has followed up his earlier works . . . with a work of startling breadth and audacious scope. newmediamusings.com An attractive picture of a plausible future. Kirkus Reviews Kurzweil is a true scientist a large-minded one at that . . . . What s arresting isn t the degree to which Kurzweil s heady and bracing vision fails to convince given the scope of his projections, that s inevitable but the degree to which it seems downright plausible. Publishers Weekly\u00a0(starred review) [T]hroughout this tour de force of boundless technological optimism, one is impressed by the author s adamantine intellectual integrity . . . . If you are at all interested in the evolution of technology in this century and its consequences for the humans who are creating it, this is certainly a book you should read. John Walker, inventor of Autodesk, in Fourmilab Change Log Ray Kurzweil is the best person I know at predicting the future of artificial intelligence. His intriguing new book envisions a future in which information technologies have advanced so far and fast that they enable humanity to transcend its biological limitations transforming our lives in ways we can t yet imagine. Bill Gates If you have ever wondered about the nature and impact of the next profound discontinuities that will fundamentally change the way we live, work, and perceive our world, read this book. Kurzweil s\u00a0Singularity\u00a0is a tour de force, imagining the unimaginable and eloquently exploring the coming disruptive events that will alter our fundamental perspectives as significantly as did electricity and the computer. Dean Kamen, recipient of the National Medal of Technology,\u00a0physicist, and inventor of the first wearable insulin pump, the\u00a0HomeChoice portable dialysis machine, the IBOT Mobility\u00a0System, and the Segway Human Transporter One of our leading AI practitioners, Ray Kurzweil, has once again created a must read book for anyone interested in the future of science, the social impact of technology, and indeed the future of our species. His thought-provoking book envisages a future in which we transcend our biological limitations, while making a compelling case that a human civilization with superhuman capabilities is closer at hand than most people realize. Raj Reddy, founding director of the Robotics Institute at\u00a0Carnegie Mellon University and recipient of the Turing Award\u00a0from the Association for Computing Machinery Ray s optimistic book well merits both reading and thoughtful response. For those like myself whose views differ from Ray s on the balance of promise and peril,\u00a0The Singularity Is Near\u00a0is a clear call for a continuing dialogue to address the greater concerns arising from these accelerating possibilities. Bill Joy, cofounder and former chief scientist, Sun Microsystems","merchants_number":1,"ean":9780143037880,"category_id":103,"size":null,"min_price":30.89999999999999857891452847979962825775146484375,"low_price_merchant_id":70255345,"ID":4841801,"merchants":["euniverse"],"brand":"undefined","slug":"the-singularity-is-near","url":"\/unterhaltung\/produkt\/the-singularity-is-near\/","low_price_merchant_name":"eUniverse"}
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Fostering Creativity and Innovation
Table of Contents 1 1.1 Introduction to Organizational Creativity and Innovation 1.2 Challenges of Global Entrepreneurship 1.3 Concepts of Design thinking 1.4 Shaping Innovation Deployment 1.5 The Ideation Process and Tools 1.6 Importance of Innovation in UAE 1.7 Innovation Legacy: The Case of the United Arab Emirates Synopsis: This c... zur Produkt-Seite
5110403 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvZGQvNjkvMmMvNzEzOTc4NDMwMDAwMUFfNjAweDYwMC5qcGc=!aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvZGQvNjkvMmMvNzEzOTc4NDMwMDAwMUFfNjAweDYwMC5qcGd8fnxodHRwczovL2kud2VsdGJpbGQuZGUvcC9mb3N0ZXJpbmctY3JlYXRpdml0eS1hbmQtaW5ub3ZhdGlvbi0yNzM1ODI5MjcuanBn","post_title":"Fostering Creativity and Innovation","deeplink":"https:\/\/cct.connects.ch\/tc.php?t=116298C1969900829T&subid=9783319991207&deepurl=https%3A%2F%2Feuniverse.ch%2Fbuecher%2Fsozialwissenschaften-recht-wirtschaft%2Fwirtschaft%2F478238%2Ffostering-creativity-and-innovation-creating-a-sustainable-innovation-environment-in-the-united-ara%3FsPartner%3Dtoppreise","labels":[],"brand_id":1,"post_content":"\u00a0 Table of Contents 1 \u00a0 1.1 Introduction to Organizational Creativity and Innovation 1.2 Challenges of Global Entrepreneurship 1.3 Concepts of Design thinking 1.4 Shaping Innovation Deployment 1.5 The Ideation Process and Tools 1.6 Importance of Innovation in UAE 1.7 Innovation Legacy: The Case of the United Arab Emirates \u00a0 Synopsis: This chapter thus illustrates the pitfalls for building a strong foundation for creativity and innovation in organisations. It also discusses the four big questions of what innovation deployment is, why we use it, how it works, and who shapes it. This is followed by a discussion of the innovation legacy of the United Arab Emirates (UAE), which ranked 35th on the 2017 Global Innovation Index and 16th in the 2017 Global Competitiveness Report. The chapter then describes the importance of innovation in UAE and introduces the UAE Innovation Award and explains how the quest for innovation has evolved over the years. Theoretical models of creativity and innovation, as well as evolution and ideation tools, are also discussed. Organizations that shed their rigidity are continually adapting and learning from within their organizations as well as from others. In recent years, research has suggested that innovation and creativity have become pillars for leveraging competitive advantage. Though the terms \"innovation\" and \"creativity\" are discussed together at times, they are defined separately. Hence, it is essential to understand these terms along with their implications for global entrepreneurs. More importantly, the success with innovation and creativity has come in many shapes and forms. 2 Part 2: TQM, AMO, Innovation and Factors Impacting Organizational Creativity and Innovation \u00a0 2.1\u00a0\u00a0 Theoretical Underpinnings\u00a0 2.2\u00a0\u00a0 Transition from Quality to Innovation 2.3\u00a0\u00a0 Bringing in Tools: What can we learn from \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 TQM to Innovate? 2.4\u00a0\u00a0 Innovation and Change 2.5\u00a0\u00a0 Power of Ability, Opportunity and Motivation(AMO) 2.6\u00a0\u00a0 Factors impacting creativity and Innovation Synopsis: General managers and entrepreneurs share a keen interest in learning how to foster innovation and creativity in ways that help their firms create wealth. In examining the various innovation contexts, it is clear that some organizational cultures produce many more innovations than others. Human beings are fundamentally creative, however, individuals can be nurtured further to produce creative ideas. Entrepreneurs need to understand how to achieve those creative outcomes that can result in organizations emerging as successful enterprises. This chapter aims to recognise factors that entrepreneurs should embrace in their organization and explains its theoretical underpinnings to the ability, opportunity, motivation (AMO), and Total Quality Management. 3 Part 3: A Framework for Innovation Assessment \u00a0 \u00a03.1 Enablers and Outcomes \u00a03.2 Leadership\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a03.3 People \u00a03.4 Capability: Organizational Support and Resources \u00a03.5 Evaluation and Rewards\u00a0 \u00a03.6 Innovation Effectiveness\u00a0\u00a0\u00a0 Synopsis: The goal of the assessment is to identify the problems or opportunities that can be addressed through an evaluation. This chapter introduces the assessment framework to carry out an evaluation of an organisation's level of creativity and innovation. The assessment model includes five criteria: leadership, people, capability, evaluation and rewards, and innovation effectiveness. Each of these criteria are discussed in this chapter along with a case study. This chapter thus helps the reader understand what factors to address in order to leverage the results of innovation and to build enthusiasm for improvement. 4 \u00a0 Part 4: \"How Are We Doing\"? Using a Maturity Model Assessment \u00a0 4.1 Maturity Model Structure 4.2 Innovation and Creativity Assessment Tool (ICAT) 4.3 How to Use the ICAT and the Maturity Model 4.4 Measuring Progress and Success Using the ICAT 4.5 Defining Your Path to Success Synopsis: This chapter focuses on helping organisations evaluate how far tan organization has \u00a0on \u00a0an innovation deployment drive and to chart a path forward. For doing so, we introduce a maturity model and the innovation and creativity assessment tool (ICAT). The five components discussed in the previous chapter make up the most important elements of the model, which uses three levels of achievement, or maturity, from grassroots efforts with ad hoc projects to world class deployment. The chapter provides advice on how to use this structured tool to address critical questions such as: Do we have the right pieces in place? Is anything missing? What are we doing well? What are our challenges? What's most important for us to work on next? 5 Part 5: Innovation in Action \u00a0 5.1 Innovation Assessments 5.2 Innovation Awards 5.3 Preparing to Embrace Innovation Culture 5.4 Leading for innovation: What it is and what it is not \u00a0 Synopsis: In this chapter, we focus on understanding global frameworks and the structure of innovation assessments. Our aim is also to help the reader understand various innovation awards and how to write a strong application for such awards. We conclude by analyzing how such frameworks are becoming relevant in today's constantly changing market, and why it has become necessary for organisations to deploy these frameworks to gain a competitive advantage in both local and global markets. The chapter illustrates a few case scenarios about organisations who win innovation awards and continuously leverage their human capital towards the drive for innovation. 6 Part 6: Sustaining Innovation and Future research implications \u00a0 6.1 Cases of Winning Innovation Profiles 6.2 Learning from Wining Innovations 6.3 Sustaining Innovation 6.4 Emerging research streams in innovation \u00a0 Synopsis: In this section, we introduce case studies in innovation where the emphasis is on the role and importance of innovation enablers in achieving results. Four organisations representing the private and public sectors highlight how to shape a high-performing culture of innovation. The chapter discusses the various strategies that can help organisations achieve results. We conclude by presenting an analysis of the four cases, and we reiterate the importance of sustainable innovations for organisations globally. We identify and envisage that, when it comes to innovation results, the focus has to be on the four key areas of profitability, sustainability, reputation, and governance. Further, we debate that to be successful, creativity-the ability to conceive and implement novel initiatives-becomes crucial for organisations to remain sustainably competitive. In concluding section, we will also focus on discussing the emerging research themes for future research and present new research prepositions.","merchants_number":2,"ean":9783319991207,"category_id":103,"size":null,"min_price":111,"low_price_merchant_id":70255345,"ID":5110403,"merchants":["euniverse","weltbild"],"brand":"undefined","slug":"fostering-creativity-and-innovation","url":"\/unterhaltung\/produkt\/fostering-creativity-and-innovation\/","low_price_merchant_name":"eUniverse"}
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The Literature Book
1: Introduction2: Heroes and legends 3000BCE - 1300CE1: Only the gods dwell forever in sunlight, The Epic of Gilgamesh2: To nourish oneself on ancient virtue induces perseverance, Book of Changes, attributed to King Wen of Zhou3: What is this crime I am planning, O Krishna? Mahabharata, attributed to Vyasa4: Sing, O goddess, the anger of Achilles, Iliad, attributed to Homer5: How drea... zur Produkt-Seite
4381787 {"price-changing":0.11994421199442122094591667291751946322619915008544921875,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTEyNTQyNDAxX21XNkpKLXBuZw==!aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTEyNTQyNDAxX21XNkpKLXBuZ3x+fGh0dHBzOi8vb3MxLm1laW5lY2xvdWQuaW8vYjEwMTU4L21lZGlhL2ltYWdlLzExLzUyL2U3LzU2OTk2MTc1MDAwMDFBXzYwMHg2MDAuanBn","post_title":"The Literature Book","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=22952709651&a=401125&m=11816&pref1=9780241015469","labels":[],"brand_id":1,"post_content":"1: Introduction2: Heroes and legends 3000BCE - 1300CE1: Only the gods dwell forever in sunlight, The Epic of Gilgamesh2: To nourish oneself on ancient virtue induces perseverance, Book of Changes, attributed to King Wen of Zhou3: What is this crime I am planning, O Krishna? Mahabharata, attributed to Vyasa4: Sing, O goddess, the anger of Achilles, Iliad, attributed to Homer5: How dreadful knowledge of the truth can be when there's no help in the truth! Oedipus the King, Sophocles6: The gates of hell are open night and day, smooth the descent, and easy is the way, Aeneid, Virgil7: Fate will unwind as it must, Beowulf8: So Scheherazade began... One Thousand and One Nights9: Since life is but a dream, why toil to no avail? Quan Tangshi10: Real things in the darkness seem no realer than dreams, The Tale of Genji, Murasaki Shikibu11: A man should suffer greatly for his Lord, The Song of Roland12: Tandaradei, sweetly sang the nightingale, \"Under the Linden Tree\", Walther von der Vogelwelde13: He who dares not follow love's command errs greatly, Lancelot, the Knight of the Cart, Chretien de Troyes14: Let another's wound be my warning, Njal's Saga15: Further reading2: Renaissance to enlightenment 1300 - 18001: I found myself within a shadowed forest, The Divine Comedy, Dante Alighieri2: We three will swear brotherhood and unity of aims and sentiments, Romance of the Three Kingdoms, Luo Guanzhong3: Turn over the leef and chese another tale, The Canterbury Tales, Geoffrey Chaucer4: Laughter's the property of man. Live joyfully, Gargantua and Pantagruel, Francois Rabelais5: As it did to this flower, the doom of age will blight your beauty, Les Amours de Cassandre, Pierre de Ronsard6: He that loves pleasure must for pleasure fall, Doctor Faustus, Christopher Marlowe7: Every man is the child of his own deeds, Don Quixote, Miguel de Cervantes8: One man in his time plays many parts, First Folio, William Shakespeare9: To esteem everything is to esteem nothing, The Misanthrope, Moliere10: But at my back I always hear Time's winged chariot hurrying near, Miscellaneous Poems, Andrew Marvell11: Sadly, I part from you, like a clam torn from its shell, I go, and autumn too, The Narrow Road to the Interior, Matsuo Basho12: None will hinder and none be hindered on the journey to the mountain of death, The Love Suicides at Sonezaki, Chikamatsu Monzaemon13: I was born in the Year 1632, in the City of York, of a good family, Robinson Crusoe, Daniel Defoe14: If this is the best of all possible worlds, what are the others? Candide, Voltaire15: I have courage enough to walk through hell barefoot, The Robbers, Friedrich Schiller16: There is nothing more difficult in love than expressing in writing what one does not feel, Les Liaisons dangereuses, Pierre Choderlos de Laclos17: Further reading3: Romanticism and the rise of the novel 1800 - 18551: Poetry is the breath and finer spirit of all knowledge, Lyrical Ballads, William Wordsworth and Samuel Taylor Coleridge2: Nothing is more wonderful, nothing more fantastic than real life, Nachtstucke, E T A Hoffmann3: Man errs, till he has ceased to strive, Faust, Johann Wolfgang von Goethe4: Once upon a time... Children's and Household Tales, Brothers Grimm5: For what do we live, but to make sport for our neighbours, and laugh at them in our turn? Pride and Prejudice, Jane Austen6: Who shall conceive the horrors of my secret toil, Frankenstein, Mary Shelley7: All for one, one for all, The Three Musketeers, Alexandre Dumas8: But happiness I never aimed for, it is a stranger to my soul, Eugene Onegin, Alexander Pushkin9: Let your soul stand cool and composed before a million universes, Leaves of Grass, Walt Whitman10: You have seen how a man was made a slave, you shall see how a slave was made a man, Narrative of the Life of Frederick Douglass, Frederick Douglass11: I am no bird, and no net ensnares me, Jane Eyre, Charlotte Bronte12: I cannot live without my life! I cannot live without my soul! Wurthering Heights, Emily Bronte13: There is no folly of the beast of the Earth which is not infinitely outdone by the madness of men, Moby-Dick, Herman Melville14: All partings foreshadow the great final one, Bleak House, Charles Dickens15: Further Reading4: Depicting real life 1855 - 19001: Boredom, quiet as the spider, was spinning its web in the shadowy places of her heart, Madame Bovary, Gustave Flaubert2: I too am a child of this land, I too grew up amid this scenery, The Guarani, Jose de Alencar3: The poet is a kinsman in the clouds, Les Fleurs du mal, Charles Baudelaire4: Not being heard is no reason for silence, Les Miserables, Victor Hugo5: Curiouser and curiouser! Alice's Adventures in Wonderland, Lewis Carroll6: Pain and suffering are always inevitable for a large intelligence and a deep heart, Crime and Punishment, Fyodor Dostoyevsky7: To describe directly the life of humanity or even of a single nation, appears impossible, War and Peace, Leo Tolstoy8: It is a narrow mind which cannot look at a subject from various points of view, Middlemarch, George Eliot9: We may brave human laws, but we cannot resist natural ones, Twenty Thousand Leagues Under the Sea, Jules Verne10: In Sweden all we do is to celebrate jubilees, The Red Room, August Strindberg11: She is written in a foreign tongue, The Portrait of a Lady, Henry James12: Human beings can be awful cruel to one another, The Adventures of Huckleberry Finn, Mark Twain13: He simply wanted to go down the mine again, to suffer and to struggle, Germinal, Emile Zola14: The evening sun was now ugly to her, like a great inflamed wound in the sky, Tess of the d'Urbervilles, Thomas Hardy15: The only way to get rid of a temptation is to yield to it, The Picture of Dorian Gray, Oscar Wilde16: There are things old and new which must not be contemplated by men's eyes, Dracula, Bram Stoker17: One of the dark places of the earth, Heart of Darkness, Joseph Conrad18: Further reading5: Breaking with tradition 1900 - 19451: The world is full of obvious things which nobody by any chance ever observes, The Hound of the Baskervilles, Arthur Conan Doyle2: I am a cat. As yet I have no name. I've no idea where I was born, I am a Cat, Natsume Soseki3: Gregor Samsa found himself, in his bed, transformed into a monstrous vermin, Metamorphosis, Franz Kafka4: Dulce et decorum est pro patria mori, Poems, Wilfred Owen5: April is the cruellest month, breeding lilacs out of the dead land, The Waste Land, T S Eliot6: The heaventree of stars hung with humid nightblue fruit, Ulysses, James Joyce7: When I was young I, too, had many dreams, Call to Arms, Lu Xun8: Love gives naught but itself and takes naught but from itself, The Prophet, Kahlil Gibran9: Criticism marks the origin of progress and enlightenment, The Magic Mountain, Thomas Mann10: Like moths among the whisperings and the champagne and the stars, The Great Gatsby, F Scott Fitzgerald11: The old world must crumble. Awake, wind of dawn! Berlin Alexanderplatz, Alfred Doblin12: Ships at a distance have every man's wish on board, Their Eyes Were Watching God, Zora Neale Hurston13: Dead men are heavier than broken hearts, The Big Sleep, Raymond Chandler14: It is such a secret place, the land of tears, The Little Prince, Antoine de Saint-Exupery15: Further reading6: Post-war writing 1945 - 19701: Big Brother is watching you, Nineteen Eighty-Four, George Orwell2: I'm seventeen now, and sometimes I act like I'm about thirteen, The Catcher in the Rye, J D Salinger3: Death is a gang-boss aus Deutschland, Poppy and Memory, Paul Celan4: I am invisible, understand, simply because people refuse to see me, Invisible Man, Ralph Ellison5: Lolita, light of my life, fire of my loins. My sin, my soul, Lolita, Vladimir Nabokov6: Nothing happens, nobody comes, nobody goes, it's awful! Waiting for Godot, Samuel Beckett7: It is impossible to touch eternity with one hand and life with the other, The Temple of the Golden Pavilion, Yukio Mishima8: He was the beat - the root, the soul of beatific, On the Road, Jack Kerouac9: What is good among one people is an abomination with others, Things Fall Apart, Chinua Achebe10: Even wallpaper has a better memory than human beings, The Tin Drum, Gunter Grass11: I think there's just one kind of folks. Folks, To Kill a Mockingbird, Harper Lee12: Nothing is lost if one has the courage to proclaim that all is lost and we must begin anew, Hopscotch, Julio Cortazar13: He had decided to live forever or die in the attempt, Catch-22, Joseph Heller14: I rhyme to see myself, to set the darkness echoing, Death of a Naturalist, Seamus Heaney15: There's got to be something wrong with us. To do what we did, In Cold Blood, Truman Capote16: Ending at every moment but never ending its ending, One Hundred Years of Solitude, Gabriel Garcia Marquez17: Further reading7: Contemporary literature 1970 - present1: Our history is an aggregate of last moments, Gravity's Rainbow, Thomas Pynchon2: You are about to begin reading Italo Calvino's new novel, If on a Winter's Night a Traveller, Italio Calvino3: To understand just one life you have to swallow the world, Midnight's Children, Salman Rushdie4: Freeing yourself was one thing, claiming ownership of that freed self was another, Beloved, Toni Morrison5: Heaven and Earth were in turmoil, Red Sorghum, Mo Yan6: You could not tell a story like this. A story like this you could only feel, Oscar and Lucinda, Peter Carey7: Cherish our island for its green simplicities, Omeros, Derek Walcott8: I felt lethal, on the verge of frenzy, American Psycho, Bret Easton Ellis9: Quietly they moved down the calm and sacred river, A Suitable Boy, Vikram Seth10: It's a very Greek idea, and a profound one. Beauty is terror, The Secret History, Donna Tartt11: What we see before us is just one tiny part of the world, The Wind-Up Bird Chronicle, Haruki Murakami12: Perhaps only in a world of the blind will things be what they truly are, Blindness, Jose Saramago13: English is an unfit medium for the truth of South Africa, Disgrace, J M Coetzee14: Every moment happens twice: inside and outside, and they are two different histories, White Teeth, Zadie Smith15: The best way of keeping a secret is to pretend there isn't one, The Blind Assassin, Margaret Atwood16: There was something his family wanted to forget, The Corrections, Jonathan Franzen17: It all stems from the same nightmare, the one we created together, The Guest, Hwang Sok-yong18: I regret that it takes a life to learn how to live, Extremely Loud and Incredibly Close, Jonathan Safran Foer19: Further reading8: Glossary9: Index10: Acknowledgments","merchants_number":2,"ean":9780241015469,"category_id":103,"size":null,"min_price":31.550000000000000710542735760100185871124267578125,"low_price_merchant_id":1087639,"ID":4381787,"merchants":["dodax","euniverse"],"brand":"undefined","slug":"the-literature-book","url":"\/unterhaltung\/produkt\/the-literature-book\/","low_price_merchant_name":null}
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Probability and Statistics for Computer Science
1 Notation and conventions 9 1.0.1 Background Information........................................................................ 10 1.1 Acknowledgements................................................................................................. 11 I Describing Datasets ... zur Produkt-Seite
5051447 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvY2EvNzIvYWMvNjUwODE2MzYwMDAwMUFfNjAweDYwMC5qcGc=!aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvY2EvNzIvYWMvNjUwODE2MzYwMDAwMUFfNjAweDYwMC5qcGd8fnxodHRwczovL2kud2VsdGJpbGQuZGUvcC9wcm9iYWJpbGl0eS1hbmQtc3RhdGlzdGljcy1mb3ItY29tcHV0ZXItc2NpZW5jZS0yNzUwOTE1OTIuanBn","post_title":"Probability and Statistics for Computer Science","deeplink":"https:\/\/cct.connects.ch\/tc.php?t=116298C1969900829T&subid=9783319644097&deepurl=https%3A%2F%2Feuniverse.ch%2Fbuecher%2Fmathematik-naturwissenschaft-technik%2Fmathematik%2F462878%2Fprobability-and-statistics-for-computer-science%3FsPartner%3Dtoppreise","labels":[],"brand_id":1,"post_content":"1 Notation and conventions 9 1.0.1 Background Information........................................................................ 10 1.1 Acknowledgements................................................................................................. 11 I Describing Datasets , 12 2 First Tools for Looking at Data 13 2.1 Datasets....................................................................................................................... 13 2.2 What's Happening? - Plotting Data................................................................. 15 2.2.1 Bar 2.2.2 Histograms................................................................................................... 16 2.2.3 How to Make Histograms...................................................................... 17 2.2.4 Conditional Histograms.......................................................................... 19 2.3 Summarizing 1D Data............................................................................................ 19 2.3.1 The Mean...................................................................................................... 20 2.3.2 Standard Deviation................................................................................... 22 2.3.3 Computing Mean and Standard Deviation Online...................... 26 2.3.4 Variance......................................................................................................... 26 2.3.5 The Median.................................................................................................. 27 2.3.6 Interquartile Range.................................................................................. 29 2.3.7 Using Summaries Sensibly.................................................................... 30 2.4 Plots and Summaries............................................................................................. 31 2.4.1 Some Properties of Histograms.......................................................... 31 2.4.2 Standard Coordinates and Normal Data......................................... 34 2.4.3 Box Plots....................................................................................................... 38 2.5 Whose is bigger? Investigating Australian Pizzas...................................... 39 2.6 You should.................................................................................................................. 43 2.6.1 remember these definitions:................................................................. 43 2.6.2 remember these terms............................................................................ 43 2.6.3 remember these facts:............................................................................. 43 2.6.4 be able to...................................................................................................... 43 3 Looking at Relationships 47 3.1 Plotting 2D Data...................................................................................................... 47 3.1.1 3.1.2 Series.............................................................................................................. 51 3.1.3 Scatter Plots for Spatial Data.............................................................. 53 3.1.4 Exposing Relationships with Scatter Plots..................................... 54 3.2 Correlation.................................................................................................................. 57 3.2.1 The Correlation Coefficient................................................................... 60 3.2.2 Using Correlation to Predict................................................................ 64 3.2.3 Confusion caused by correlation......................................................... 68 1 3.4 You should.................................................................................................................. 72 3.4.1 remember these definitions:................................................................. 72 3.4.2 remember these terms............................................................................ 72 3.4.3 remember these facts: . . . . . 3.4.4 use these procedures: . . . . . . 3.4.5 be able to: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 . . . . . . . . . . . . . . . . . 72 . . . . . . . . . . . . . . . . . 72 II Probability , 78 4 Basic ideas in probability 79 4.1 Experiments, Outcomes and Probability....................................................... 79 4.1.1 Outcomes and Probability...................................................................... 79 4.2 Events........................................................................................................................... 81 4.2.1 Computing Event Probabilities by Counting Outcomes............. 83 4.2.2 The Probability of Events...................................................................... 87 4.2.3 Computing Probabilities by Reasoning about Sets...................... 89 4.3 Independence............................................................................................................ 92 4.3.1 Example: Airline Overbooking............................................................ 96 4.4 Conditional ........................................................ 99 4.4.1 Evaluating Conditional Probabilities.............................................. 100 4.4.2 Detecting Rare Events is Hard......................................................... 104 4.4.3 Conditional Probability and Various Forms of Independence . 106 4.4.4 The Prosecutor's Fallacy 108 4.4.5 Example: The Monty Hall Problem................................................ 110 4.5 Extra Worked Examples.................................................................................... 112 4.5.1 Outcomes and Probability................................................................... 112 4.5.2 Events.......................................................................................................... 114 4.5.3 Independence........................................................................................... 115 4.5.4 Conditional Probability......................................................................... 117 4.6 You should............................................................................................................... 121 4.6.1 remember these definitions:.............................................................. 121 4.6.2 remember these terms......................................................................... 121 4.6.3 remember and use these facts.......................................................... 121 4.6.4 remember these points:....................................................................... 121 4.6.5 be able to.................................................................................................... 121 5 Random Variables and Expectations 128 5.1 Random Variables................................................................................................. 128 5.1.1 Joint and Conditional Probability for Random Variables . . . 131 5.1.2 Just a Little Continuous Probability............................................... 134 5.2 Expectations and Expected Values................................................................ 137 5.2.1 Expected Values...................................................................................... 138 5.2.2 Mean, Variance and Covariance....................................................... 141 5.2.3 Expectations and Statistics................................................................. 145 5.3 The Weak Law of Large Numbers................................................................ 145 5.3.1 IID Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 5.3.2 Two Inequalities . . . . . . . . . . . . . . . . . . . . . . . .. 146 5.3.3 Proving the Inequalities . . . . . . . . . . . . . . . . . . . . . 147 5.3.4 The Weak Law of Large Numbers.................................................. 149 5.4 Using the Weak Law of Large Numbers 151 5.4.1 Should you accept a bet?..................................................................... 151 5.4.2 Odds, Expectations and Bookmaking - a Cultural Diversion 152 5.4.3 Ending a Game Early 154 5.4.4 Making a Decision with Decision Trees and Expectations . . 154 5.4.5 Utility 156 5.5 You should................................................................................... 159 5.5.1 remember these definitions:.............................................................. 159 5.5.2 remember these terms......................................................................... 159 5.5.3 use and remember these facts.......................................................... 159 5.5.4 be able to.................................................................................................... 160 6 Useful Probability Distributions , 167 6.1 Discrete Distributions 167 6.1.1 The Discrete Uniform Distribution................................................. 167 6.1.2 Bernoulli Random Variables............................................................... 168 6.1.3 The Geometric Distribution................................................................ 168 6.1.4 The Binomial Probability Distribution........................................... 169 6.1.5 Multinomial probabilities..................................................................... 171 6.1.6 The Poisson Distribution..................................................................... 172 6.2 Continuous Distributions , 174 6.2.1 The Continuous Uniform Distribution........................................... 174 6.2.2 The Beta Distribution........................................................................... 174 6.2.3 The Gamma Distribution..................................................................... 176 6.2.4 The Exponential Distribution............................................................ 176 6.3 The Normal Distribution , 178 6.3.1 The Standard Normal Distribution................................................. 178 6.3.2 The Normal Distribution..................................................................... 179 6.3.3 Properties of The Normal Distribution......................................... 180 6.4 Approximating Binomials with Large N 182 6.4.1 Large N....................................................................................................... 183 6.4.2 Getting Normal6.4.3 Using a Normal Approximation to the Binomial Distribution 187 6.5 You should . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.5.1 remember these definitions: . . . . . . . . . . . . . . . . 6.5.2 remember these terms: . . . . . . . . . . . . . . . . . . . 6.5.3 remember these facts: . . . . . . . . . . . . . . . . . . . 6.5.4 remember these points: . . . . . . . . . . . . . . . . . . . . . 188 . . . 188 . . . 188 . . . 188 . . . 188 III Inference , 196 7 Samples and Populations 197 7.1 The Sample Mean................................................................................................. 197 7.1.1 The Sample Mean is an Estimate of the Population Mean . . 197 7.1.2 The Variance of the Sample Mean.................................................. 198 7.1.3 When The Urn Model Works............................................................ 201 7.1.4 Distributions are Like Populations................................................. 202 7.2 Confidence Intervals............................................................................................ 203 7.2.1 Constructing Confidence Intervals.................................................. 203 7.2.2 Estimating the Variance of the Sample Mean............................ 204 7.2.3 The Probability Distribution of the Sample Mean..................... 206 <,7.2.4 Confidence Intervals for Population Means................................. 208 7.2.5 Standard Error Estimates from Simulation................................. 212 7.3 You should............................................................................................................... 216 7.3.1 remember these definitions:.............................................................. 216 7.3.2 remember these terms......................................................................... 216 7.3.3 remember these facts:........................................................................... 216 7.3.4 use these procedures............................................................................. 216 7.3.5 be able to.................................................................................................... 216 8 The Significance of Evidence 221 8.1 Significance.............................................................................................................. 222 8.1.1 Evaluating Significance......................................................................... 223 8.1.2 P-values....................................................................................................... 225 8.2 Comparing the Mean of Two Populations.................................................. 230 8.2.1 Assuming Known Population Standard Deviations................... 231 8.2.2 Assuming Same, Unknown Population Standard Deviation . 233 8.2.3 Assuming Different, Unknown Population Standard Deviation 235 8.3 Other Useful Tests of Significance................................................................. 237 8.3.1 F-tests and Standard Deviations...................................................... 237 8.3.2 2 Tests of Model Fit............................................................................ 239 8.4 Dangerous Behavior............................................................................................. 244 8.5 You should............................................................................................................... 246 8.5.1 remember these definitions:.............................................................. 246 8.5.2 remember 8.5.3 remember these facts: . . . . . 8.5.4 use these procedures: . . . . . . 8.5.5 be able to: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 . . . . . . . . . . . . . . . . . 246 . . . . . . . . . . . . . . . . . 246 9 Experiments , 251 9.1 A Simple Experiment: The Effect of a Treatment.................................. 251 9.1.1 Randomized Balanced Experiments............................................... 252 9.1.2 \u00a0 Decomposing Error in Predictions.................................................. 253 9.1.3 Estimating the Noise Variance......................................................... 253 9.1.4 The ANOVA Table.................................................................................. 255 9.1.5 Unbalanced Experiments.................................................................... 257 9.1.6 Significant Differences.......................................................................... 259 9.2 Two Factor Experiments.................................................................................... 261 9.2.1 , Decomposing the Error........................................................................ 264 9.2.2 Interaction Between Effects................................................................ 265 9.2.3 The Effects of a Treatment................................................................. 266 9.2.4 Setting up an ANOVA Table.............................................................. 267 9.3 You should............................................................................................................... 272 9.3.1 remember these definitions:.............................................................. 272 9.3.2 remember these terms......................................................................... 272 9.3.3 remember these facts:........................................................................... 272 9.3.4 use these procedures............................................................................. 272 9.3.5 be able to.................................................................................................... 272 9.3.6 Two-Way Experiments.......................................................................... 274 10 Inferring Probability Models from Data , 275 10.1 Estimating Model Parameters with Maximum Likelihood.................. 275 10.1.1 The Maximum Likelihood Principle............................................... 277 10.1.2 Binomial, Geometric and Multinomial Distributions................ 278 10.1.3 Poisson and Normal Distributions................................................... 281 10.1.4 Confidence Intervals for Model Parameters................................ 286 10.1.5 Cautions about Maximum Likelihood............................................ 288 10.2 Incorporating Priors with Bayesian Inference.......................................... 289 10.2.1 Conjugacy................................................................................................... 292 10.2.2 MAP Inference......................................................................................... 294 10.2.3 Cautions about Bayesian Inference................................................. 296 10.3 Bayesian Inference for Normal Distributions............................................ 296 10.3.1 Example: Measuring Depth of a Borehole................................... 296 10.3.2 Normal Prior and Normal Likelihood Yield Normal Posterior 297 10.3.3 Filtering...................................................................................................... 300 10.4 You should............................................................................................................... 303 10.4.1 remember these definitions:.............................................................. 303 10.4.2 remember these terms......................................................................... 303 10.4.3 remember these facts:........................................................................... 304 10.4.4 use these procedures............................................................................. 304 10.4.5 be able to.................................................................................................... 304 <,IV Tools 312 11 Extracting Important Relationships in High Dimensions 313 11.1 Summaries and Simple Plots........................................................................... 313 11.1.1 The Mean................................................................................................... 314 11.1.2 Stem Plots and Scatterplot Matrices.............................................. 315 11.1.3 Covariance.................................................................................................. 317 11.1.4 The Covariance Matrix......................................................................... 319 11.2 Using Mean and Covariance to Understand High Dimensional Data . 321 11.2.1 Mean and Covariance under Affine Transformations............... 322 11.2.2 . . 324 . . 325 . . 326 . . 327 . . 329 . 332 . . 334 . . 335 . . 335 . . 338 . . 339 . . 341 . . 345 . . 345 . . 345 . . 345 . . 345 . . 345 349 . . 349 . . 350 . . 350 . . 351 . . 351 . . 353 . . 355 . . 357 . . 358 . . 359 . . . 361 Eigenvectors and Diagonalization . . . . . . . . . . . . . . 11.2.3 Diagonalizing Covariance by Rotating Blobs . . . . . . . . 11.2.4 Approximating Blobs . . . . . . . . . . . . . . . . . . . . 11.2.5 Example: Transforming the Height-Weight Blob . . . . . 11.3 Principal Components Analysis . . . . . . . . . . . . . . . . . . . 11.3.1 Example: Representing Colors with Principal Components 11.3.2 Example: Representing Faces with Principal Components 11.4 Multi-Dimensional Scaling . . . . . . . . . . . . . . . . . . . . . . 11.4.1 Choosing Low D Points using High D Distances . . . . . . 11.4.2 Factoring a Dot-Product Matrix . . . . . . . . . . . . . . 11.4.3 Example: Mapping with Multidimensional Scaling . . . . 11.5 Example: Understanding Height and Weight . . . . . . . . . . . 11.6 You should . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11.6.1 remember these definitions: . . . . . . . . . . . . . . . . . 11.6.2 remember these terms: . . . . . . . . . . . . . . . . . . . . 11.6.3 remember these facts: . , . . . . . . . . . . . . . . . . . . . 11.6.4 use these procedures: . . . . . . . . . . . . . . . . . . . . . 11.6.5 be able to: . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Learning to Classify 12.1 Classification: The Big Ideas . . . . . . . . . . . . . . . . . . . . 12.1.1 The Error Rate . . . . . . . . . . . . . . . . . . . . . . . . 12.1.2 Overfitting . . . . . . . . . . . . . . . . . . . . . . . . . . 12.1.3 Cross-Validation . . . . . . . . . . . . . . . . . . . . . . . 12.1.4 Is the Classifier Working Well? . . . . . . . . . . . . . . . 12.2 Classifying with Nearest Neighbors . . . . . . . . . . . . . . . . . 12.3 Classifying with Naive Bayes . . . . . . . . . . . . . . . . . . . . 12.3.1 Missing Data . . . . . . . . . . . . . . . . . . . . . . . . . 12.4 The Support 12.4.1 Choosing a Classifier with the Hinge Loss . . . . . . . . . 12.4.2 Finding a Minimum: General Points . . . . . . . . . . . . 12.4.3 Finding a Minimum: Stochastic Gradient Descent . . . . 12.4.4 Example: Training an SVM with Stochastic Gradient Descent 363 12.4.5 Multi-Class Classification with SVMs.............................................. 366 12.5 Classifying with Random Forests................................................................... 367 12.5.1 Building a Decision Tree..................................................................... 367 12.5.2 Choosing a Split with Information Gain........................................ 370 12.5.3 Forests......................................................................................................... 373 12.5.4 Building and Evaluating a Decision Forest.................................. 374 12.5.5 Classifying Data Items with a Decision Forest........................... 375 12.6 You should............................................................................................................... 378 12.6.1 remember these definitions:.............................................................. 378 12.6.2 remember these terms......................................................................... 378 12.6.3 remember these facts:........................................................................... 379 12.6.4 use these procedures............................................................................. 379 12.6.5 be able to.................................................................................................... 379 13.1 The Curse of Dimension..................................................................................... 384 13.1.1 The Curse: Data isn't Where You Think it is............................. 384 13.1.2 Minor Banes of Dimension.................................................................. 386 13.2 The Multivariate Normal Distribution......................................................... 387 13.2.1 Affine Transformations and Gaussians.......................................... 387 13.2.2 Plotting a 2D Gaussian: Covariance Ellipses.............................. 388 13.3 Agglomerative and Divisive Clustering........................................................ 389 13.3.1 Clustering and Distance....................................................................... 391 13.4 , The K-Means Algorithm and Variants......................................................... 392 13.4.1 How to choose K...................................................................................... 395 13.4.2 Soft Assignment....................................................................................... 397 13.4.3 General Comments on K-Means....................................................... 400 13.4.4 K-Mediods.................................................................................................. 400 13.5 Application Example: Clustering Documents........................................... 401 13.5.1 A Topic Model.......................................................................................... 402 13.6 Describing Repetition with Vector Quantization...................................... 403 13.6.1 Vector Quantization............................................................................... 404 13.6.2 Example: Groceries in Portugal....................................................... 406 13.6.3 Efficient Clustering and Hierarchical K Means.......................... 409 13.6.4 Example: Activity from Accelerometer Data............................... 409 13.7 You should............................................................................................................... 413 13.7.1 remember these definitions:.............................................................. 413 13.7.2 remember these terms......................................................................... 413 13.7.3 remember these facts:........................................................................... 413 13.7.4 use these procedures............................................................................. 413 14 Regression , 417 14.1.1 Regression to Make Predictions....................................................... 417 14.1.2 Regression to Spot Trends.................................................................. 419 14.1 Linear Regression and Least Squares.......................................................... 421 14.1.1 Linear Regression................................................................................... 421 14.1.2 Choosing beta.................................................................................................. 422 14.1.3 Solving the Least Squares Problem................................................ 423 14.1.4 , Residuals..................................................................................................... 424 14.1.5 R-squared.................................................................................................... 424 14.2 Producing Good Linear Regressions............................................................. 427 14.2.1 Transforming Variables........................................................................ 428 14.2.2 Problem Data Points have Significant Impact............................ 431 14.2.3 Functions of One Explanatory Variable........................................ 433 14.2.4 Regularizing Linear Regressions...................................................... 435 14.3 , Exploiting Your Neighbors 14.3.1 Using your Neighbors to Predict More than a Number............ 441 14.3.2 Example: Filling Large Holes with Whole Images.................... 441 14.4 You should . . . . . . . . . . . . . . . . . . . . . . . . . . . 14.4.1 remember these definitions: . . . . . . . . . . . . . . 14.4.2 remember these terms: . . . . . . . . . . . . . . . . . . . . . . 444 . . . . . 444 . . . . . 444 14.4.3 remember these facts:........................................................................... 444 14.4.4 remember these procedures:............................................................. 444 15 Markov Chains and Hidden Markov Models , 454 15.1 Markov Chains........................................................................................................ 454 15.1.1 Transition Probability Matrices........................................................ 457 15.1.2 Stationary Distributions....................................................................... 459 15.1.3 Example: Markov Chain Models of Text...................................... 462 15.2 Estimating Properties of Markov Chains.................................................... 465 15.2.1 Simulation.................................................................................................. 465 15.2.2 Simulation Results as Random Variables..................................... 467 15.2.3 Simulating Markov Chains.................................................................. 469 15.3 Example: Ranking the Web by Simulating a Markov Chain................ 472 15.4 Hidden Markov Models and Dynamic Programming............................. 473 15.4.1 Hidden Markov Models........................................................................ 474 15.4.2 Picturing Inference with a Trellis.................................................... 474 15.4.3 Dynamic Programming for HMM's: Formalities....................... 478 15.4.4 , Example: Simple Communication Errors..................................... 478 15.5 You should............................................................................................................... 481 15.5.1 remember these definitions:.............................................................. 481 15.5.2 remember these terms......................................................................... 481 15.5.3 remember these facts:........................................................................... 481 15.5.4 be able to.................................................................................................... 481 V Some Mathematical Background , 484 16 Resources 485 16.1 Useful Material about Matrices....................................................................... 485 16.1.1 The Singular Value Decomposition................................................. 486 16.1.2 Approximating A Symmetric Matrix............................................... 487 16.2 Some Special Functions..................................................................................... 489 16.3 Finding Nearest Neighbors............................................................................... 490 16.4 Entropy and Information Gain........................................................................ 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International Handbook of Information Technology in Primary and Secondary Education, 2 Volumes. Vol.1-2
CONTENTS Preface xxvii Introduction xxix Part One Section 1 Education in the Information Society 3 Section Editor: Ronald E. Anderson 1.1 Implications of the Information and Knowledge Society for Education 5 Ronald E. Anderson The Information Society 5 The Knowledge Society 5 Information vs. Knowledge 6 Knowledge Societies in Education 6 Implications of the Knowledge Society for Learn... zur Produkt-Seite
4910765 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvZTMvNTUvYTUvMzEzNzkwMjQwMDAwMUFfNjAweDYwMC5qcGc=!aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvZTMvNTUvYTUvMzEzNzkwMjQwMDAwMUFfNjAweDYwMC5qcGc=","post_title":"International Handbook of Information Technology in Primary and Secondary Education, 2 Volumes. Vol.1-2","deeplink":"https:\/\/cct.connects.ch\/tc.php?t=116298C1969900829T&subid=9780387733142&deepurl=https%3A%2F%2Feuniverse.ch%2Fbuecher%2Fgeisteswissenschaften-kunst-musik%2Fliteraturwissenschaft%2F518036%2Finternational-handbook-of-information-technology-in-primary-and-secondary-education-2-volumes.-vol.%3FsPartner%3Dtoppreise","labels":[],"brand_id":1,"post_content":"CONTENTS Preface xxvii Introduction xxix Part One Section 1 Education in the Information Society 3 Section Editor: Ronald E. Anderson 1.1 Implications of the Information and Knowledge Society for Education 5 Ronald E. Anderson The Information Society 5 The Knowledge Society 5 Information vs. Knowledge 6 Knowledge Societies in Education 6 Implications of the Knowledge Society for Learning Priorities 7 ICT 8 The Twenty-First Century Skills Movement 9 Parallels in Education and Management 10 Some Knowledge-Based Models in Education 11 The Emerging Pedagogical Practices Paradigm 12 Student Knowledge Framework 12 Knowledge-Related Skills 13 Knowledge-Related Task Phases 14 Knowledge Capabilities and ICT Tools 15 Knowledge Societies and Cooperative Work 18 Knowledge Societies and Learning to Learn 19 Implications for Education in the Era of Knowledge Societies 20 v 1.2 New Literacies for the Knowledge Society 23 David Mioduser, Rafi Nachmias, and Alona Forkosh-Baruch Introduction 23 The Knowledge Society 24 The New Literacies 26 Basic Issues Underlying Our Discussion of the New Literacies 27 Seven Literacies for the Knowledge Society 29 Epilogue 38 1.3 Theoretical Perspectives Influencing the Use of Information Technology in Teaching and Learning 43 Chris Dede Overview 43 Behaviorist Instructional Technologies 46 Cognitivist Instructional Technologies 48 Constructivist Instructional Technologies 50 Next-Generation Pedagogical Media 53 Illustrative Historic Controversies About Technology and Pedagogy 54 Conclusion 59 1.4 Students in a Digital Age: Implications of ICT for Teaching and Learning 63 John Ainley, Laura Enger, and Dara Searle Introduction 63 ICT Use: Access and Confidence 63 Behavioural Engagement 70 Emotional Engagement 73 Cognitive Engagement 75 ICT and Learning 76 Conclusion 78 Note 79 1.5 Traditional and Emerging IT Applications for Learning 81 J. Enrique Hinostroza, Christian Labb\u00e9, Leonardo L\u00f3pez, and Hans Iost Introduction 81 General Background: IT in Education 82 Potential Impacts of IT 84 Factors Affecting the Use of IT for Learning 86 Trends in Emerging Technologies and Learning 90 Conclusions 93 1.6 Driving Forces for ICT in Learning 97 Alfons ten Brummelhuis and Els Kuiper Introduction 97 Conceptual Framework 97 Example of a Contrasting Position in Instructional Practices: Teacher or Student as Regulating the Learning Process 104 Discussion: Technology Push vs. Educational Pull 107 Section 2 IT and Curriculum Processes 115 Section Editor: Joke Voogt 2.1 IT and Curriculum Processes: Dilemmas and Challenges 117 Joke Voogt A Curricular Perspective on IT in Education 117 Rationales for IT in Education 118 Learning to Use IT 118 Using IT to Learn 120 Current Use of IT in the Curriculum 121 Realizing the Potential of IT in the Curriculum 122 Innovative IT-Supported Pedagogical Practices 124 The Attained Curriculum: Student Outcomes from Learning with IT 127 Conclusions 128 2.2 Impact of IT on Science Education 133 Mary Webb Introduction 133 The Use and Impact of IT on Science Learning in Schools 134 Evidence for How IT Enables Science Learning 134 Pedagogies with IT in Science 140 IT Use and the Nature of the Science Curriculum 143 Implications for Teachers and Curriculum Developers 143 Conclusions: Ways Forward for Science Education with IT 144 2.3 The Potential of IT to Foster Literacy Development in Kindergarten 149 Judy Van Scoter Introduction 149 Literacy Development 150 IT and Literacy Development 150 Word Processing 151 Hypertext and Reading Potential in the Classroom 152 Integrated Learning Systems and Drill and Practice 153 Integrating IT in the Kindergarten Classroom 154 Print-Rich Environment 155 Technology Center 155 IT and the Classroom Reading Corner 155 Connection with Real Worlds 156 Products and Presentations 156 Technology and Literacy in the Inclusion Classroom 156 Implementation Concerns 157 Technology as a Benign Addition 158 2.4 Innovative Pedagogical Practices Using Technology: The Curriculum Perspective 163 Rafi Nachmias, David Mioduser, and Alona Forkosh-Baruch 2.5 Changing Assessment Practices and the Role of IT 181 Ola Erstad Introduction 181 Teaching, Learning, and Assessment 182 Assessment Practices, IT, and Change 183 Different Conceptions of IT and Assessment 184 Conclusion: Are We Changing Practices? 190 2.6 Information Technology Tools for Curriculum Development 195 Susan McKenney, Nienke Nieveen, and Allard Strijker Curriculum Development Aided by Technology 195 Three Cases of IT Support for Curriculum Development 200 Future Directions 206 Section 3 IT and the Learning Process 213 Section Editor: Kwok-Wing Lai 3.1 ICT Supporting the Learning Process: The Premise, Reality, and Promise 215 Kwok-Wing Lai Introduction 215 The Learning Process and ICT Use 216 Research on ICT Effects 217 ICT and Learning Environments 218 Computer-Supported Learning Environments 220 Conclusion 227 3.2 Interactive Learning Environments: Review of an Old Construct with a New Critical Twist 231 Mark Brown Introduction 231 Origin of Interactive Learning Environments 231 What is the Domain of Interactive Learning Environments? 233 What Assumptions Underpin Instructional Design? 235 Digging a Little Deeper 237 Connecting the Metaphors 239 Cleaning Up a Messy Construct 240 Mind Tools for Instruction 242 Mind Tools for Construction 243 Mind Tools for Inquiry 243 Mind Tools for Community 244 Interaction for What Kind of Future 244 Conclusion 245 3.3 Online Learning Communities in K-12 Settings 249 Seng Chee Tan, Lay Hoon Seah, Jennifer Yeo, and David Hung Introduction 249 Defining Online Learning Communities 250 Theoretical Foundations of Learning in Online Communities 253 Review of Studies on Online Learning Communities in K-12 Settings 254 Knowledge Building Community 254 Quest Atlantis 256 Virtual Math Team (VMT) Project 256 The Web-Based Inquiry Science Environment (WISE) 257 Comparison of the Four Online Learning Communities 258 Pertinent Research and Implementation Issues 261 Conclusion 263 3.4 Collaborative Learning and Computer-Supported Collaborative Learning Environments 267 Maarit Arvaja, P\u00e4ivi H\u00e4kkinen, and Marja Kankaanranta Introduction: Collaboration Defined 267 Research Traditions on Collaborative Learning 269 What is Computer-Supported Collaborative Learning? 270 Challenges of CSCL 272 Structuring Collaboration to Overcome Challenges in CSCL 273 Methodological Issues with CSCL Research 274 Conclusions 275 3.5 Computer Contexts for Supporting Metacognitive Learning 281 Xiaodong Lin and Florence R. Sullivan Common Metacognitive Learning Outcomes 281 Recall and Memory 282 Content and Domain Subject Learning 284 Social Interactions as Learning Mechanisms 290 Conclusion 295 3.6 Collaborative Inquiry and Knowledge Building in Networked Multimedia Environments 299 Carol K.K. Chan and Jan van Aalst Introduction 299 Changing Theories and Metaphors of Learning 300 Views of Learning Underpinning Multimedia and Networked Learning Environments 302 Classroom Innovations in Networked Multimedia Environments 305 Theoretical, Pedagogical, and Methodological Issues 310 Section 4 IT Competencies and Attitudes 319 Section Editors: Gerald Knezek and Rhonda Christensen 4.1 The Importance of Information Technology Attitudes and Competencies in Primary and Secondary Education 321 Gerald Knezek and Rhonda Christensen Introduction 321 Role of Attitudes 322 Requirements of Competency 322 Verification Through Standards and Tests 323 Concerns About Overstandardization 323 The Need for Asking Good Questions 324 Theoretical\/Conceptual Foundations 324 Formal Models of Attitudes and Achievement 326 Self Report and Observation Measures for Determining Attitudes and Competencies Toward Technology 327 Summary and Conclusions 328 4.2 Information, Communications, and Educational Technology Standards for Students, Teachers, and School Leaders 333 Lajeane G. Thomas and Donald G. Knezek Rationale for Information and Communication Technology Standards 333 Establishing New Learning Environments Supported with Technology 335 ICT Standards for Students 335 Barriers to Adoption of Standards for Students 335 New Skill Sets for Teachers 337 ISTE National Educational Technology Standards for Teachers 339 ICT Standards for School and School-System Leaders of K-12 Education 341 Preparation of Specialists for Leadership in ICT 344 Essential Conditions to Support ICT in Educational Environments 345 Potential for Catalytic Change 345 Summary and Conclusions 347 4.3 Self-Report Measures and Findings for Information Technology Attitudes and Competencies 349 Rhonda Christensen and Gerald Knezek Introduction 349 Self-Report and Survey Research 349 Self-Report vs. Observation 350 Assessing the Magnitude of Self-Report Findings 351 Findings 352 Student Attitudes and Competencies 357 Discussion 359 Summary and Conclusions 359 4.4 Observation Measures for Determining Attitudes and Competencies Toward Technology 367 Renate Schulz-Zander, Michael Pfeifer, and Andreas Voss Introduction 367 Observation as an Approach to Researching IT Competencies and Attitudes 368 A Synthesis of Empirical Research Results 372 Conclusions 377 4.5 Computer Attitudes and Competencies Among Primary and Secondary School Students 381 Martina Meelissen Introduction 381 Measuring Computer Attitudes 382 Students Computer Attitudes 384 The Influence of the Social Environment 386 Students Computer Competencies 390 Summary and Prospects for Future Research 391 4.6 Characteristics of Teacher Leaders for Information and Communication Technology 397 Margaret Riel and Henry Jay Becker Introduction 397 Teacher Leadership and Professional Engagement 398 Describing a Route to Teacher Leadership 400 Teachers Leaders Represent the Highest Level of Professional Engagement 403 Variation in Professional Engagement: Findings from the TLC Study 404 Teacher Leaders Beliefs About Teaching and Learning 405 Leadership-Inspired Instruction 406 Teacher Leaders Use of Computers: TLC Study Findings 408 Studies of Teacher Leadership Among Technology-Expert Teachers 410 Dimensions of Teacher Technology Leadership 412 Toward a Culture of Teacher Leadership with Technology 414 Section 5 IT, Pedagogical Innovations, and Teacher Learning 421 Section Editor: Nancy Law 5.1 Teacher Learning Beyond Knowledge for Pedagogical Innovations with ICT 425 Nancy Law Introduction 425 ICT as a Disruptive Force in Pedagogical Innovations 427 Teacher Learning for Pedagogical Innovation with ICT: Beyond Knowledge 429 Teacher Learning Through Innovations Conceptualization of Support for Teacher Learning Beyond Knowledge 431 5.2 Benchmarks for Teacher Education Programs in the Pedagogical Use of ICT 435 Paul Kirschner, Theo Wubbels, and Mieke Brekelmans Introduction 435 The Pedagogy and Effects of Teacher Education 436 Benchmarks 438 Discussion 444 5.3 Factors Affecting Teachers Pedagogical Adoption of ICT 449 Bridget Somekh Insights from Socio-Cultural Theory 449 The Processes of Pedagogical Adoption of ICT 451 Examples of Transformative Pedagogies with ICT 453 The Shaping of ICT-Mediated Pedagogies by National Culture 455 Providing a Context that Supports the Pedagogic Adoption of ICT 457 Integrating Research with the Pedagogic Adoption of ICT 458 5.4 Models and Practices in Teacher Education Programs for Teaching with and about IT 461 Anne McDougall Introduction 461 Goals, Purposes and Aims of Teacher Education Programs 462 Structures and Strategies 466 Evaluation of Teacher Education and Professional Development Programs 471 Conclusion 472 5.5 Multimedia Cases, Teacher Education and Teacher Learning 475 Ellen van den Berg, John Wallace, and Erminia Pedretti Introduction 475 Cases, Teacher Learning and Knowledge 475 A Typology of Multimedia Cases: Primary, Secondary and Tertiary Use 480 Anchoring Multimedia Cases in Teacher Education Programs 483 Conclusions 485 5.6 Communities of Practice for Continuing Professional Development in the Twenty-First Century 489 Chee-Kit Looi, Wei-Ying Lim, and Wenli Chen Challenges that Teacher Professional Development Face 489 Community of Practice as an Effective Professional Development Strategy 490 CoPs for Continuing Professional Development in the Twenty-First Century 492 Online Community of Practice for Teachers Professional Development 493 Design Tenets for Building CoPs in the Twenty-First Century 494 Technology Architecture Supporting Establishment of CoPs 498 Teacher Professional Identity Formation in CoPs 501 Conclusion 502 5.7 How May Teacher Learning Be Promoted For Educational Renewal with IT? 507 Niki Davis Introduction 507 A Global Perspective 508 Schools Local Area as an Ecology 510 A School Perspective 511 The IT Coordinator 512 A Teacher Innovating with IT 513 Simultaneous Renewal of Preservice Teacher Education and K-12 Schools 515 Summary and Conclusions 516 Part Two Section 6 IT in Schools 541 Section Editor: Sara Dexter 6.1 Leadership for IT in Schools 543 Sara Dexter Introduction 543 Dimensions and Aims of IT Leadership 543 IT Leadership to Set Direction 545 IT Leadership to Develop People 546 IT Leadership to Make the Organization Work 548 Roles and Responsibilities in IT Leadership Teams 549 Conclusion 551 6.2 Framing IT Use to Enhance Educational Impact on a School-Wide Basis 555 Peter Twining Introduction Importance of Consistent Understandings 555 Frameworks for Thinking About IT in Education 556 Achievement Frameworks 557 Cognitive Frameworks 559 Software Frameworks 559 Pedagogical Frameworks 563 Evolutionary Frameworks 568 Conclusions 574 6.3 Quality Support for ICT in Schools 579 Neal Strudler and Doug Hearrington Introduction 579 Need for and Aspects of ICT Support 580 Teacher Professional Development 583 Staffing for ICT Support 585 Support Staff 588 Conclusions 593 6.4 Distributed Leadership and IT 597 Nigel Bennett Introduction 597 Analysing the Elements of Leadership 597 Moving on from Top Down Leadership 602 Distributed Leadership 603 So What? Distributed Leadership and IT in Schools 610 6.5 Total Cost of Ownership and Total Value of Ownership 615 Kathryn Moyle Introduction 615 Policy Contexts 616 Data-Driven Decision-Making 618 Measuring Data 619 Cost, Value and Impact 622 Conclusion 628 6.6 The Logic and Logic Model of Technology Evaluation 633 Yong Zhao, Bo Yan, and Jing Lei Introduction 633 A Critical Appraisal of the Evaluation Literature 635 Where Are We Now? 642 A Proposal for Moving Forward: A Logic Model for Evaluating Technology 644 Conclusion 651 Section 7 IT and Distance Learning in K-12 Education 657 Section Editors: Roumen Nikolov and Iliana Nikolova 7.1 Distance Education in Schools: Perspectives and Realities 659 Roumen Nikolov and Iliana Nikolova Introduction 659 Defining the Area 660 The Phenomenon of ICT-Based Distance Education in K-12 Schools 661 The ICT-Driven Educational Reform 662 Virtual Learning Environments for ICT-Based DE 665 Pedagogical Dimensions for VLEs in ICT-Based Distance Education in K-12 Education 667 Effectiveness of ICT-Based Distance Education 669 The Future of ICT-Based Distance Education 670 Conclusions 672 7.2 Pedagogical Principles, Problems, and Possibilities in Online Global Classrooms 675 Malcolm Beazley, Julie McLeod, and Lin Lin Introduction 675 Pedogogical Principles 676 Problems 683 Possibilities 689 Concluding Remarks 691 7.3 Virtual Schools: Redefining A Place Called School 695 M.D. Roblyer Introduction: Virtual Schools as Defining Initiative 695 Background on Virtual Schooling 696 Current Virtual School Issues 701 Research on Virtual School Implementation and Impact 704 Challenges for the Future of Virtual Schools 706 Conclusion 709 7.4 Distance Learning Enrichment: A Pacific Perspective 713 John H. Southworth, Curtis P. Ho, and Shigeru Narita Introduction 713 DL-E Applications in the 1970s 715 New Developments in the 1980s and 1990s 716 DL-E Projects in the Twenty-First Century 717 Fostering Cultural Awareness 719 Techniques for Classroom Technology Integration Using DL-E 720 Assessment of Added Value of DL-E 722 Concluding Remarks 722 7.5 Technology and Open Learning: The Potential of Open Education Resources for K-12 Education 725 Neil Butcher and Merridy Wilson-Strydom Introduction 725 Distance Education and Open Schooling 726 Open Learning 729 Technology and Open Learning 733 Open Education Resources (OER) 735 OERs in Action: A Practical Example from the K-12 Sector 741 Conclusion 742 7.6 Online Professional Development for Teachers 747 M\u00e1rta Turcs\u00e1nyi-Szab\u00f3 Introduction 747 Teacher Training in Europe and Beyond 749 Virtual and Distance Learning for Teachers 750 Trends in Knowledge Delivery 751 Lessons Learned in Asia and The Pacific Region 753 The Case of Hungary 754 Conclusion 758 Section 8 IT and the Digital Divide 763 Section Editors: Th\u00e9r\u00e8se Laferri\u00e8re and Paul Resta 8.1 Issues and Challenges Related to Digital Equity 765 Paul Resta and Th\u00e9r\u00e8se Laferri\u00e8re Introduction 765 Conceptual Framework 766 Issues and Challenges 768 Conclusion 775 8.2 Gender and Information Technology 779 E. Dianne Looker Introduction 779 Identifying the Issues The Developed World 779 Identifying the Issues The Developing World 780 Why is This Important? 781 Educational Interventions 782 Conclusion 785 Further Research 786 8.3 Meeting the Learning Needs of All Learners Through IT 789 Jutta Treviranus and Vera Roberts Introduction 789 Assistive Technologies 789 Guidelines and Specifications 790 Accessibility Guidelines of the World Wide Web Consortium 790 Metadata 792 Matching the Resource to the Needs of the Learner Through Metadata 793 Transformation 795 Reusable Learning Resources 796 Content-Free Activity Templates 798 Accessibility in Practice 799 Challenges 800 Conclusions 800 8.4 Critical Success Factors in Moving Toward Digital Equity 803 Joyce Pittman, Robert T. McLaughlin, and Bonnie Bracey-Sutton Introduction 803 Example Cases: Initiatives that Have Made Progress in Moving Toward Digital Equity in Different Global Contexts 804 Success Factors for Moving Toward Digital Equity 812 Future Trends and Challenges in Moving Toward Digital Equity 814 8.5 The Relationship of Technology, Culture, and Demography 819 Loriene Roy, Hsin-liang Chen, Antony Cherian, and Teanau Tuiono Introduction 819 Historic Information on Incorporation of Technology by Indigenous Peoples 819 What Are the Relations Between IT and Indigenous Cultures? 822 A Final Word: Cultural Protocol and Balancing Local Control and Access to Intellectual Content 829 8.6 Global Partnerships Enhancing Digital and Social Equity 833 Ian W. Gibson Shrinking World: Global Responsibility 833 The Potential of Technology in Redefining Access to Learning Opportunities 834 Benefits of International Participation: An Example 836 Preparing Teachers for the Future: A Focus on Teacher Education 840 Benefits and Conclusions 842 Section 9 Emerging Technologies for Education 847 Section Editors: Cathleen Norris and Elliot Soloway 9.1 An Instructional Model That Exploits Pervasive Computing 849 Cathleen Norris and Elliot Soloway Introduction 849 The Current Situation: Limited-Access Computing 850 The Transition to Pervasive Computing: Predicting a Disruption 850 The Elements of a Pervasive Computing Infrastructure 851 Pervasive Computing Enables Project-Based Learning 852 An Example of Virtual Learning Environment to Support Project-Based Learning 854 Concluding Remarks 859 9.2 M-Learning in Africa: Doing the Unthinkable and Reaching the Unreachable 861 Tom H. Brown Introduction 861 Why M-Learning in Africa? 862 Overview of Current M-Learning Activities in Africa 863 Examples of M-Learning in Africa 864 Premises for M-Learning in Africa: Lessons Learnt from Pilot Studies at the University of Pretoria 867 Conclusion 870 9.3 Personal, Mobile, Connected: The Future of Learning 873 Mark van t Hooft Introduction 873 Rethinking Teaching, Learning, and Technology 875 Rethinking Teaching 875 Rethinking Learning 876 Rethinking Technology 877 An Example 878 Conclusion 879 9.4 Use of Wireless Mobile Technology to Bridge the Learning Divide 883 Mohamed Ally Introduction 883 Capabilities of Wireless Mobile Technology 884 The Design of Learning Materials for Wireless Mobile Technology Devices 884 Use of Wireless Mobile Technologies in Practice 886 Conclusion 887 9.5 Information Technologies for Informal Learning in Museums and Out-of-School Settings 891 Sherry Hsi Introduction 891 IT Transforming Informal Learning Institutions 892 IT Extending the Museum Experience (Pre- and Post Activities) 893 IT for Distant Learners and Browsers of Museum Experience 894 Informal Learning Transforming IT Activities 896 Trends for the Future 898 9.6 Emerging Technologies for Collaborative, Mediated, Immersive Learning 901 Jody Clarke, Chris Dede, and Ed Dieterle Introduction 901 How Collaborative Mediated Immersion Helps Teaching and Learning 902 Multi-user Virtual Environments 903 Augmented Reality 905 Conclusion 907 9.7 Three-Dimensional Computer-Based Online Learning Environments 911 James G. Jones and Scott J. Warren Introduction 911 3D Computer-Based Multiuser Online Environments 911 Educational Environments 913 Cognitive Scaffolding 916 Educational Affordances 916 The Future of and Barriers to Educational Integration 917 9.8 Trace Theory, Coordination Games, and Group Scribbles 921 Charles M. Patton, Deborah Tatar, and Yannis Dimitriadis Coordination in Learning 921 Group Scribbles 922 Group Scribbles and Coordination: Key Aspects of Design Enable a Focus on Coordination 925 Using Trace Theory to Describe and Specify Coordination Structures in Group Scribbles 927 Alternative Versions of the Jigsaw Pattern 930 Summary, Conclusions, and Future Research 932 9.9 One-to-One Educational Computing: Ten Lessons for Successful Implementation 935 Kyle Peck and Karl Sprenger Introduction 935 Lesson One: Focus on an Expanded Educational Vision 936 Lesson Two: Expand Participation and Commitment 936 Lesson Three: Think Software, THEN Hardware 937 Lesson Four: Embrace Professional Development 938 Lesson Five: Re-assess Infrastructure Needs 938 Lesson Six: Focus on Functionality and an Always Up Learning Environment 939 Lesson Seven: Minimize the Number of Vendors 939 Lesson Eight: Have an Insurance Plan 939 Lesson Nine: Be Prepared to Add Technical Support Staff 940 Lesson Ten: Assess Morale and Prepare for Turbulence 940 Conclusion 941 9.10 Making the Most of One-to-One Computing in Networked Classrooms 943 William R. Penuel Potential of Classroom Networks 943 Which Way the Future? 947 9.11 Graphing Calculators: Enhancing Math Learning for All Students 951 Jeremy Roschelle and Corrine Singleton Introduction 951 Features of Graphing Calculators 952 Alignment of Graphing Calculators with Standards and Practices 953 Pedagogical Affordances of Graphing Calculators 954 Research on Graphing Calculators","merchants_number":1,"ean":9780387733142,"category_id":103,"size":null,"min_price":549,"low_price_merchant_id":70255345,"ID":4910765,"merchants":["euniverse"],"brand":"undefined","slug":"international-handbook-of-information-technology-in-primary-and-secondary-education-2-volumes-vol1-2","url":"\/unterhaltung\/produkt\/international-handbook-of-information-technology-in-primary-and-secondary-education-2-volumes-vol1-2\/","low_price_merchant_name":"eUniverse"}
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