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Between the late fifteenth and early eighteenth centuries, the
State of Muscovy emerged from being a rather homogenous
Russian-speaking and Orthodox medieval principality to becoming a
multi-ethnic and multi-religious empire. Not only the conquest of
the neighbouring Tatar Khanates and the colonisation of Siberia
demanded the integration of non-Christian populations into the
Russian state. The ethnic composition of the capital and other
towns also changed due to Muscovite policies of recruiting
soldiers, officers, and specialists from various European
countries, as well as the accommodation of merchants and the
resettlement of war prisoners and civilians from annexed
territories. The presence of foreign immigrants was accompanied by
controversy and conflicts, which demanded adaptations not only in
the Muscovite legal, fiscal, and economic systems but also in the
everyday life of both native citizens and immigrants. This book
combines two major research fields on international relations in
the State of Muscovy: the migration, settlement, and integration of
Western Europeans, and Russian and European perceptions of the
respective "other". Foreigners in Muscovy will appeal to
researchers and students interested in the history and social
makeup of Muscovy and in European-Russian relations during the
early modern era.
Between the late fifteenth and early eighteenth centuries, the
State of Muscovy emerged from being a rather homogenous
Russian-speaking and Orthodox medieval principality to becoming a
multi-ethnic and multi-religious empire. Not only the conquest of
the neighbouring Tatar Khanates and the colonisation of Siberia
demanded the integration of non-Christian populations into the
Russian state. The ethnic composition of the capital and other
towns also changed due to Muscovite policies of recruiting
soldiers, officers, and specialists from various European
countries, as well as the accommodation of merchants and the
resettlement of war prisoners and civilians from annexed
territories. The presence of foreign immigrants was accompanied by
controversy and conflicts, which demanded adaptations not only in
the Muscovite legal, fiscal, and economic systems but also in the
everyday life of both native citizens and immigrants. This book
combines two major research fields on international relations in
the State of Muscovy: the migration, settlement, and integration of
Western Europeans, and Russian and European perceptions of the
respective "other". Foreigners in Muscovy will appeal to
researchers and students interested in the history and social
makeup of Muscovy and in European-Russian relations during the
early modern era.
This volume focuses on the interconnections between the Cold War,
technological innovation and globalization. Although the
consequences of globalization have received ample attention in both
academia and the public discourse, only limited attention has so
far been given to the factors that instigated various waves of this
process. This holds particularly true for the period following
World War II, during which a struggle between the two global blocs
fanned not only technological innovations but also their transfer.
This volume is dedicated to examining the links between the Cold
War and this phase in the history of globalization, a phase that
gradually made the world-despite high levels of international
tension-more and more inter-related. More specifically, it anchors
a very contemporary phenomenon to its historical context and
pinpoints how the varied and multi-layered East-West interactions
helped to induce and foster the globalization processes.
Emphasizing technology and its cross-bloc flows, as well as several
levels of actors, including states, private companies, and
individuals, this volume reflects an important shift towards
"transnationalism" which has occurred in the historiography in the
recent years. This book will be of interest to students of Cold War
Studies, science and technology studies, and International
Relations.
A few months after the end of World War I, Wolfgang Mueller was
born in Germany to two Jewish, college-educated parents. As he grew
up in a happy, erudite environment, Mueller could never have known
that the celebration of his Bar-Mizwa in 1932, coinciding with the
rise the Nazis, would mark a very important turning point in his
life.
As Adolf Hitler assumed the role of chancellor, Mueller was
filled with fear and foreboding, as were his parents--feelings that
instigated a subsequent decision to send Mueller to boarding school
in England. After being recruited to work at an American company
while still in school, Mueller details how he embarked on a journey
in 1936 that carried him through life-changing experiences as an
American soldier during World War II to a return to civilian life,
during which he eventually married, started a family, and realized
professional success.
Wolf shares the inspirational story of one man's remarkable
lifelong experiences as he escaped from Nazi terror to build a life
in America and learned to appreciate his good fortune.
A few months after the end of World War I, Wolfgang Mueller was
born in Germany to two Jewish, college-educated parents. As he grew
up in a happy, erudite environment, Mueller could never have known
that the celebration of his Bar-Mizwa in 1932, coinciding with the
rise the Nazis, would mark a very important turning point in his
life.
As Adolf Hitler assumed the role of chancellor, Mueller was
filled with fear and foreboding, as were his parents--feelings that
instigated a subsequent decision to send Mueller to boarding school
in England. After being recruited to work at an American company
while still in school, Mueller details how he embarked on a journey
in 1936 that carried him through life-changing experiences as an
American soldier during World War II to a return to civilian life,
during which he eventually married, started a family, and realized
professional success.
Wolf shares the inspirational story of one man's remarkable
lifelong experiences as he escaped from Nazi terror to build a life
in America and learned to appreciate his good fortune.
This journal subline serves as a forum for stimulating and
disseminating innovative research ideas, theories, emerging
technologies, empirical investigations, state-of-the-art methods,
and tools in all different genres of edutainment, such as game-
based learning and serious games, interactive storytelling, virtual
learning environments, VR-based education, and related fields. It
covers aspects from educational and game theories, human-computer
interaction, computer graphics, artificial intelligence, and
systems design. This special issue consists of two parts: the first
one features original research papers on interactive digital
storytelling in the applied context of edutainment; the second part
contains a selection of revised and expanded best papers from the
4th eLearning Baltics (eLBa 2011) conference. The papers on digital
storytelling have been split into sections on theory, technology,
and case studies; the eLBA 2011 conference papers deal with
technology and applications, case studies and mobile applications,
and game-based learning and social media.
This journal subline serves as a forum for stimulating and
disseminating innovative research ideas, theories, emerging
technologies, empirical investigations, state-of-the-art methods,
and tools in all different genres of edutainment, such as
game-based learning and serious games, interactive storytelling,
virtual learning environments, VR-based education, and related
fields. It covers aspects from educational and game theories,
human-computer interaction, computer graphics, artificial
intelligence, and systems design. This issue contains a special
section on serious games with 8 outstanding contributions from the
VS-Games 2011 conference; furthermore, there are 13 regular papers.
These contributions clearly demonstrate the use of serious games
and virtual worlds for edutainment applications and form a basis
for further exploration and new ideas.
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E-Learning and Games for Training, Education, Health and Sports - 7th International Conference, Edutainment 2012, and 3rd International Conference, GameDays 2012, Darmstadt, Germany, September 18-20, 2012, Proceedings (Paperback, 2012 ed.)
Stefan Goebel, Wolfgang Mueller, Bodo Urban, Josef Wiemeyer
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R1,429
Discovery Miles 14 290
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Ships in 10 - 15 working days
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This book constitutes the refereed proceedings of the 7th
International Conference on E-Learning and Games, Edutainment 2012,
held in conjunction with the 3rd International Conference on
Serious Games for Training, Education, Health and Sports, GameDays
2012, held in Darmstadt, Germany, in September 2012. The 21 full
papers presented were carefully reviewed and selected for inclusion
in this book. They are organized in topical sections named:
game-based training; game-based teaching and learning; emerging
learning and gaming technologies; authoring tools and mechanisms;
and serious games for health.
This journal subline serves as a forum for stimulating and
disseminating innovative research ideas, theories, emerging
technologies, empirical investigations, state-of-the-art methods,
and tools in all different genres of edutainment, such as
game-based learning and serious games, interactive storytelling,
virtual learning environments, VR-based education, and related
fields. It covers aspects from educational and game theories,
human-computer interaction, computer graphics, artificial
intelligence, and systems design.
The 27 papers of this volume deal with virtual humans; graphics
rendering and 3D animation; games and 2D animation; and digital
media and its applications.
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Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications - 6th International Conference on E-learning and Games, Edutainment 2011, Taipei, Taiwan, September 7-9, 2011, Proceedings (Paperback, Edition.)
Maiga Chang, Wu-Yuin Hwang, Ming-Puu Chen, Wolfgang Mueller
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R1,646
Discovery Miles 16 460
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Ships in 10 - 15 working days
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This book constitutes the refereed proceedings of the 6th
International Conference on E-learning and Games, Edutainment 2011,
held in Taipeh, Taiwan, in September 2011.
The 42 full papers were carefully reviewed and selected from 130
submissions. The papers are organized in topical sections on:
augemented and mixed reality in education; effectiveness of virtual
reality for education; ubiquituous games and ubiquitous technology
& learning; future classroom; e-reader and multi-touch;
learning performance and achievement; learning by playing; game
design and development; game-based learning/training; interactions
in games; digital museum and technology, and behavior in games;
educational robots and toys; e-learning platforms and tools; game
engine/rendering/animations; game-assisted language learning;
learning with robots and robotics education; e-portfolio and
ICT-enhanced learning; game-based testing and assessment; trend,
development and learning process of educational mini games; VR and
edutainment.
After World War II, Austria was occupied by Soviet, American,
British, and French forces. This study provides the history of the
treaty that was negotiated in order to end this occupation. In the
Moscow Declaration of 1943, the United States, Great Britain and
the Soviet Union had declared that Austria should be liberated from
Nazi rule and reconstructed as an independent state. After the war,
however, this goal was soon overshadowed by security and power
considerations, and then by the Cold War. While the West strove to
safeguard Austria's independence from communist expansion, the USSR
refused to finalize a treaty and to withdraw from its zone in the
eastern part of the country. In the end it took until 1955 to come
to an agreement and receive Soviet consent for a treaty. An
important Soviet precondition for agreeing to withdraw was Austria
becoming a permanently neutral country. The roots of Austria's
neutrality as traced in this volume were not only linked to Soviet,
but also to Austrian considerations. Based on US, Soviet, British,
French, German, Swiss and Austrian documents, the book analyzes the
risks, pitfalls and blockades that had to be avoided and overcome
before Austria could finally regain its independence and be
reconstructed.
Das Buch behandelt drei einfache Fragen: Was ist unsere Seele
wirklich? Als Antwort berichtet das Buch von Erfahrungen mit NTE,
Erwachen, Sterben, Verstorbenen, Reinkarnation, Geistheilen, mit
Ganzfeldforschungen u.v.a.m.Viele Erfahrungen dieser Art sind
bekannt. Es wurden nur besonders gut bezeugte und dokumentierte
ausgewahlt und dagegen die Argumente der materialistischen
Wissenschaft, insbesondere der Hirnforschung zitiert und als
pseudowissenschaftliche Glaubensaussagen erkannt. Die einfache und
vernunftige Argumentation ist fur alle nachdenklichen Leser
verstandlich. Was bedeutet das?Warum hat Gott die Welt erschaffen?
Was ist wirklich Sunde? Was bedeutet die Erlosungstat Christi?
Anwort geben Zitate aus den grossen Neuoffenbarungen von Lorber,
Greber, Dudde, Wittek, Walsch, Hasselmann, Michael, Seth ua. Aber
nicht jede Offenbarung ist gut Manche fantasieren, manche irren
sich, manche lugen sogar Aus Beispielen ergeben sich Kritierien zur
Beurteilung der Qualitat von Offenbarungen.Wie funktioniert das
alles?Bekannt sind z.B. die Theorien der Kreationisten oder die
physikalische Quantenmystik von Hans-Peter Durr. Es werden noch
weitere Theorien erlautert, die aber allesamt wenig uberzeugen.
Eine beeindruckende Ausnahme ist die geistphysikalische
Quantenphysik von Prof. Johannes H. Matthaei. Sie ist trotz ihrer
Wissenschaftlichkeit verstandlich und vor allem in der Lage, alle
paranormalen Phanomene zu erklaren. Der entsprechende Text
Evolution Gottes" ist neu, uberzeugend und grundlegend wichtig. Wer
ist der Autor?Der Autor ist Informatiker und Physiker, seit seiner
Jugend an den theologischen, philosophischen und
naturwissenschaftlichen Fragen paranormaler Phanomene interessiert
This journal subline serves as a forum for stimulating and
disseminating innovative research ideas, theories, emerging
technologies, empirical investigations, state-of-the-art methods,
and tools in all different genres of edutainment, such as
game-based learning and serious games, interactive storytelling,
virtual learning environments, VR-based education, and related
fields. It covers aspects from educational and game theories,
human-computer interaction, computer graphics, artificial
intelligence, and systems design. The 24 papers presented in this
11th issue were organized in four parts dealing with: object
reconstruction and management; graphics; VR/AR; and applications.
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