This book is a landmark in contemporary cultural psychology. Ernest Boesch's synthesis of ideas is the first comprehensive theory of culture in psychology since Wilhelm Wundt's Volkerpsychologie of the first decades of the twentieth century. Cultural psychology of today is an attempt to advance the program of research that was charted out by Wundt-yet at times we are carefully avoiding direct recognition of such continuity. While Wundt's experimental psychology has been hailed as the root for contemporary scientific psychology, the other side of his contribution- ethnographic analysis of folk traditions and higher psychological functions- has been largely discredited as something disconnected from the scientific realm. As an example of ""soft"" science-lacking the ""hardness"" of experimentation-it has been considered to be an esoteric hobby of the founding father of contemporary psychology. Of course that focus is profoundly wrong-the opposition ""soft"" versus ""hard"" just does not fit as a metalevel organizer of any science.Yet the rhetoric discounting the descriptive side of Wundt's psychology is merely an act of social guidance of what psychologists do-not a way of creating knowledge.

This volume on a provocative set of topics presents papers from the 1997 conference on Religion and Sexuality at Roehampton Institute London. The papers do not confine themselves to contemporary discussion of the topics concerned, but range widely in their discourse and discuss this relationship in social, theological and political contexts.

This book started with a simple idea -- examine models of reading instruction that have emerged during the past 20 years. These models span a wide range of instruction representing a continuum from highly structured, task analytic instruction to child-centered and holistic instruction. Each model has its own epistemology or views on how reading and instruction are to be defined. The different epistemologies indicate different principles of instruction which, in turn, indicate different practices in the classroom. Each model is also supported by a different research base. In this volume, leading proponents of these different models discuss their ideas about reading instruction thereby encouraging readers to make their own comparisons and contrasts.
The chapter authors seem to adopt the editors' eclectic approach--to some greater or lesser extent--incorporating aspects of other models into their instruction as they see other goals. Thus, models of reading instruction are complex. Complicating matters further is the fact that teachers hold their own models of reading, which may or may not be congruent with those discussed here. Although academically developed models influence college preservice and in-service instruction, teachers' own models of reading filter the information that they take from what they learn from these perspectives. By carefully examining these variables, this book makes a firm contribution toward disciplined inquiry into what it means to teach reading.

In Part I of this report the pointwise derivation of scalar set functions is investigated, first along the lines of R. DE POSSEL (abstract derivation basis) and A. P. MORSE (blankets); later certain concrete situations (e. g. , the interval basis) are studied. The principal tool is a Vitali property, whose precise form depends on the derivation property studied. The "halo" (defined at the beginning of Part I, Ch. IV) properties can serve to establish a Vitali property, or sometimes produce directly a derivation property. The main results established are the theorem of JESSEN-MARCINKIEWICZ-ZYGMUND (Part I, Ch. V) and the theorem of A. P. MORSE on the universal derivability of star blankets (Ch. VI) . . In Part II, points are at first discarded; the setting is somatic. It opens by treating an increasing stochastic basis with directed index sets (Th. I. 3) on which premartingales, semimartingales and martingales are defined. Convergence theorems, due largely to K. KRICKEBERG, are obtained using various types of convergence: stochastic, in the mean, in Lp-spaces, in ORLICZ spaces, and according to the order relation. We may mention in particular Th. II. 4. 7 on the stochastic convergence of a submartingale of bounded variation. To each theorem for martingales and semi-martingales there corresponds a theorem in the atomic case in the theory of cell (abstract interval) functions. The derivates concerned are global. Finally, in Ch.

This volume of scientific papers is dedicated with gratitude and esteem to Ronald Rivlin and is offered as a token of appreciation by former students, col laborators, and friends. Ronald Rivlin's name is synonymous with modem developments in contin uum mechanics. His outstanding pioneering theoretical and experimental re .search in finite elasticity is a landmark. From his work there has followed a spate of developments in which he played the leading role-the theory of fiber-rein forced materials, the developments of the theory of constitutive equations, the theory of materials with memory, the theory of the fracture of elastomers, the theory of viscoelastic fluids and solids, the development of nonlinear crystal physics, the theory of small deformations superimposed on large, and the effect of large initial strain on wave propagation. It is in Rivlin's work that universal relations were first recognized. Here also are to be found lucid explanations of physical phenomena such as the Poynting effect for elastic rods in torsion. Addi tionally, he and his co-workers predicted the presence of secondary flows for viscoelastic fluids in straight pipes of noncircular cross section under a uniform pressure head. While some others may have displayed a cavalier lack of concern for physical reality and an intoxication with mathematical idiom, Rivlin has al ways been concerned with genuine mathematical and physical content. All of his papers contain interesting and illuminating material-and may be read with profit by anyone interested in continuum mechanics."

This is a new release of the original 1925 edition.

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

This book is a landmark in contemporary cultural psychology. Ernest Boesch's synthesis of ideas is the first comprehensive theory of culture in psychology since Wilhelm Wundt's Volkerpsychologie of the first decades of the twentieth century. Cultural psychology of today is an attempt to advance the program of research that was charted out by Wundt-yet at times we are carefully avoiding direct recognition of such continuity. While Wundt's experimental psychology has been hailed as the root for contemporary scientific psychology, the other side of his contribution- ethnographic analysis of folk traditions and higher psychological functions- has been largely discredited as something disconnected from the scientific realm. As an example of ""soft"" science-lacking the ""hardness"" of experimentation-it has been considered to be an esoteric hobby of the founding father of contemporary psychology. Of course that focus is profoundly wrong-the opposition ""soft"" versus ""hard"" just does not fit as a metalevel organizer of any science. Yet the rhetoric discounting the descriptive side of Wundt's psychology is merely an act of social guidance of what psychologists do-not a way of creating knowledge.

The theme of Resurrection has continued to prove fascinating for a variety of writers and thinkers, finding expression not only in sacred texts but in other works of literature and the arts. This volume contains the papers from one of the Roehampton Institute London Conferences. In this volume, scholars from a variety of places and varying academic disciplines have addressed the concept of resurrection from a number of critical perspectives. As one might expect, these include analyses of how the resurrection is understood in the biblical and other religious traditions. Also included in this volume are sustained treatments of the concept of resurrection as it appears in various literary texts and other artistic forms of expression.>

The contents of this volume offer the reader a broad insight into Catholic theology. Established as an indispensable introduction to six areas of study: The Old Testament, The New Testament, The Person of Jesus, The Church, Christian Morality, and The Sacraments. This collection provides key texts from some of the most distinguished writers in Catholic theology today.Contributors include: Philippe BTguerie and Claude Duchesneau, Christopher Butler, Raymond Brown, S.S., Joseph A. Fitzmyer, S.J., Gideon Goosen and Margaret Tomlinson, John H. Hayes, Monika Hellwig, Aidan Kavanagh, O.S.B., Dermot A. Lane, Enda Lyons, Vincent MacNamara, Richard P. McBrien, Enda McDonagh, Joseph Martos, Robert Murray, S.J., Denis F. O'Callaghan, Timothy E. O'Connell, John F. O'Grady, Jean-Pierre PrTvost, Thomas P. Rausch, S.J., Jeffrey S. Siker, Daniel L. Smith-Christopher, Francis Sullivan, S.J.>

This book started with a simple idea -- examine models of reading instruction that have emerged during the past 20 years. These models span a wide range of instruction representing a continuum from highly structured, task analytic instruction to child-centered and holistic instruction. Each model has its own epistemology or views on how "reading" and "instruction" are to be defined. The different epistemologies indicate different principles of instruction which, in turn, indicate different practices in the classroom. Each model is also supported by a different research base. In this volume, leading proponents of these different models discuss their ideas about reading instruction thereby encouraging readers to make their own comparisons and contrasts.
The chapter authors seem to adopt the editors' eclectic approach--to some greater or lesser extent--incorporating aspects of other models into their instruction as they see other goals. Thus, models of reading instruction are complex. Complicating matters further is the fact that teachers hold their own models of reading, which may or may not be congruent with those discussed here. Although academically developed models influence college preservice and in-service instruction, teachers' own models of reading filter the information that they take from what they learn from these perspectives. By carefully examining these variables, this book makes a firm contribution toward disciplined inquiry into what it means to teach reading.