Russian Modernity places Imperial and Soviet Russia in a European context. Russia shared in a larger European modernity marked by increased overlap and sometimes merger of realms that had previously been treated as discrete entities: the social and the political, state and society, government and economy, and private and public. These were attributes of Soviet dictatorship, but their origins can be located in a larger European context and in the emergence of modern forms of government in Imperial Russia.

The Cambridge Handbook of Creativity and Emotions provides a state-of-the-art review of research on the role of emotions in creativity. This volume presents the insights and perspectives of sixty creativity scholars from thirteen countries who span multiple disciplines, including developmental, social, and personality psychology; industrial and organizational psychology; neuroscience; education; art therapy, and sociology. It discusses affective processes - emotion states, traits, and emotion abilities - in relation to the creative process, person, and product, as well as two major contexts for expression of creativity: school, and work. It is a go-to source for scholars who need to enhance their understanding of a specific topic relating to creativity and emotion, and it provides students and researchers with a comprehensive introduction to creativity and emotion broadly.

Few people outside of mathematics are aware of the varieties of mathemat ical experience - the degree to which different mathematical subjects have different and distinctive flavors, often attractive to some mathematicians and repellant to others. The particular flavor of the subject of minimal surfaces seems to lie in a combination of the concreteness of the objects being studied, their origin and relation to the physical world, and the way they lie at the intersection of so many different parts of mathematics. In the past fifteen years a new component has been added: the availability of computer graphics to provide illustrations that are both mathematically instructive and esthetically pleas ing. During the course of the twentieth century, two major thrusts have played a seminal role in the evolution of minimal surface theory. The first is the work on the Plateau Problem, whose initial phase culminated in the solution for which Jesse Douglas was awarded one of the first two Fields Medals in 1936. (The other Fields Medal that year went to Lars V. Ahlfors for his contributions to complex analysis, including his important new insights in Nevanlinna Theory.) The second was the innovative approach to partial differential equations by Serge Bernstein, which led to the celebrated Bernstein's Theorem, stating that the only solution to the minimal surface equation over the whole plane is the trivial solution: a linear function."

This handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.

Few people outside of mathematics are aware of the varieties of mathemat ical experience - the degree to which different mathematical subjects have different and distinctive flavors, often attractive to some mathematicians and repellant to others. The particular flavor of the subject of minimal surfaces seems to lie in a combination of the concreteness of the objects being studied, their origin and relation to the physical world, and the way they lie at the intersection of so many different parts of mathematics. In the past fifteen years a new component has been added: the availability of computer graphics to provide illustrations that are both mathematically instructive and esthetically pleas ing. During the course of the twentieth century, two major thrusts have played a seminal role in the evolution of minimal surface theory. The first is the work on the Plateau Problem, whose initial phase culminated in the solution for which Jesse Douglas was awarded one of the first two Fields Medals in 1936. (The other Fields Medal that year went to Lars V. Ahlfors for his contributions to complex analysis, including his important new insights in Nevanlinna Theory.) The second was the innovative approach to partial differential equations by Serge Bernstein, which led to the celebrated Bernstein's Theorem, stating that the only solution to the minimal surface equation over the whole plane is the trivial solution: a linear function."

This book represents the first concerted effort to place 19th and 20th century Russia in European context, as well as to understand Soviet Russia against the historical background of Imperial Russia. In a wide-ranging selection of topics--from corporal punishment to diary-writing, from the rise of nationalism to biological engineering--the authors argue that Russia shared in a larger European modernity marked by increased overlap and sometimes merger of realms that had previously been treated as separate entities: the social and the political, state and society, government and economy, and private and public.

Payment policies for certain medical services, such as physician services and the most durable medical equipment are based on fee schedules. This book provides an overview of Medicare payment rules by type of service, outlines current payment policies and summarises the basic rules for program updates.

I have been privileged to witness and participate in the great growth of knowledge on chemical carcinogenesis and mutagenesis since 1939 when I entered graduate school in biochemistry at the University of Wisconsin Madison. I immediately started to work with the carcinogenic aminoazo dyes un der the direction of Professor CARL BAUMANN. In 1942 I joined a fellow graduate student, ELIZABE1H CAVERT, in marriage and we soon commenced a joyous part nership in research on chemical carcinogenesis at the McArdle Laboratory for Cancer Research in the University of Wisconsin Medical School in Madison. This collaboration lasted 45 years. I am very grateful that this volume is dedi cated to the memory of Elizabeth. The important and varied topics that are reviewed here attest to the continued growth of the fields of chemical car cinogenesis and mutagenesis, including their recent and fruitful union with viral oncology. I feel very optimistic about the application of knowledge in these fields to the eventual solution of numerous problems, including the detection and estimation of the risks to humans of environmental chemical carcinogens and re lated factors."

Ein schneller und verstandlicher Einstieg in das Bankrecht liegt als Konzeption diesem neuen Band zugrunde. Im Vordergrund stehen nicht komplizierte kreditwirtschaftliche Einzelfragen, sondern bankrechtliche Grundstrukturen. Aufgezeigt wird der allgemeine Handlungsrahmen der Kreditinstitute, vor allem aber die vertraglichen Beziehungen der Kreditinstitute zu deren Kunden - und umgekehrt. Aber auch die Rechtsprechung pragt das Beziehungsgeflecht und wird, jedenfalls punktuell, bei den Kernbereichen vorgestellt und erlautert.

Grossen Wert legt der Autor auf die Vermittlung der systematischen Grundlagen in einer leicht verstandlichen Sprache. So wird die spatere Weiterverfolgung und Vertiefung von Spezialfragen erleichtert. Viele Ubersichten, kleine Beispielsfalle und memotechnische Elemente erleichtern das Behalten des Gelesenen."

The Cambridge Handbook of Creativity and Emotions provides a state-of-the-art review of research on the role of emotions in creativity. This volume presents the insights and perspectives of sixty creativity scholars from thirteen countries who span multiple disciplines, including developmental, social, and personality psychology; industrial and organizational psychology; neuroscience; education; art therapy, and sociology. It discusses affective processes - emotion states, traits, and emotion abilities - in relation to the creative process, person, and product, as well as two major contexts for expression of creativity: school, and work. It is a go-to source for scholars who need to enhance their understanding of a specific topic relating to creativity and emotion, and it provides students and researchers with a comprehensive introduction to creativity and emotion broadly.

This handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.

Studienarbeit aus dem Jahr 2005 im Fachbereich Informatik - Allgemeines, Note: 1,3, University of Sheffield, Veranstaltung: Studium Fundamentale, 19 Quellen im Literaturverzeichnis, Sprache: Deutsch, Abstract: Wenn Kinder spielen, dann identifizieren sie sich damit. Sie entdecken und erforschen, probieren und praktizieren. Die Natur des Kindes liegt im Spiel und im Lernen und entfaltet sich in diesem. In der naturlichen Entwicklung ist ein stetiger Lernprozess unaufhaltsam, es ist ein standig wahrender Prozess und endet im Grunde genommen nie. Man kann niemals genug lernen, egal wie alt man ist. Die Frage ist, ob sich die Spiele an sich, die Sicht- und Verarbeitungsweisen der heutigen Kinder, im Vergleich zu alteren Generationen, geandert haben. Die Entwicklung der Zeit und der Technik macht auch vor den Kindern keinen Halt. Wenn manch Altere den Umgang mit dem Computer heute erst lernen mussen, so ist dieser fur die jungeren Generationen selbstverstandlich. Seit dem Anbruch der Lernspielara ist es also fur Kinder als eine Leichtigkeit und ein reines Vergnugen zu lernen. Nun ist es nicht mehr tragisch, wenn man mit den Freunden am Nachmittag nicht draussen spielen kann- nein die Kleinen lernen lieber. Oder ist dies nur ein leicht ironisch angehauchter Werbespruch? Es bleibt zu fragen, ob die Kinder denn sonst nicht erfahrungsorientiert lernen, oder vielleicht gar mehr als mit den Lernspielen? Sicher ist, dass es heute mehr und vielfaltigere Moglichkeiten gibt als zu fruheren Zeiten, doch ob diese gleich zu runderneuerten und anders denkenden Kindern fuhren? Der Markt ist voll von Angeboten, alle viel versprechend und Aufsehen erregend. Doch was sind die Kriterien fur ein gutes Lernspiel, was fur Unterschiede herrschen vor, was sagen Padagogen, Psychologen und Wissenschaftler dazu und was sind die Vor- und Nachteile? Wie findet man sich in dem Dschungel aus Angeboten zurecht? All diese Fragen gilt es in der folgenden Arbeit zu beantworten. Es soll eine kleine Anre

This book comprises twelve essays on Stalinism by leading international historians, whose work presents a range of interpretations regarding Stalinism's origins and consequences. In particular the essays address the following questions:
why did the October Revolution of 1917 result not in a communist utopia but in the Stalinist dictatorship, with prison camps, bloody purges, and unprecedented state repression?
was Stalin personally to blame or were these events the result of social forces, socialist ideology, or the international threat?
how did Stalinism affect women and gender roles?
what was Stalinist policy toward ethnic and national minorities?
what impact did the Second World War have on Soviet society?

The chapters include work by both eminent historians and younger scholars who have conducted research in the newly-opened Russian archives. These perspectives are brought together by the editor who provides a contextualizing chapter and introductions to the debates. The book provides students and teachers with a valuable overview of the scholarship on Stalinism and an understanding of the debates that have shaped the field of Soviet history.