The field of Indian studies and the wide-ranging fascination with India in Wilhelmine Germany emerged during a time of extraordinary cultural and political tensions, which explicitly informed the analyses, understanding, and interpretation of Indian traditions. That is, German Indologen - eminent professors in Indian Studies - and other intellectuals transacted concerns with religious traditions, scientific imperatives, and sociopolitical transformations. Specifically, these German intellectuals drew on non-Western traditions to assemble an archive of knowledge through which they could negotiate a number of issues, including: denominational agendas - both Catholic and Protestant - as the established Churches sought to solidify their roles in a more secular world dominated by Bismarckian power politics and eventually imperial designs; the perceived faltering of religious signifiers, sparked in part by the scientific challenges to Biblical exegesis as the primary source for establishing human knowledge and spiritual identity; a new paradigm for the nation as Germany sought to identify itself during the age of Empire, with its inherent colonial competition among the European powers; and new, innovative paths for re-shaping intellectual identity and re-building community consensus in response to these perceived stresses. The image of India became a powerful sounding board during the Kaiserreich for many intellectuals to re-negotiate modern definitions of science, culture, and religion - to re-formulate their destabilized sense of history and progress. Just as Chamberlain projects in 1905, German Indologists had already long sought to navigate the unstable religious, social and political waters of Wilhelmine Germany through their constructed India. This study shows that these religious (denominational and spiritual) dilemmas, political agendas, and shifting social consensus became inextricably entangled in the wider German encounter with India.

This text is an analysis of the aspects of sound in James Joyce's book "Finnegans Wake". It considers phonetic symbolism, rhythm, pitch-contours, motifs and songs in a way which shows how Joyce's work has a genuinely musical layer that is particularly apparent when the book is read aloud. The assumption that there is no relationship, other than an arbitrary one, between sound and meaning is seriously challenged. Peter Myers is the author of "An Introduction to "Five Sisters", York" and "Rice Krispies".

CYCLES is a riveting account of one woman's triumph over many of life's obstacles. This novel will encourage you, provoke you and challenge you! It explores Prececa Morriston's weaknesses and strengths and how she becomes a true woman of substance through it all. Through all the snares, rejection, pain, confusion and being misunderstood, Prececa is still here .... And she has a testimony!

This edited book is the first full-length volume exclusively devoted to new research on the challenges and practices of teaching global issues. It addresses the ways that schools can and do address young people's interest and activism in contemporary global issues facing the world. Many young people today are passionate about issues such as climate change, world poverty, and human rights but have few opportunities in schools to study such issues in depth. This book draws on new research to provide a deeper understanding and examples of how global issues are taught in schools. The book is organized in two sections: (1) contexts and policies in which global issues are taught and learned; and (2) case studies of teaching and learning global issues in schools. The central thesis is that global issues are an essential feature of democracy and social action in a world caught in the thrall of globalization. Schools can no longer afford to ignore teaching about issues impacting across the world if they intend to keep young people engaged in learning and want them to make their own communities-and the greater world-better places for all.

The wide-ranging fascination with India in Wilhelmine Germany emerged during a time of extraordinary cultural and political tensions. This study shows how religious (denominational and spiritual) dilemmas, political agendas, and shifting social consensus became inextricably entangled in the wider German encounter with India during the Kaiserreich.

This edited book is the first full-length volume exclusively devoted to new research on the challenges and practices of teaching global issues. It addresses the ways that schools can and do address young people's interest and activism in contemporary global issues facing the world. Many young people today are passionate about issues such as climate change, world poverty, and human rights but have few opportunities in schools to study such issues in depth. This book draws on new research to provide a deeper understanding and examples of how global issues are taught in schools. The book is organized in two sections: (1) contexts and policies in which global issues are taught and learned; and (2) case studies of teaching and learning global issues in schools. The central thesis is that global issues are an essential feature of democracy and social action in a world caught in the thrall of globalization. Schools can no longer afford to ignore teaching about issues impacting across the world if they intend to keep young people engaged in learning and want them to make their own communities-and the greater world-better places for all.