From the sixteenth through to the eighteenth century, printed disputations were the main academic output of universities. This genre is especially attractive as it deals with the most significant cultural and scientific innovations of the early modern period, such as the printing revolution and the development of new methods in philosophy, education and scholarly exchange via personal networks. Until recently, academic disputations have attracted comparatively little scholarly attention. This volume provides for the first time a comprehensive study of the early modern disputation culture, both through theoretical discussions and overviews, and numerous case studies that analyze particular features of disputations in various European regions.

The volume assembles 15 articles examining from a variety of perspectives and methodological approaches the forms and functions of New Latin texts broadly describable as poetry. While the main emphasis is on German poets (Paul Schede Melissus, Jacob Biedermann, Martin Opitz, Paul Fleming and others), consideration is also given to authors from Italy, France, England and Spain. Each article is followed by an edition of the text(s) discussed and a parallel German translation.

Die Festschrift fur Wilhem Kuhlmann zum 65. Geburtstag versammelt eine breite Palette an kulturhistorischen Beitragen, in deren Zentrum markante Personlichkeiten der deutschen Literaturgeschichte vom Mittelalter bis zur Moderne und ihre Auseinandersetzungen mit den Herausforderungen und Zumutungen der geschichtlichen Realitat stehen. Die Bewahrung des einzelnen Individuums im historischen Prozess erweist sich dabei insbesondere bei der Aufarbeitung bislang wenig oder nicht beachteter Quellen.

In the second half of the 18th century, the aesthetics of sensibility was the motivation for organized opposition to the 'cold' rationalism bound up with the name of Johann Christoph Gottsched. With recourse both to ancient and humanistic concepts of love, friendship, and sensibility and to medical and anthropological theorems on sensualism, there developed after 1740 a body of writings that have traditionally been designated as representing a 'culture of sensibility' referred to in German as Empfindsamkeit. In 14 studies, the contributors to this collection investigate the concepts behind the phenomenon of 'feeling-oriented' sociability, discuss examples from different literary genres, and engage with the contemporary reception accorded to the culture of sensibility.

This is a critical edition, with translation and commentary, of part of the cycle of elegies entitled AUrania VictrixA (1663), the important late poetic work of Jacob Baldes, Germany's most internationally renowned Jesuit poet. The work is not only a challenging example of edificatory literature faithfully reflecting the conflicts of the age, but also a compendium of Baroque knowledge culture, in which the five senses of the human body each enlarge upon their own experience of the modern world.

The study inquires into the social conditions governing literary life in 18th century Hessen-Darmstadt as an example of such connections at the time. The approach is empirical and based on regional history. This involves the evaluation of extensive sources, some of them archival, extending from school regulations and appointment documents, letters and journals to the literary works of such figures as Goethe or Klinger. After a discussion of the scholarly academy and the university as institutions of higher learning, the study turns to literary activity among intellectuals and the integration of courtly and female readerships into the process of literary production. The conclusion is that at a functional level literary activity in the 18th century was invariably related to superordinate endeavors by individuals to define and establish an identity for themselves within corporative society.

Literary scholars have long been aware of the phenomenon of intertextuality in the early modern age and hence in neo-Latin literature. Yet so far there have been very few historical or systematic studies engaging with specific adaptation procedures operating between individual texts or classes of text. This volume presents an initial sequence of case studies on the use of intertextual writing strategies such as parody, contrafactum, or cento in the Latin literature of Europe from the 15th to the 17th century. They are based on new research approaches centering around text typology and the history of literary functions.

This third volume completes the Latin works of Martin Opitz. It includes writings from the last decade of Opitz s life (1631 1639). Among the highlights of this volume is the short epic Ratispona liberata, programmatic dedication texts for the author s key works, and major homages and obituaries to members of the Polish nobility, which Opitz wrote in Thorn starting in 1635 and later in Gdansk."

The Early Modern Age (15tha "18th cents) saw the appearance of a vast number of Latin plays. The papers collected in this volume analyse exemplars of individual dramas or complexes of dramas to provide insights into the fundamental structures of the genre, but also into differences determined by history, denomination and function. Attention is also paid to theoretical dramatic and theatrical texts which reflected, accompanied and in their turn influenced the development of drama composition and stage practice. Finally, future research areas are indicated and wish lists set up.

This 1993 volume is a lucid and accurate history of the technical research that led to the first atomic bombs. The authors explore how the 'critical assembly' of scientists, engineers and military personnel at Los Alamos, responding to wartime deadlines, collaborated to create a new approach to large-scale research. The book opens with an introduction laying out major themes. After a synopsis of the prehistory of the bomb project, from the discovery of nuclear fission to the start of the Manhattan Engineer District, and an overview of the early materials programme, the book examines the establishment of the Los Alamos Laboratory, the implosion and gun assembly programmes, nuclear physics research, chemistry and metallurgy, explosives, uranium and plutonium development, confirmation of spontaneous fission in pile-produced plutonium, the thermonuclear bomb, critical assemblies, the Trinity test, and delivery of the combat weapons. Readers interested in history of science will find this volume a crucial resource for understanding the underpinnings of contemporary science and technology.

This 1993 volume is a lucid and accurate history of the technical research that led to the first atomic bombs. The authors explore how the 'critical assembly' of scientists, engineers and military personnel at Los Alamos, responding to wartime deadlines, collaborated to create a new approach to large-scale research. The book opens with an introduction laying out major themes. After a synopsis of the prehistory of the bomb project, from the discovery of nuclear fission to the start of the Manhattan Engineer District, and an overview of the early materials programme, the book examines the establishment of the Los Alamos Laboratory, the implosion and gun assembly programmes, nuclear physics research, chemistry and metallurgy, explosives, uranium and plutonium development, confirmation of spontaneous fission in pile-produced plutonium, the thermonuclear bomb, critical assemblies, the Trinity test, and delivery of the combat weapons. Readers interested in history of science will find this volume a crucial resource for understanding the underpinnings of contemporary science and technology.

From Principles of Learning to Strategies for Instruction

Part One

The purpose of this book is to help educators and training developers to improve the quality of their instruction. Unlike other available works, the text is not limited to a particular theoretical position. Nor is it like many of the instructional design texts, which ignore the learning literature. Rather, it draws upon any and all of those research-based principles regardless of learning theory, which suggest heuristics to guide instructional strategies. The approach of the authors is unique in that they develop a framework or model taxonomy for tasks, through which the principles of learning can be related to particular learning processes, suggesting distinctive strategies for specific instructional tasks. The authors present a four-stage model that includes acquisition, automaticity, near term transfer, and far term transfer.

Workbook Companion

Part Two

In this Workbook Companion, the strategies presented in the original book are expanded by supplying practical and specific strategies to implement of a variety of other subject matters. These strategies are based on the needs which the authors currently see and cite in existing educational systems. Each chapter concentrates on providing recommended instructional strategies and practical exercises for a specific target group: high school age adolescents. Contributors supply strategies in the different learning domains including Cognitive, Psychomotor, Affect, and Interpersonal, and each individual is responsible for training teachers, developing and/or evaluating curricula for such training, and educating high school students throughthe development and implementation of curricula.

Developed for both new and experienced teachers developing curricula for high-school adolescents, the goal of the Workbook Companion is to provide those in the field of education with strategies to incorporate each of the four domains into their lesson plans, regardless of subject area.

Praise for From Principles of Learning to Strategies for Instruction with Workbook Companion

"In 20] years of instructional design this book is the most comprehensive attempt to smoothly connect learning theory with practice advice and also provide clear examples of completed instruction that utilized both learning theory and best practice."

"I think that this book would benefit nearly everyone interested in instructional design."
- Richard Clark, Professor of Educational Psychology, Director, Center for Cognitive Technology, University of Southern California