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Bringing History to Life
History has never been as present in our daily lives as it is today. Through any number of media outlets, tens of millions of people are in daily contact with historical discourses and practices. Between games, informational articles, social media posts and other sources, history is everywhere—in Civilization VI, live-action role-playing games, The Berlin Trilogy, Game of Thrones, and the works of Tolkien or Satrapi. This rise in popularity of history, along with an unprecedented access to social platforms, provide opposing and irreconcilable views of what should be commemorated (or debunked), of decolonization and reconciliation, and of other historical and social justice questions such as the elimination of police brutality and racism. How can we help our youth develop the critical thinking they need to address these questions? Reflecting on the use of works of non-academic history in the classroom, the authors of this book explore the use of popular or public history to teach historical thinking that will enable students to become informed and engaged citizens.
E-teaching History
Incorporating Information and Communication Technology tools into the teaching and learning of history has become a common practice worldwide. It is no longer a question of if, but of how to introduce it in the classroom in order to make history education more effective and enjoyable. This book gathers the experiences and reflections of researchers from three continents, based on their own activities and on empirical studies. The contributions concentrate on videogames related to the past, history e-textbooks, and applications for mobile devices with historical content. Some texts deal explicitly with global phenomena, such as the “Assassin’s Creed” or “Colonization” games, some present materials developed for the international market, such as a European e-textbook or mobile phone applications, while others concentrate on local experiences, such as a Chinese e-schoolbag, a Swiss tablet application, Polish and Estonian e-textbooks, or English teacher training. The book is a result, and a reinforcement, of the belief that history educators can benefit from the lessons learnt in other places of the globalising world.
O Espelho da Síndrome de Burnout
O Livro "O Espelho da Síndrome de Burnout" mostra a luta que muitas pessoas enfrentam em suas vidas diárias, portanto essa ficção cristã toca em um assunto importante da raça humana: a crise da alma. Há um espelho diante de cada pessoa que a faz refletir seus piores temores e maldades, entretanto, Jesus Cristo veio para que cada pessoa não reflita mais a si própria, mas a Vida Maravilhosa d’Ele. Esse livro conta a história de uma mulher que descobriu o que é ser amada, cuidada e abençoada diante de suas crises mais angustiantes. O escritor Anderson Araújo, com sua inclinação para a investigação criminal, cria um certo suspense ao decorrer da história. Leia e descubra que Deus comanda todas as circunstâncias de nossas vidas.
Les pratiques enseignantes entre instruire et socialiser
Si l'école a toujours eu, en tant qu'institution multifonctionnelle, à assumer plusieurs finalités, on lui demande aujourd'hui de répondre à de nouvelles fonctions, non traditionnelles, dans un contexte où les visions normatives qui prévalaient se sont éteintes. En traitant des rapports entre instruction et socialisation, la question que ce livre pose en filigrane concerne la mission que nos sociétés entendent confier à l'école. Cette question renvoie au sens et au contenu que véhiculent ces deux finalités – instruite et socialiser – dans des contextes sociaux locaux et globaux qui sont substantiellement transformés depuis quelques décennies, et qui sont dominés par le phénomène de mondialisation. Les notions d'instruction et de socialisation, tant dans leurs rapports que dans les déclinaisons qu'elles induisent, sont symptomatiques de tensions inhérentes à différentes conceptions de l'homme et, partant, des options relatives aux processus éducatifs qui les sous-tendent.
Researching History Education
Any attempt to improve history education depends on a sound knowledge of its current state as well as of possible alternatives. Aiming to broaden nationally limited educational discourse, this book brings together twelve perspectives on history education research from across Europe and America. With a focus on empirical research, each chapter outlines national as well as disciplinary traditions, discusses findings and methodology and generates perspectives for future research, thus allowing insight into remarkably rich and diverse academic traditions. Since the publication of the first edition of this book, empirical research on historical thinking and learning has intensified and diversified. Therefore, each chapter was revised and extensively updated for this second edition. In order to adequately reflect the ever-growing field of research, several authors chose to bring on a coauthor for the updated version of their paper. Additionally, a new introduction provides a comparative perspective on the chapters contained in this volume.
Proceedings on 25th International Joint Conference on Industrial Engineering and Operations Management – IJCIEOM
This book presents the conference proceedings of the 25th edition of the International Joint Conference on Industrial Engineering and Operations Management. The conference is organized by 6 institutions (from different countries and continents) that gather a large number of members in the field of operational management, industrial engineering and engineering management. This edition of the conference had the title: THE NEXT GENERATION OF PRODUCTION AND SERVICE SYSTEMS in order to emphasis unpredictable and very changeable future. This conference is aimed to enhance connection between academia and industry and to gather researchers and practitioners specializing in operation management, industrial engineering, engineering management and other related disciplines from around the world.
Le manuel scolaire
Dans le présent ouvrage, certaines équipes étudient l’utilisation du manuel lors de l’intervention éducative; d’autres se penchent sur le manuel comme discours ou sur la description des pratiques relatives à la conception, à la production et à la diffusion de manuels; d’autres enfin analysent le contenu des manuels, en touchant leurs aspects disciplinaires, didactiques et sociologiques.
The Macroecological Perspective
This comprehensive volume discusses the patterns and processes analyzed in macroecology with a distinct look at the theoretical and methodological issues underlying the discipline as well as deeper epistemological matters. The book serves as a synthesis of macroecological literature that has been published since Brown and Maurer proposed and defined the term “macroecology” in 1989. Author José Alexandre Felizola Diniz-Filho draws from the different disciplines and branches (ecology, evolutionary biology, physiology, behavioral sciences, climatology, and paleontology) that make up macroecology to present a full, holistic picture of where the discipline stands. Through ten chapters, Diniz...
