Migration and Migrant Identities in the Near East from Antiquity to the Middle Ages

The Alter Ego Effect: The Power of Secret Identities to Transform Your Life

Manufacturing Identities: The system doesn’t want you to know who you are

Italian female filmmakers in the Sixties and Seventies: lives, histories, and identities. Ediz. illustrata

THE CITY OF BORROWED FACES: A Tale of Lost Identities and Hidden Truths

Understanding Bisexuality and Pansexuality: Science, Identity, Society, and Lived Experience (Understanding LGBTQ+ Identities)

Three aspiring teacher from different racial and ethnic groups discuss their aspirations to become teachers. Through their discussion of their expectations for teaching and perceptions of education in the United States they reveal their values related to social justice. As they navigate their first two years in the university setting they are confronted with questions about identity and equity that impact their views about what schools should provide. Each participant in this case study of three prospective teachers of color share their life histories and early influences on their value systems. Included in their life histories are intersections of race, class, language, and ethnicity. Each participant expresses a desire to avoid reproducing the problems they experienced in schools or witnessed. However, their journey in the educational pipeline toward teaching continues to be tenuous as they struggle with their identity development, university context, and uncertainty about how to construct a teacher identity that aligns with their sense of purpose.

The Power of Us: Harnessing Our Shared Identities for Personal and Collective Success

Sport, Nationalism, and Globalization (Suny Series in National Identities): European and North American Perspectives

Artisans of the body in early modern Italy: Identities, families and masculinities (Gender in History)

Seven Divine Identities: Christian Woman’s Journey Through the 7-Year Cycles of Life

Debra A. Hope Das Nebraska Symposium on Motivation ist reich an Geschichte und Tradition. Im Laufe der Jahre haben die Herausgeber der Reihe bestrebt, die höchsten Standards akademischer Exzellenz aufrechtzuerhalten und einige der wichtigsten Trends in der Psychologie hervorzuheben. Ein Blick auf die Kapiteltitel der ersten 53 Bände zeigt die sich verändernden Schwerpunkte, während sich die Wissenschaft der Psychologie in der zweiten Hälfte des zwanzigsten Jahrhunderts entwickelte. Alle wichtigen Themen sind vertreten – die Triebtheorie, soziales Lernen, die kognitive Revolution, sich entwickelnde Perspektiven zum Verständnis individueller Unterschiede und der Rolle der Kultur sowie die zunehmende Bedeutung der Neurowissenschaften. Auch die Schlüsselpersonen sind präsent – Harry Harlow, Kenneth Spence, Raymond Cattell, George Kelly, Albert Bandura, Carl Rogers, Carroll Izard, Walter Mischel, Sandra Bem, Sandra Spence, Herbert Simon, David Barlow und viele andere. Ende 2004 traf ich mich mit einer Gruppe interessierter Doktoranden, und gemeinsam entwickelten wir einen Vorschlag, um diese lange und stolze Tradition mit einem Band über sexuelle Orientierung zu verbinden. Unsere Motivation stammte teilweise aus den Ereignissen um uns herum. Die Debatte über die gleichgeschlechtliche Ehe wurde in den Medien umfassend behandelt und spiegelte eine schnelle und wichtige Diskussion über sexuelle Orientierung wider, die wir als Gesellschaft führten (und immer noch führen). Die Psychologie und verwandte Bereiche haben viel zu den vielen Themen zu bieten, die in dieser Debatte angesprochen werden.

Three aspiring teacher from different racial and ethnic groups discuss their aspirations to become teachers. Through their discussion of their expectations for teaching and perceptions of education in the United States they reveal their values related to social justice. As they navigate their first two years in the university setting they are confronted with questions about identity and equity that impact their views about what schools should provide. Each participant in this case study of three prospective teachers of color share their life histories and early influences on their value systems. Included in their life histories are intersections of race, class, language, and ethnicity. Each participant expresses a desire to avoid reproducing the problems they experienced in schools or witnessed. However, their journey in the educational pipeline toward teaching continues to be tenuous as they struggle with their identity development, university context, and uncertainty about how to construct a teacher identity that aligns with their sense of purpose.

BETWEEN CONCERT HALL AND MUSEUM: Musics and Identities of Taiwanese Indigenous People (Asian Studies)

Das Buch "Group Identities on Units and Symmetric Units of Group Rings" von Gregory T. Lee bietet eine umfassende Analyse der Gruppenringe und deren Einheiten. Es untersucht die Bedingungen, unter denen die Gruppe der Einheiten eines Gruppenrings über einem Körper eine Gruppenidentität erfüllt. Insbesondere wird auf die Ergebnisse eingegangen, die seit den 1990er Jahren in der Forschung erzielt wurden, einschliesslich der Verifizierung von Hartleys Vermutung. Das Werk behandelt sowohl allgemeine Gruppenidentitäten als auch spezifische Bedingungen für symmetrische Einheiten, die eine besondere Rolle in der Theorie der Gruppenringe spielen. Die Ergebnisse sind für Mathematiker und Forscher von Interesse, die sich mit algebraischen Strukturen und deren Eigenschaften befassen. Die klare Struktur und die detaillierte Darstellung der Theorien machen das Buch zu einer wertvollen Ressource für das Verständnis der komplexen Zusammenhänge in der Gruppentheorie.

The Myth of the Twelve Tribes of Israel: New Identities Across Time and Space

Seminar paper from the year 2003 in the subject English Language and Literature Studies - Literature, grade: 2+ (B), University of Würzburg (Philosophy Institut II - Anglistics), course: Writing the British Empire, language: English, abstract: E.M. Forster¿s novel "A passage to India" was published in 1924. The work is largely based on the personal experiences Forster made during his two visits to India, which are the source of the striking authenticity of the text. Forster experienced the possibility of another view of life, that was opened up to him through his Indian friendships. On the other hand, he got to know the difficulties that spring up from so profoundly different approaches to life as the ones of the West and the East. Due to his own attitude of liberal-humanism and his belief in the freedom of action and the individuality of each human being as the basis for any political action, he was upset by the racial oppression, the cultural misunderstandings and the hypocrisies he found in Anglo-India. Forster¿s novel is clearly concerned with the doubtfulness of the concept of superiority. It puts forth the question to what extent a culture can claim to be a civilized nation and in virtue of what it can be justified to impose one¿s own way of life upon another culture. The author provides us with a vivid picture of Indian concepts and Indian sets of values without judging them or separating right from wrong. His suggestion seems to be to accept the co-existence of such alternatives. More complex is the problem of intercultural relationships. How can barriers be torn down and bridges be built? To this question, Forster does not give a definite answer. He suggests a flourishing interchange between the races until the necessary cultural sensibility is achieved. At several points in the novel, the author hints at the general possibility of a peaceful relation between the two races: All the Indians who had been in England had had only positive experiences. But within a colonial context this seems impossible. Although reconciled, Aziz and Fielding have to accept that their friendship is not possible because they have no meeting place, at least ¿not yet¿, not until India has her own nation and is free from the oppression of the colonial system.