There is a difference between that which is and that which is to be. Anthropologically: there is a way I am, and the way I am to be, or not to be. How are we to explain this? This book presents the argument that human nature is both complex and complicated in at least two specific ways--ontologically and ethically. In our being we are indisputably good, dignified, worthy, important, or even noble. But in our morality we are ambivalent--capable of both good and evil, the humane and the inhumane. In his paramount work Jan Amos Comenius expresses the goal of his lifelong endeavor: "to help keep man from falling into a non-man" (Pampaedia). If human beings are to become what they ought to be, they need to be educated towards humanity, says Comenius. But the fundamental question is, what is a human being? And what ought one to be? "Salt ought to be salty. A river ought to be clear. A knife ought to be sharp. But what ought a person to be?" What is the essence of our humanity? And how can that be cultivated or educated? This book presents Comenius's answers to these questions.
This book is not a list or an overview of various theories of ethics. Nor is it a didactic manual for specific teaching units on moral education aimed at some group based on age or a particular theme (although some educational frameworks will be proposed). As the title suggests, the book intends to seek the starting points or foundations without which no moral education would be possible. The goal is to formulate and tackle the key questions that precede all moral education. What makes “good vs. evil” language possible and meaningful? Can virtue be taught and learned? What makes our actions good? What is the condition of human nature? Are we naturally good, or evil? What constitutes an educator’s right to morally influence anyone else (not just a child)? What is the goal of moral education? What does a morally educated person look like? And how can we ensure the coveted moral result? Or—in the words of Jan Amos Comenius, the “teacher of nations”—how to educate a person to not only know what is good, but also to want what is good, and to do what is good “even when no one is looking?”
Differently oriented specialists and students involved in image processing and analysis need to have a firm grasp of concepts and methods used in this now widely utilized area. This book aims at being a single-source reference providing such foundations in the form of theoretical yet clear and easy to follow explanations of underlying generic concepts. Medical Image Processing, Reconstruction and Analysis – Concepts and Methods explains the general principles and methods of image processing and analysis, focusing namely on applications used in medical imaging. The content of this book is divided into three parts: Part I – Images as Multidimensional Signals provides the introduction to basic image processing theory, explaining it for both analogue and digital image representations. Part II – Imaging Systems as Data Sources offers a non-traditional view on imaging modalities, explaining their principles influencing properties of the obtained images that are to be subsequently processed by methods described in this book. Newly, principles of novel modalities, as spectral CT, functional MRI, ultrafast planar-wave ultrasonography and optical coherence tomography are included. Part III – Image Processing and Analysis focuses on tomographic image reconstruction, image fusion and methods of image enhancement and restoration; further it explains concepts of low-level image analysis as texture analysis, image segmentation and morphological transforms. A new chapter deals with selected areas of higher-level analysis, as principal and independent component analysis and particularly the novel analytic approach based on deep learning. Briefly, also the medical image-processing environment is treated, including processes for image archiving and communication. Features Presents a theoretically exact yet understandable explanation of image processing and analysis concepts and methods Offers practical interpretations of all theoretical conclusions, as derived in the consistent explanation Provides a concise treatment of a wide variety of medical imaging modalities including novel ones, with respect to properties of provided image data
This comprehensive reference is clearly destined to become the definitive anatomical basis for all molecular neuroscience research. The three volumes provide a complete overview and comparison of the structural organisation of all vertebrate groups, ranging from amphioxus and lamprey through fishes, amphibians and birds to mammals. This thus allows a systematic treatment of the concepts and methodology found in modern comparative neuroscience. Neuroscientists, comparative morphologists and anatomists will all benefit from: * 1,200 detailed and standardised neuroanatomical drawings * the illustrations were painstakingly hand-drawn by a team of graphic designers, specially commissioned by the authors, over a period of 25 years * functional correlations of vertebrate brains * concepts and methodology of modern comparative neuroscience * five full-colour posters giving an overview of the central nervous system of the vertebrates, ideal for mounting and display This monumental work is, and will remain, unique; the only source of such brilliant illustrations at both the macroscopic and microscopic levels.
The Book of Job contains the only sustained, through-composed work in verse in the Hebrew Bible. This makes it very suitable as a testing area for the rules of verse structure and all other aspects of prosody that were developed in Major Poems of the Hebrew Bible Vol. II and are now also available in Reading Biblical Poetry. This fourth and last volume completes the study that in Vol. I started with Job 3 (curses and complaint), and continued with the first round of the debate (chs.4-14) in Vol. II. Again, the analysis follows two separate circuits: on the one hand that of language, style and structure, on the other hand that of measuring proportions on at least five textual levels. The poetry section of the Book of Job contains 412 strophes, of which the protagonist Job speaks exactly half. His portion of 206 strophes is also divided into equal halves: in 103 short and 103 long strophes. Even more than in the Psalms, the norm figures 7, 8 and 9 play an essential part in the composition of the poems and their average number of syllables per colon. The forty poems of the book exhibit various forms of numerical perfection, and the correct demarcation of strophes and stanzas is found to considerably improve and expand our understanding of its contents.
This third volume of Gyllenbok's encyclopaedia of historical metrology comprises the second part of the compendium of measurement systems and currencies of all sovereign states of the modern World (J-Z). Units of measurement are of vital importance in every civilization through history. Since the early ages, man has through necessity devised various measures to assist him in everyday life. They have enabled and continue to enable us to trade in commonly and equitably understood amounts, and to investigate, understand, and control the chemical, physical, and biological processes of the natural world. The encyclopeadia will be of use not only to historians of science and technology, but also to economic and social historians and should be in every major academic and national library as standard reference work on the topic.
The Stories and the Games: Alekhine – Euwe – Botvinnik – Smyslov – Tal - Petrosian – Spassky – Fischer - Karpov – Kasparov For many years Jan Timman was one of the best chess players in the world. He combined his brilliant successes on the board with a passion for writing and meticulously analysing his own games and those of his rivals. Three times he was a World Championship Candidate and in 1993 he played in the final of the FIDE World Championship. In this fascinating book, Jan Timman portrays ten World Chess Champions that played an important role in his life and career. Alexander Alekhine (1892-1946) he never met, but the story of how in Lisbon he bought one of the last chess sets belonging to the fourth World Champion is one of many highlights in this book. Timman has a keen eye for detail and a fabulous memory, and he visibly enjoys sharing his insider views, including many revelations about the great champions. Timman’s Titans not only presents a personal view of these chess giants, but is also an evocation of countless fascinating episodes in chess history. Each portrait is completed by a rich selection of illustrative games, annotated in the author’s trademark lucid style. Always to the point, sharp and with crystal-clear explanations, Timman shows the highs and lows from the games of the champions, including the most memorable games he himself played against them.
Break through language barriers and put ELL students at ease in your classroom! More than ever before, K–12 educators in today's classrooms teach students from diverse language backgrounds. This handy reference guide to the ten most common languages of students who do not speak English—Spanish, Russian, Vietnamese, Arabic, Tagalog, Haitian Creole, Navajo, Hmong, Cantonese, and Korean—offers practical guidance for communicating with ELL students and their families. With a chapter dedicated to each language, this book provides a wealth of resources to help you make meaningful connections with ELL students, including: • Information about the traditions, religions, and celebrations of the family's country of origin • Guides to common words and phrases in the student's native language • Picture dictionaries that can be reproduced for use with students • Sample parent letters that include both English and native language translations • Basic reading tests in ten languages Language can be an intimidating barrier to many students and teachers alike. Don’t let it stand in the way of success. Help ensure that English Language Learners successfully transition into the school community and participate fully in the classroom learning environment!
The book consists of transcriptions and summary translations of two texts in, mostly, Ottoman Turkish, the first of which is the recently discovered second volume of the diary of the German orientalist Karl Süssheim, covering the years 1903-08 which he mostly spent in Istanbul. The second text is a printed memoir of a Young Turk officer called İsma’il Hakkı, in which the latter discusses his life, political engagement and the resulting problems. Süssheim met İsma’il Hakkı in Cairo in 1908 and kept in contact with him later. The texts offer a lively picture of Istanbul and Cairo in the early years of the 20th century, the repressive regime of Sultan Abdulhamid II and the heady days of the Young Turk revolution of July 1908.
This book is not a list or an overview of various theories of ethics. Nor is it a didactic manual for specific teaching units on moral education aimed at some group based on age or a particular theme (although some educational frameworks will be proposed). As the title suggests, the book intends to seek the starting points or foundations without which no moral education would be possible. The goal is to formulate and tackle the key questions that precede all moral education. What makes "good vs. evil" language possible and meaningful? Can virtue be taught and learned? What makes our actions good? What is the condition of human nature? Are we naturally good, or evil? What constitutes an educator's right to morally influence anyone else (not just a child)? What is the goal of moral education? What does a morally educated person look like? And how can we ensure the coveted moral result? Or--in the words of Jan Amos Comenius, the "teacher of nations"--how to educate a person to not only know what is good, but also to want what is good, and to do what is good "even when no one is looking?
There is a difference between that which is and that which is to be. Anthropologically: there is a way I am, and the way I am to be, or not to be. How are we to explain this? This book presents the argument that human nature is both complex and complicated in at least two specific ways--ontologically and ethically. In our being we are indisputably good, dignified, worthy, important, or even noble. But in our morality we are ambivalent--capable of both good and evil, the humane and the inhumane. In his paramount work Jan Amos Comenius expresses the goal of his lifelong endeavor: --to help keep man from falling into a non-man-- (Pampaedia). If human beings are to become what they ought to be, they need to be educated towards humanity, says Comenius. But the fundamental question is, what is a human being? And what ought one to be? --Salt ought to be salty. A river ought to be clear. A knife ought to be sharp. But what ought a person to be?-- What is the essence of our humanity? And how can that be cultivated or educated? This book presents Comenius's answers to these questions. --Jan Habl has done a wonderful service for educators everywhere by recalling Comenius's vision of what education is and what education should be. Two types of educators will especially benefit: those who find beauty and truth in creation and Scripture, and those who value virtue and piety as worthy educational goals. Reading this book can only encourage deep thought, productive discussion, and, in Comenius's own words, motivation 'to follow Him.' It is deserving of a wide audience. I enthusiastically recommend it.-- --Duane H. Elmer, PhD, Distinguished Professor of Educational Studies, Emeritus; G. W. Aldeen Professor of International Studies, retired, Trinity International University/Divinity School --Professor Habl has provided us a fascinating and wide-ranging exegesis of Comenius's anthropology and the many implications for education and human flourishing. I highly commend this book to all who are called to the task of education and wish to think well about the ends and means of this endeavor.-- --Stan W. Wallace, President and CEO, Global Scholars Jan Habl is a professor of pedagogy at universities in Usti nad Labem and Hradec Kralove (Czech Republic).
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