In the capital of the political power of feudal Japan, Kyoto, around 1540, a clan of formidable swordsmen who had previously dedicated themselves to trade and the production of colors for dyeing fabrics began to emerge. However, their exploits as master swordsmen lasted only four generations; they then died out or had to return to their previous economic activities. More than for their skills as instructors of the house of the shogun, they, in fact, went down in history for a number of battles lost against Shinmen Munisai, and his legendary son, Miyamoto Musashi. In the stories passed down to us, truth and myth are blurred, leaving the researcher and the reader with many unanswered questions and doubts. Who were the Yoshioka? When did their exploits as swordsmen begin? Where did their martial art come from? Who were their opponents? Were they really defeated or killed in duels against Miyamoto Musashi?
Paul G. Bahn provides a richly illustrated overview of prehistoric rock art and cave art from around the world. Summarizing the recent advances in our understanding of this extraordinary visual record, he discusses new discoveries, new approaches to recording and interpretation, and current problems in conservation. Bahn focuses in particular on current issues in the interpretation of rock art, notably the 'shamanic' interpretation that has been influential in recent years and that he refutes. This book is based on the Rhind Lectures that the author delivered for the Society of Antiquaries of Scotland in 2006.
Although many agree that all teaching rests on a theory of knowledge, there has been no in-depth exploration of the implications of the philosophy of mathematics for education. This is Paul Ernest's aim. Building on the work of Lakatos and Wittgenstein it challenges the prevalent notion that mathematical knowledge is certain, absolute and neutral, and offers instead an account of mathematics as a social construction. This has profound educational implications for social issues, including gender, race and multiculturalism; for pedagogy, including investigations and problem solving; and challenges hierarchical views of mathematics, learning and ability. Beyond this, the book offers a well-grounded model of five educational ideologies, each with its own epistemology, values, aims and social group of adherents. An analysis of the impact of these groups on the National Curriculum results in a powerful critique, revealing the questionable assumptions, values and interests upon which it rests. The book finishes on an optimistic note, arguing that pedagogy, left unspecified by the National Curriculum, is the way to achieve the radical aims of educating confident problem posers and solvers who are able to critically evaluate the social uses of mathematics.
Central America before the Spanish Conquest has often been considered by North American archaeologists as a “backwater” of peripheral importance located between the advanced ancient civilizations of South America and Mesoamerica (Mexican–Maya country). Recent archaeological research has revealed that this area played a much more significant role in New World cultural history than was previously thought. Healy’s study examines the archaeological record of one subarea of Southern Central America, the Rivas region of Pacific Nicaragua. The work gives a detailed analysis of excavations and of artifacts recovered at seven significant prehistoric sites. A critical pioneering effort, the monograph documents cultural changes occurring over a 2,000–year time period—changes in technology, material culture, settlement, subsistence, and socio–political organization.
This book begins by investigating, through the use of think-aloud protocols, the mental processes of students when they translate. The creative and successful processes observed can be used directly for teaching purposes, while the unsuccessful ones can serve to find out where remedial training is needed. The book then goes on to discuss methods for improving a translator's competence. The strategies offered are based on the pragmatic and semantic analysis of texts from a functional point of view, and they include such practical matters as the use of dictionaries and the evaluation of translations and error analysis. The book is intended for teachers in translator-training institutions, but it can also be used by students for self-training.
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