Religious education seeks to help students acquire religious ideas by interpreting religious and other stories in accordance with their life world. Schools pursue this goal by organising religious learning activities. The question is whether the acquisition of religious ideas is possible for young students, considering the difficulties such as the complex and not readily understandable religious stories, and social developments as de-institutionalisation, de-traditionalisation and pluralisation? What are the possibilities for primary schools of teaching their students knowledge about religious ideas? What is the influence of feelings on the acquisition? What possibilities in the form of learning arrangements can be created for primary school students, with their diverse religious backgrounds, to acquire religious ideas optimally? That is the cardinal problem explored in this study.
Religious education seeks to help students acquire religious ideas by interpreting religious and other stories in accordance with their life world. Schools pursue this goal by organising religious learning activities. The question is whether the acquisition of religious ideas is possible for young students, considering the difficulties such as the complex and not readily understandable religious stories, and social developments as de-institutionalisation, de-traditionalisation and pluralisation? What are the possibilities for primary schools of teaching their students knowledge about religious ideas? What is the influence of feelings on the acquisition? What possibilities in the form of learning arrangements can be created for primary school students, with their diverse religious backgrounds, to acquire religious ideas optimally? That is the cardinal problem explored in this study.
Here is a broad sampling of traditional and contemporary Dutch tales that will entertain and inform readers and listeners of all ages. From animal tales and tales of magic to religious and realistic stories, and contemporary urban legends, you'll find in this collection scores of tales, riddles, puzzles, and jokes to savor and share. Many of the stories are rooted in the traditional rural society of the Netherlands, while others have sprung from the modern, urban, and multi-ethnic society that Holland is today. Background information on the country and the stories, and color photographs and illustrations, along with a detailed bibliography, makes this a well-rounded resource for educators, folklore scholars, and general readers. All levels.
This text takes a wholly new look at a major early twentieth-century Dutch poet and novelist from the perspective of world literature, situating his work in both a national and a world literary context as measured against contemporaries and near-contemporaries such as Conrad, Pound, Brecht, Segalen, and Malraux. Exemplifying how an author from a “minor” literature may be a “major” world author, this book considers the debates within World Literature regarding the classification of literatures as ‘major’ and ‘minor’, canon formation within Dutch literature, Slauerhoff's position in the Dutch tradition as well as well as his contribution to world literature, particularly focusing on his East Asian poems, his East Asian novels and stories and his poetry and prose set in Latin America. This book is a key read for scholars and students of comparative literature, world literature, European literature, and Dutch literature. Lucid in style, innovative in approach, surprisingly fresh qua topic, this book opens new horizons for literary studies.
Governing, managing and organizing the supply and demand for IT is the subject of this book. The book consists of five parts. These parts are the basic concepts, organizing IT demand and supply, governing and controlling IT, aspects of IT governance and management, and IT governance and management, which in the future will often use IT platforms.
Discusses the IT management tasks and the objects involved. This book outlines traditional IT management; deals with controlling IT; and, tackles the financial, personnel, purchasing, legal and security aspects in IT. It explains the effects of striving for 'utility computing' and control of IT by means of 'IT portfolio management'.
Immunoglobulins are a group of closely related glycoproteins composed of 82 to 96% protein and 4 to 18% carbohydrate. In humans, there are five classes of immunoglobulins, which differ in heavy-chain structure. Immunoglobulin G (IgG) is the major class of immunoglobulins in blood and can be further subdivided in subclasses. The four subclasses of IgG were discovered in the 1960s following extensive studies using specific rabbit antisera against human IgG myeloma proteins.1 They are designated IgG1, IgG2, IgG3, and IgG4, in order of decreasing abundance. Several decades of research has revealed subtle but profound differences among the subclasses. Each subclass has a unique profile with respect to antigen binding, immune complex formation, complement activation, triggering of effector cells, and placental transport (Table 9.1). In addition, IgG antibody responses to different types of antigens or pathogens often lead to marked skewing toward one of the subclasses. On the other hand, selective subclass deficiencies are usually not detrimental to the individual but do sometimes lead to enhanced susceptibility toward specific classes of pathogens. All in all, the acquired variability within the Ig locus seems to have been selected for beneficial changes during evolution for optimizing or fine-tuning the antibody-mediated immune response.
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