Thematische Bibliographien / Mentoring – Fiction

Auswahl der wissenschaftlichen Literatur zum Thema „Mentoring – Fiction“

Autor: Grafiati

Veröffentlicht am 25. Juli 2024

Zuletzt aktualisiert am 26. Juli 2024

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an

Wählen Sie eine Art der Quelle aus:

Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Mentoring – Fiction" bekannt.

Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.

Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.

Zeitschriftenartikel zum Thema "Mentoring – Fiction"

Kremer, S. Lillian. „Mentoring American Jews in Fiction by Bernard Malamud and Philip Roth“. Philip Roth Studies 4, Nr. 1 (März 2008): 5–18. http://dx.doi.org/10.1353/prs.2008.a386426.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Schaafsma, David, Antonio Tendero und Jennifer Tendero. „Making It Real: Girls’ Stories, Social Change, and Moral Struggles“. English Journal 88, Nr. 5 (01.05.1999): 28–37. http://dx.doi.org/10.58680/ej1999440.

Der volle Inhalt der Quelle

Annotation:

Describes a year-long project created and undertaken by a group of 14 eighth-grade girls to conduct interdisciplinary research on teenage sexuality and pregnancy. The project involved reading and discussing fiction and nonfiction, conducting interviews with teenage mothers, writing and publishing a booklet, and mentoring a group of fifth- and sixth-grade girls.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Lee, Terry. „“Instigating Women” and Initiation in Postmodern Male Identity: Women Mentoring Men in Michael Dorris's Short Fiction“. Journal of Men’s Studies 6, Nr. 2 (März 1998): 209–25. http://dx.doi.org/10.1177/106082659800600206.

Der volle Inhalt der Quelle

Annotation:

Two short stories from Working Men by the American fiction writer Michael Dorris enact romantic heterosexual relationships in which a woman becomes the mentor who helps carry a man stuck in delayed adolescence into initiated manhood. Dorris's stories update and make accessible the mythical and magical elements that Robert Bly has described in his Iron John as being able to renew a man stuck in his boyhood woundedness. Where Bly discusses the female mentor for men in terms of “meeting the god woman” and the wild woman guarding a sacred pond, Dorris fleshes out his female guides in the form of what Bly calls “instigating wom[en],” contemporary women who possess a certain wisdom. These women play a life-transforming role in establishing a more mature, differentiated identity in men.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Abdillah, Khumaidi, und Siti Aisah. „Peningkatan Minat Baca Bagi Siswa MI Menggunakan Metode “ABACALAH” Berbasis Komunitas“. TA'AWUN 2, Nr. 02 (18.08.2022): 239–43. http://dx.doi.org/10.37850/taawun.v2i02.319.

Der volle Inhalt der Quelle

Annotation:

The purpose of this community based is to increase the interest in reading by MI students using the community-based "ABACALAH" method. The method in community based is partnership-based. The location of this community service is carried out at MI Hayatul Ulum Pangean Maduran lamongan East Java. This form of community service activity is in the form of mentoring, providing motivation, lectures, and discussions. The result of this community service is that students are motivated and increasingly active in reading because this service also provides books collectively, as well as adding books in the school library. During the service activity, students were very enthusiastic in solving several questions provided. Based on the community service activities that have been carried out, it can be concluded that this service program runs in accordance with the purpose of the activity, namely students are motivated when they are guided to read both fiction and nonfiction books

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Davletova, M. T., und K. Sh Syzdykova. „Innovative technologies in Kazakhstan“. Bulletin of "Turan" University, Nr. 3 (04.10.2020): 30–33. http://dx.doi.org/10.46914/1562-2959-2020-1-3-30-33.

Der volle Inhalt der Quelle

Annotation:

The article is devoted to the development of innovative technologies in Kazakhstan. Recently, the world has been flooded with new ideas, gadgets, applications, a staggering number of innovative technologies are being developed that are capable of fundamentally transforming goods and production processes: nanotechnology, 3D printers, robotics, industrial Internet, additive, disruptive, subtractive technologies. Artificial intelligence, voice control and virtual reality are the times when science fiction is slowly becoming a reality. Among other innovative technologies is a face recognition system developed by Kazakhstani specialists. In Kazakhstan, Tech Garden and Astana Hub projects help innovators develop innovative ideas by providing them with infrastructure, financial support, mentoring, access to investors and opportunities to exchange experiences with foreign innovators. The development of innovations directly depends on the support from the state and business of scientific research work. In order for Kazakhstani specialists not only to introduce innovative technologies into the practice of their company, but also to develop and offer new ideas, products, projects and gadgets themselves, it is necessary to create favorable conditions and encourage them accordingly, for example, the creation of special workspaces for young professionals (technology hubs, business incubators, innovation centers).

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Scott, Edward D., und Nancy L. Deutsch. „Conferring Kinship: Examining Fictive Kinship Status in a Black Adolescent’s Natural Mentoring Relationship“. Journal of Black Psychology 47, Nr. 4-5 (19.03.2021): 317–53. http://dx.doi.org/10.1177/00957984211002613.

Der volle Inhalt der Quelle

Annotation:

This case study examined the way an adolescent Black boy extended his kinship network as a part of navigating and demonstrating agency in mentoring relationships with nonparental adults. We purposively selected one participant, Bodos, from the sample of a larger mixed-method study involving youth, aged 12 to 18 years, in the southeastern United States. Drawing on narrative methodology, we used a holistic-content approach to analyze Bodos’ responses to semistructured interviews. Bodos used several narratives to describe his experiences. We offer three findings: (a) Fictive kinship is a positive feature of Black adaptive culture that can be leveraged by Black youth as a tool for creating a distinct relational dynamic with their mentors, (b) adolescent Black boys possess skills and knowledge that both preexist and emerge within positive mentoring relationships, and (c) youth agency and expectations manifest in mentoring relationships to inform and influence those adults’ significance. This case study furthers the field’s understanding of how cultural practices can positively influence relational development and create a unique relational context and experience.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Olitsky, Stacy. „The role of fictive kinship relationships in mediating classroom competition and supporting reciprocal mentoring“. Cultural Studies of Science Education 6, Nr. 4 (06.09.2011): 883–94. http://dx.doi.org/10.1007/s11422-011-9363-1.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Faruk, Faruk, und Fadlil Munawwar Manshur. „Pelatihan Penulisan Cerita Lokal Bergenre Magis di Komunitas Sastra Darussalam“. Bakti Budaya 5, Nr. 1 (28.04.2022): 61–73. http://dx.doi.org/10.22146/bakti.4076.

Der volle Inhalt der Quelle

Annotation:

The third-year of service activities (2021) at the Komunitas Sastra Darussalam were centered on training in writing local stories of the magical genre. Komunitas Sastra Darussalam has the potential to maximize the pesantren’s cultural background as the basis for their writing, such as through the genre of magical realism which is considered very close to their lives. Through training and mentoring held by the service community team, it is expected that they will ignite their ability to continue developing to compete at the national or global level. In the first year (2019), activities are focused on developing story ideas that produce mini-fictions about life with a pesantren background. In the second year (2020), service participants received training on writing realism genre literary works. So, in the third year (2021), the activities focused on the story’s substance, that is rewriting local stories (folklore) with the magical genre. From this training and mentoring that has been carried out, it was found that the tendency of writing local stories by KSD writers has shown its magical side. The stories explored by the participants were quite diverse, not only tending to explore local stories, but the participants also showed their tendencies as a pesantren community, some of them took stories with a magical substance that developed in Islam.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Lasekan, Olusiji Adebola, Claudia Myrna Méndez Alarcón und Parimala Kamatar. „Investigating the Depiction of Informal Mentoring Relationship between Two Fictional School Teachers in Rita TV Series: A Conversation Analysis Approach“. International Research Journal of Multidisciplinary Scope 05, Nr. 01 (2024): 387–404. http://dx.doi.org/10.47857/irjms.2024.v05i01.0232.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Hill, K. Dara. „Cultivating critical race theory awareness with secondary pre‐service teachers through examination of Black Lives Matter‐themed literature“. Journal of Adolescent & Adult Literacy, 11.03.2024. http://dx.doi.org/10.1002/jaal.1337.

Der volle Inhalt der Quelle

Annotation:

AbstractThis study documents secondary pre‐service teachers (PSTs) who examined Black Lives Matter (BLM)‐themed young adult literature (YAL) embedded in contemporary realistic fiction and graphic novels, as part of coursework for an online YAL course required for secondary teacher certification. An analysis of instructor mentoring, online discussions, literature evaluations, and interviews demonstrates enhanced awareness of the need to implement BLM‐themed literature, against the grain of rigid curricular requirements and policies that ban critical race theory (CRT) dialogue in numerous school districts. Moreover, PSTs identified these texts as a source to guide CRT to raise awareness of the history and permanence of systemic racism and its influence on contemporary society and the implementation of culturally relevant literature.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mehr Quellen

Dissertationen zum Thema "Mentoring – Fiction"

Schweers, Ellen H. „Moral Training for Nature's Egotists: Mentoring Relationships in George Eliot's Fiction“. Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2868/.

Der volle Inhalt der Quelle

Annotation:

George Eliot's fiction is filled with mentoring relationships which generally consist of a wise male mentor and a foolish, egotistic female mentee. The mentoring narratives relate the conversion of the mentee from narcissism to selfless devotion to the community. By retaining the Christian value of self-abnegation and the Christian tendency to devalue nature, Eliot, nominally a secular humanist who abandoned Christianity, reveals herself still to be a covert Christian. In Chapter 1 I introduce the moral mentoring theme and provide background material. Chapter 2 consists of an examination of Felix Holt, which clearly displays Eliot's crucial dichotomy: the moral is superior to the natural. In Chapter 3 I present a Freudian analysis of Gwendolen Harleth, the mentee most fully developed. In Chapter 4 I examine two early mentees, who differ from later mentees primarily in that they are not egotists and can be treated with sympathy. Chapter 5 covers three gender-modified relationships. These relationships show contrasting views of nature: in the Dinah Morris-Hetty Sorrel narrative, like most of the others, Eliot privileges the transcendence of nature. The other two, Mary Garth-Fred Vincy and Dolly Winthrop-Silas Marner, are exceptions as Eliot portrays in them a Wordsworthian reconciliation with nature. In Chapter 6 I focus on Maggie Tulliver, a mentee with three failed mentors and two antimentors. Maggie chooses regression over growth as symbolized by her drowning death in her brother's arms. In Chapter 7 I examine Middlemarch, whose lack of a successful standard mentoring relationship contributes to its dark vision. Chapter 8 contains a reading of Romola which interprets Romola, the only mentee whose story takes place outside nineteenth-century England, as a feminist fantasy for Eliot. Chapter 9 concludes the discussion, focusing primarily on the question why the mentoring theme was so compelling for George Eliot. In the Appendix I examine the relationships in Eliot's life in which she herself was a mentee or a mentor.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Keys, Philip Mark. „Primary and secondary teachers shaping the science curriculum : the influence of teacher knowledge“. Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15920/1/Philip_Keys_Thesis.pdf.

Der volle Inhalt der Quelle

Annotation:

This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Keys, Philip Mark. „Primary And Secondary Teachers Shaping The Science Curriculum: The Influence Of Teacher Knowledge“. Queensland University of Technology, 2003. http://eprints.qut.edu.au/15920/.

Der volle Inhalt der Quelle

Annotation:

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Bücher zum Thema "Mentoring – Fiction"

C, Goldman-Price Irene, und Pennell Melissa McFarland, Hrsg. American literary mentors. Gainesville: University Press of Florida, 1999.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Poulin, Jacques. Les yeux bleus de Mistassini: Roman. Montréal: Leméac, 2002.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Moffit, Jill M. My big buddy. Morristown, NJ: Modern Curriculum Press, 1995.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

author, Mann John David, Hrsg. The recipe: A story of loss, love, and the ingredients of greatness. Amherst, MA: Austin David Books, 2017.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Adams, Scott. I sense a coldness to your mentoring. Kansas City: Andrews McMeel Pub., 2013.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Plumley, Lisa. Making over Mike. New York: Zebra, 2001.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Weinstein, Debra. Apprentice to the flower poet Z: A novel. 2. Aufl. New York: Ballantine Books, 2005.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mikkelsen, Jon. Skateboard buddy. Minneapolis: Stone Arch Books, 2009.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Andrea, Boeshaar, Hrsg. The sewing circle: One woman's mentoring shapes lives in four stories of love. Uhrichsville, Ohio: Barbour, 2001.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Dunaway, Michele. The playboy's protégée. Toronto: Harlequin Books, 2003.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mehr Quellen

Buchteile zum Thema "Mentoring – Fiction"

Venis, Linda. „E-Mentoring the Individual Writer within a Global Creative Community“. In Cases on Online Tutoring, Mentoring, and Educational Services, 98–116. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch008.

Der volle Inhalt der Quelle

Annotation:

This chapter presents a case study of how the UCLA Extension Writers’ Program, which is America’s largest continuing education provider of online creative writing and screenwriting courses and services, offers individualized feedback and mentoring to 1,000’s of aspiring and practicing writers worldwide. Writing creatively is singularly private and can be isolating; the Writers’ Program’s 220 annually-offered online courses in fiction writing, memoir, personal essay, children’s literature, playwriting, poetry, publishing, feature film writing, and television writing provide access to in-depth instructor/student, student/student, and student/advisor relationships designed to help meet individual writing goals. Writing education is particularly well-suited for online delivery because writers write: students submit their work in writing; the teacher and fellow students give their feedback in writing. For students, the act of learning to write online reinforces their accountability to create in a disciplined way and allows time to absorb and respond to critiques with reflection. For teachers, e-mentoring requires unusual rigor and preciseness in order to give thoughtful feedback on each piece of creative work, and the 80 professional writers who teach the Writers’ Program online courses employ a range of pedagogical strategies to do so. In addition, the Writers’ Program provides personalized guidance and advice on writing online through its student advisors as well as an array of services, including one-on-one manuscript and script consultations; feature film mentorships for which students sign up monthly and receive “on demand” guidance on their projects; and a first-of-its-kind course limited to six advanced students in which they hold virtual internships at production companies and studios as script readers. The chapter begins with an overview of UCLA Extension and the Writers’ Program’s history, mission, products, services, and managerial structure, and then describes the origins and current status of the Writers’ Program’s online curriculum and educational services. The ways in which writing education comprises a near-perfect match for a virtual delivery system are explored, followed by a discussion of what makes Writers’ Program’s products and services uniquely suited to deliver e-mentoring for a global, mostly post-baccalaureate student body who puts a high premium on results and quality of interaction. The chapter next outlines how clear expectations, course design, lectures and critiquing guidelines ensure successful response to creative work (instructor/student and student/peers), and then focuses on “best practices” techniques and strategies that online Writers’ Program instructors use to shape and deliver critiques, including a common critiquing vocabulary and methodology, use of technological tools to provide sustained, personalized feedback, and ways to cultivate the individual writer’s sense of place in the global literary and entertainment communities. The chapter concludes by addressing technological, pedagogical, and economic challenges and future directions of e-mentoring aspiring creative writers and screenwriters.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Roberts, Neil. „Bert and Jessie, 1901–1909“. In Sons and Lovers: The Biography of a Novel. Liverpool University Press, 2017. http://dx.doi.org/10.5949/liverpool/9781942954187.003.0002.

Der volle Inhalt der Quelle

Annotation:

This chapter traces Lawrence’s family history and relationship with Jessie Chambers over the period 1901-1909, focussing on key episodes in the autobiographical background to the novel, especially the crisis in 1906 when he told Jessie that he did not love her as a man should love his wife, as well as Jessie’s importance as the first reader of Lawrence’s youthful writing. The chapter also traces Lawrence’s early writing career, focussing on his mentoring by Ford Madox Hueffer and early texts such as The White Peacock, ‘Odour of Chrysanthemums’ and the play A Collier’s Friday Night. The play, written before Lawrence began work on Sons and Lovers, dramatises a scene that was to be central to every surviving draft of the novel and can be considered the first draft of the ‘Strife in Love’ chapter. Lawrence’s struggle between notions of bourgeois literary taste and the expectation that he would be a writer of working-class fiction is also an important theme.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Rabinowitz, Stanley J. „Amor (A Romantic Sketch) (coauthored with Lou Andreas-Salome, 1897)“. In And Then Came Dance, 63–68. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190943363.003.0003.

Der volle Inhalt der Quelle

Annotation:

This fictional sketch co-written in 1897 by Volynsky and Lou Andreas-Salome was inspired by Tolstoy’s sensational and controversial Kreutzer Sonata. It also constituted the high point in the relationship between the two, which lasted from 1896 through 1898. An example of his sustained mentoring of young female creative artists, this exercise in the form of a philosophical discussion on the nature of love instantiates the paradigm of Volynsky’s intellectual patrimony. The story shows Volynsky’s very early concern with the issues of feminine sexuality and self-realization, as well as the relationship between external/material and internal/spiritual beauty, the latter of which classical dance will come to embody for Volynsky.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Wir bieten Rabatte auf alle Premium-Pläne für Autoren, deren Werke in thematische Literatursammlungen aufgenommen wurden. Kontaktieren Sie uns, um einen einzigartigen Promo-Code zu erhalten!