Auswahl der wissenschaftlichen Literatur zum Thema „Social sciences -> history -> world civilization“
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Zeitschriftenartikel zum Thema "Social sciences -> history -> world civilization"
Alferov, A. A. „Polycentrism versus Universalism in the Picture of the Social World“. Herald of the Russian Academy of Sciences 92, S7 (Dezember 2022): S574—S580. http://dx.doi.org/10.1134/s1019331622130135.
Der volle Inhalt der QuelleАндрей Владимирович, Панков. „The civilizational-elitist approach: the actual change of research optics“. STATE AND MUNICIPAL MANAGEMENT SCHOLAR NOTES 1, Nr. 1 (29.03.2024): 209–16. http://dx.doi.org/10.22394/2079-1690-2024-1-1-209-216.
Der volle Inhalt der QuelleZheleznyakov, A. S., und G. Chuluunbaatar. „Russia and Mongolia in the civilizational and geopolitical paradigms of Central Eurasia development“. RUDN Journal of Sociology 23, Nr. 3 (30.09.2023): 612–22. http://dx.doi.org/10.22363/2313-2272-2023-23-3-612-622.
Der volle Inhalt der QuelleGagnon, Paul. „Teaching the West and the World from the Massachusetts Framework“. Journal of Education 180, Nr. 1 (Januar 1998): 67–78. http://dx.doi.org/10.1177/002205749818000106.
Der volle Inhalt der QuelleKasavina, Nadezhda A. „On the “second wind” of civilizational development (reflections on the report of N.I. Lapin)“. Civilization studies review 3, Nr. 1 (2021): 43–56. http://dx.doi.org/10.21146/2713-1483-2021-3-1-43-56.
Der volle Inhalt der QuelleKirabaev, N. S., E. N. Gnatik und I. A. Zhubrin. „On the connection between social and epistemological aspects of the civilizational approach“. RUDN Journal of Sociology 22, Nr. 2 (30.06.2022): 416–25. http://dx.doi.org/10.22363/2313-2272-2022-22-2-416-425.
Der volle Inhalt der QuelleMAZOUZI, Racha. „THE HISTORY OF MEDECIN IN THE MEDIEVAL AND MODERN ERA,AND IT’S ROLE INTHE STUDY OF HISTORY OF ISLAMIC CIVILIZATION“. RIMAK International Journal of Humanities and Social Sciences 03, Nr. 07 (01.09.2021): 149–62. http://dx.doi.org/10.47832/2717-8293.7-3.14.
Der volle Inhalt der QuelleHale, Henry E., und Marlene Laruelle. „Rethinking Civilizational Identity from the Bottom Up: A Case Study of Russia and a Research Agenda“. Nationalities Papers 48, Nr. 3 (Mai 2020): 585–602. http://dx.doi.org/10.1017/nps.2019.125.
Der volle Inhalt der QuelleShin, Seungyop. „Temporalities of Tonghak: Eschatology, Rebellion, and Civilization“. Journal of Korean Studies 25, Nr. 1 (01.03.2020): 57–87. http://dx.doi.org/10.1215/07311613-7932246.
Der volle Inhalt der QuelleBukharin, Mikhail. „Soviet Atlantis: the Harappan Civilization in Soviet Oriental Studies in the 1920s and 1950s (to the 100th Anniversary of the Discovery of the Indus Valley Civilization)“. ISTORIYA 14, Nr. 2 (124) (2023): 0. http://dx.doi.org/10.18254/s207987840024493-1.
Der volle Inhalt der QuelleDissertationen zum Thema "Social sciences -> history -> world civilization"
Stremlin, Boris. „Constructing a multiparadigm world history civilizations, ecumenes and world-systems in the ancient Near East /“. Diss., Online access via UMI:, 2006.
Den vollen Inhalt der Quelle findenAshkettle, Bryan L. „The power of the provocative| Exploring world history content“. Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618923.
Der volle Inhalt der QuelleThis study addresses how my freshman world history students come to understand controversial issues as provocative within the secondary social studies classroom, and in what ways does their engagement with provocative issues influence their understanding of the content and the world around them. In addition, this research study seeks to discover in what ways does the teaching of these provocative materials inform and influence my curricular decisions, my pedagogy, and my relationship with my students. The three research questions were established to guide this study.
1. How do my world history freshman students come to understand provocative materials in regards to the historical content?
2. How does my students' engagement with these provocative materials influence their understanding of historical events and the world around them?
3. In what ways does the teaching of these provocative materials inform and influence my curricular decisions, my pedagogy, and my relationship with my students?
Self-Study methodology was selected as a way to personally explore and examine my students understanding of provocative issues as well as my instruction. Grounded theory was utilized exclusively as a coding and analyzing device. To address these questions, thirteen student participants were selected for this study based on the criteria assumed by the questions. Data was collected from individual interviews, group interviews, student blog posts, and my own journal.
As the data was analyzed and coded, nuanced constructs of the students' thinking began to coalesce on three distinct perceptions of provocative issues which evolved into the findings of this study. The first finding involved students who advocated for the inclusion of provocative issues. Their rationales for this inclusion were; Real World Phenomenon, Provocative for Grade Sake, Provocative for Interest Sake. A second finding involved a student who opposed the inclusion of provocative issues. This student's rationales were labeled Oppositional. The first two findings were partnered with the six students' rationales. The third finding involved the other seven students who had a varying range of nuanced articulation, varied their opinion across time, or lacked a clear robust rationale. This finding was labeled developing rationales. These students' perspectives were labeled other voices.
In addition to the student data, journaling was utilized to explore my own rationale for using provocative issues within my world history classroom. These journals provided a space for reflection on my practice in regards to the teaching of provocative issues, thus addressing my third research question. The journals, like the other data sources, were coded using grounded theory as the main analytical device. Upon completion of the data analysis of my journals, themes began to emerge that progressed into findings. The self-study findings were categorized as; The Closed Space of Sexuality, The Banality of Violence, and Anti-Americanism Linked to Racism to Foster Critical Thinking.
Chavarria, Sara Patricia. „Anthropology and its role in teaching history: A model world history curriculum reform“. Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284264.
Der volle Inhalt der QuelleLloyd, Paulette D. „An empirical test of theories of world divisions and globalization processes an international and comparative regional perspective /“. Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=954000191&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Der volle Inhalt der QuelleTaylor, Jessica L. „Through the Eyes of the Post: American Media Coverage of the Armenian Genocide“. Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1862.
Der volle Inhalt der QuelleBengtsson, Ingrid. „Kvinnlig brottslighet under andra världskriget : En jämförande studie om kvinnors brottslighet i Lunds rådhusrätt och Kristianstads rådhusrätt“. Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101002.
Der volle Inhalt der QuelleCizakca, Defne. „The Encyclopaedia of Istanbul : a novel ; &, Ottoman crossroads : coffeehouses, politics, theatres and storytelling : critical essays“. Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6713/.
Der volle Inhalt der QuellePanton, James. „Politics, subjectivity and the public/private distinction : the problematisation of the public/private relationship in political thought after World War II“. Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:cb636385-aa16-44d1-abf5-2e835e62665c.
Der volle Inhalt der QuelleMartinez, Vanessa. „Schooling, Community, and Identity: The Perspectives of Muslim Girls Attending an Islamic School in Florida“. Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4366.
Der volle Inhalt der QuelleCarnino, Guillaume. „L'invention de « la science » dans le second XIXe siècle : épistémologie, technologie, environnement, politique“. Paris, EHESS, 2011. http://www.theses.fr/2011EHES0071.
Der volle Inhalt der Quelle"Modern science", being both pure and applied, emerges in France at the very beginning of the second industrialization, and replaces the prior "natural philosophy". Its prestige expands through various activities: World fairs, freethinkers, popular science, arts & literature, school, patent rights. . . This practical and theoretical reorganization of knowledge , is firmly connected to the structure of industrial production: scientists study in details craftsmen's "know-how" to create reproducible procedures for manufacturing. Reputed neutral and objective, science ideologically binds the progressive base of the French Third Republic: thereafter, any opposition to environmental, technological or social changes catalysed by this new regime is treated as a dangerous attitude hiding reactionary thoughts secretly rooted in a backward political agenda. Secular resistance to sacred science is subsequently considered inaccurate and excluded from the political sphere, in the same way as the religious beliefs Galileo battled with are mocked as false. Therefore, science must not be any more considered as an epistemological question, but rather as a intrinsically contradictory institution (since it is issued from a social compromise): attempts to theorize it as unified and non-historical concept always trigger the same conflicts that prevailed to its birth
Bücher zum Thema "Social sciences -> history -> world civilization"
S, Parakh B., und National Council of Educational Research and Training (India), Hrsg. India and the world: Social sciences textbook for class VI. New Delhi: National Council of Educational Research and Training, 2002.
Den vollen Inhalt der Quelle finden1952-, Desnoyers Charles, und Stow George B, Hrsg. Patterns of world history. New York: Oxford University Press, 2012.
Den vollen Inhalt der Quelle findenGreenblatt, Miriam. Glencoe Human heritage: A world history. New York, N.Y: Glencoe/McGraw-Hill, 2004.
Den vollen Inhalt der Quelle findenIndus Valley Civilization. High Noon Books, 2020.
Den vollen Inhalt der Quelle findenBrame, Herman. World History of Afro Humans: Fire and Civilization. Brame LLC, Herman L., 2023.
Den vollen Inhalt der Quelle findenOqual Cycle: The 84-Year Rhythm of Human Civilization. Oquannium Xpress, 2023.
Den vollen Inhalt der Quelle findenOqual Cycle: The 84-Year Rhythm of Human Civilization. Oquannium Xpress, 2023.
Den vollen Inhalt der Quelle findenOqual Cycle: The 84-Year Rhythm of Human Civilization. Oquannium Xpress, 2023.
Den vollen Inhalt der Quelle findenOqual Cycle: The 84-Year Rhythm of Human Civilization. Oquannium Xpress, 2023.
Den vollen Inhalt der Quelle findenOqual Cycle: The 84-Year Rhythm of Human Civilization. Oquannium Xpress, 2023.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Social sciences -> history -> world civilization"
Mukti, Anung Jati Nugraha. „The new world order in the COVID-19 era: A new strategy on historical research“. In Embracing New Perspectives in History, Social Sciences, and Education, 106–10. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003295273-22.
Der volle Inhalt der QuelleRijnoveanu, Carmen-Sorina. „Military History and Collective Identity“. In Handbook of Military Sciences, 1–20. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-02866-4_92-1.
Der volle Inhalt der QuelleMastroianni, George R. „History and Development of Military Psychology“. In Handbook of Military Sciences, 1–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-02866-4_55-1.
Der volle Inhalt der QuelleDonohue, Christopher. „“A Mountain of Nonsense”? Czech and Slovenian Receptions of Materialism and Vitalism from c. 1860s to the First World War“. In History, Philosophy and Theory of the Life Sciences, 67–84. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12604-8_5.
Der volle Inhalt der QuelleBağcı, Cahit. „The Impacts of Online Education on Ecology of Learning and Social Learning Processes“. In Educational Theory in the 21st Century, 51–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_3.
Der volle Inhalt der QuelleEttlinger, Nancy. „The Datafication of Knowledge Production and Consequences for the Pursuit of Social Justice“. In Knowledge and Digital Technology, 79–104. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-39101-9_5.
Der volle Inhalt der QuelleYong, Heming, und Jing Peng. „Historian Zhou’ S Primer – The Source Of Lexicographical Culture In China“. In Chinese Lexicography, 44–58. Oxford University PressOxford, 2008. http://dx.doi.org/10.1093/oso/9780199539826.003.0004.
Der volle Inhalt der QuelleRiasanovsky, Nicholas V. „The Image of Peter the Great In Russia in the Age of Realism and Scholarship, 1860-1917“. In The Image of Peter the Great in Russian History and Thought, 152–233. Oxford University PressNew York, NY, 1992. http://dx.doi.org/10.1093/oso/9780195074802.003.0003.
Der volle Inhalt der QuelleWight, Martin, und DAVID S. YOST. „The Concept of Europe“. In History and International Relations, 68–84. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192867476.003.0006.
Der volle Inhalt der QuelleBen, Pablo. „Global Modernity and Sexual Science“. In Global History of Sexual Science, 1880-1960. University of California Press, 2017. http://dx.doi.org/10.1525/california/9780520293373.003.0002.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Social sciences -> history -> world civilization"
Kulathunga, Sadani, Thilini Perera, TGUP Perera und Chameera Udawattha. „Urban Farming: A Review on Techniques Used in Urban Farming in Mayan Civilizations“. In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/zjvj6847.
Der volle Inhalt der QuelleOleynikov, Yu. „SOCIETIES AND CIVILIZATIONS: PRIORITIES OF MODERN RESEARCH“. In Man and Nature: Priorities of Modern Research in the Area of Interaction of Nature and Society. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2580.s-n_history_2021_44/18-26.
Der volle Inhalt der QuelleTekeoğlu, Muammer. „Socio-Economic Transformation and Historicality“. In International Conference on Eurasian Economies. Eurasian Economists Association, 2017. http://dx.doi.org/10.36880/c08.01947.
Der volle Inhalt der QuelleASHIMOVA, Dinara. „MYTHOLOGICAL ELEMENTS IN ER-TOSTUK TALE“. In International Research Congress of Contemporary Studies in Social Sciences (Rimar Congress 2). Rimar Academy, 2021. http://dx.doi.org/10.47832/rimarcongress2-9.
Der volle Inhalt der QuelleCmeciu, Doina, und Camelia Cmeciu. „VIRTUAL MUSEUMS - NON-FORMAL MEANS OF TEACHING E-CIVILIZATION/CULTURE“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-108.
Der volle Inhalt der QuelleSoatova, Gulzoda. „COMMON PATRIOTIC IDEAS IN THE CREATIONS OF BABUR AND JADID“. In The Impact of Zahir Ad-Din Muhammad Bobur’s Literary Legacy on the Advancement of Eastern Statehood and Culture. Alisher Navoi' Tashkent state university of Uzbek language and literature, 2023. http://dx.doi.org/10.52773/bobur.conf.2023.25.09/rxcm4632.
Der volle Inhalt der QuelleMahcar, Fatiha Imane. „Nomination of Ksar Kourdane in Laghouat, Algeria to the UNESCO World Heritage List“. In 6th International Students Science Congress. Izmir International Guest Student Association, 2022. http://dx.doi.org/10.52460/issc.2022.001.
Der volle Inhalt der QuelleAbbas, Prof Dr Nada Mousa. „AL-YAQOUBI'S PHILOSOPHY OF HISTORY“. In I. International Dubai Social Sciences and Humanities Congress. Rimar Academy, 2024. http://dx.doi.org/10.47832/dubaicongress1-2.
Der volle Inhalt der QuelleSalihu, Mustapha. „Nigeria’s Troubled History with Demobilizing, Deradicalizing and Reintegrating Armed Non-State Actors: An Assessment of Operation Safe Corridor“. In 3rd World Conference on Social Sciences. Acavent, 2021. http://dx.doi.org/10.33422/3rd.worldcss.2021.09.12.
Der volle Inhalt der QuelleKruszewski, Michal, und Leon Krzemieniecki. „Burning books in human history as evidence of extremely aggressive activation of the 'toxic power syndrome'“. In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005291.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Social sciences -> history -> world civilization"
HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, Oktober 2020. http://dx.doi.org/10.47816/01.001.20.
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