Relevant bibliographies by topics / Gademer

Academic literature on the topic 'Gademer'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Gademer"

1

Koch, Hanne Dahlerup, and Annette Lerche Trolle. "Middelalderens gader." Kuml 2000, no. 14 (May 1, 2000): 239–306. http://dx.doi.org/10.7146/kuml.v2000i14.114022.

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Fick, Monika. "Gaderer, Rupert: Poetik der Technik. Elektrizität und Optik bei E.T.A. Hoffmann." Scientia Poetica 15, no. 2011 (December 14, 2011): 360–63. http://dx.doi.org/10.1515/9783110236293.360.

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Knudsen, Maria. "Ribes middelalderlige gadebelægninger." Vejhistorie 2020, no. 36 (September 1, 2020): 3–12. http://dx.doi.org/10.7146/vejhistorie.v2020i36.135416.

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Som en del af den løbende renovering af gaderne i Ribes middelalderlige bykerne kom turen i foråret 2017 til Sviegade.Sydvestjyske Museer fulgte med. Undersøgelsens resultater har klargjort Sviegades rolle i Ribes middelalderlige gadenet
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Sperling, Vibeke. "Glimt fra kulturrevolutionen i Irans gader." Udenrigs, no. 2 (June 1, 2009): 9–24. http://dx.doi.org/10.7146/udenrigs.v0i2.119372.

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Nym, Ano. "Boganmeldelser." Vejhistorie 2019, no. 33 (February 6, 2023): 28–31. http://dx.doi.org/10.7146/vejhistorie2019no33pp28-31.

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Dehnits, Leif: Aarhusianske gadenavne Laigaard, Else Marie: På vej – Gader og veje i Ebeltoft Historisk Forening for Vestsjælland, årg. 105/2018 Vendsyssel Årbog 2018 Historisk Samfund for Præstø Amt, Årbog 2018 Sønderjysk Månedsskrift nr. 3 2018
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Stieglitz, Robert R. "The Roman Baths of Hammat Gader. Yizhar Hirschfeld." Near Eastern Archaeology 62, no. 1 (March 1999): 56. http://dx.doi.org/10.2307/3210725.

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Dauphin, Claudine M. "The Roman Baths of Hammat Gader: Review Article." Palestine Exploration Quarterly 132, no. 1 (January 2000): 71–75. http://dx.doi.org/10.1179/peq.2000.132.1.71.

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Dyrbye, Martin. "En flytning i "Vinterens Hjerte"." Magasin fra Det Kongelige Bibliotek 27, no. 1 (March 27, 2014): 47–60. http://dx.doi.org/10.7146/mag.v27i1.66785.

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Det gik ikke ubemærket hen blandt københavnerne midt i julemåneden 1937, at der i kvarteret omkring Krystalgade og Fiolstræde, dvs. i Latinerkvarterets gader omkring Universitetsbiblioteket, lød en klasken og banken fra bøger, der blev renset og støvet af inden de blev pakket i kasser, for siden at blive kørt med flytteomnibusser med anhængere til Nørre Fælled.
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Craffonara, Lois. "Die geographische Bezeichnung “Gader”: Ursprüngliche Lokalisierung und etymologische Deutung." Ladinia 21 (1997): 153–78. http://dx.doi.org/10.54218/ladinia.21.153-178.

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Henschen, Daniel. "Christen Lyngbo – Oprør mod normerne i 1905." Magasin fra Det Kongelige Bibliotek 30, no. 1 (March 29, 2017): 39–49. http://dx.doi.org/10.7146/mag.v30i1.66999.

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“Hvem er den høje, meget smukke blonde Herre, som med sit lysebrune store Fuldskæg, sin raske Gang og sin herkuliske Skikkelse ligner en kæmpende Apostel, og som i disse Dage spaserer rundt paa Kjøbenhavns Gader i lang flagrende Kappe, barhovedet og med Sandaler under de nøgne Fødder, altid efterfulgt af en Flok Nysgerrige, som han ikke lader til at ænse?”
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Dissertations / Theses on the topic "Gademer"

1

Bond, Carol Helen, and n/a. "The Development of Students' Experiences of Learning in Higher Education." Griffith University. School of Curriculum, Teaching and Learning, 2000. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051214.111201.

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This thesis is concerned with the development of tertiary students' experiences of learning as they progress through three years of undergraduate study in two different psychology programs. Previous research that is relevant to this topic has tended to focus either more narrowly on the development of epistemic beliefs or more broadly on the variation of learners' experiences of learning. Research on epistemic beliefs has tended to focus on the structural aspects (stages) of development and to ignore the content of thinking. In contrast, research on experiences of learning has concentrated upon the content of students' experiences, yet it can be criticised for the way in which it decontextualises students' experiences and for its limited attention to change and development. Moreover, despite evidence suggesting that learning comprises a complex of phenomena such as understanding, memorising and knowing, this line of research has tended to treat learning as a single phenomenon. In the thesis I draw on Gadamer's philosophical hermeneutics, Gurwitsch's view of awareness, and much of the conceptual framework of the phenomenographic perspective to argue a case for a theoretical framework and consequential practices that are more plural and inclusive of learner's experiences of learning. The new approach refocuses the relationship between researcher, knower and known in terms of the knowing relation-one that involves a dynamic iterative interweaving of first and second order perspectives. Using this new approach, students' experiences are analysed to provide rich description and ontological explanation of both change and development over time. The approach allows the unity of the partlwholelpart relation of an individual's experience to be recognised. So the method is able to take account of the contextual relevancy of the individual whilst also focusing on the experiences of the group. The results show that rather than comprising a single phenomenon, learning is itself part of a multi-dimensional (depth, spatial and temporal dimensions), multi-phenomenal field. The phenomena of learning, understanding, memorising and knowledge are described in detail, and their individual internal relations are elaborated along with the internal relations between the phenomena. Four main groups of experiences of learning are described within this framework: reproductive experiences; relational experiences; constructive experiences; and transformative experiences. Each of these categories comprises several sub- categories. This fine-grained focus on individual students' data, and the use of the phenomenographic whadhow framework, allows the development of experiences to be traced and interpreted as a gradual morphing over time. The pattern of development suggests that each part of the learners' journey plays an important role in the growth of skill and competence in learning. Thus, it may be important that curricula account for variation not by focussing upon transformative experiences of learning, as is often the case, but by facilitating shifts through all of the experiences that learners may pass through.
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2

Bond, Carol Helen. "The Development of Students' Experiences of Learning in Higher Education." Thesis, Griffith University, 2000. http://hdl.handle.net/10072/367319.

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This thesis is concerned with the development of tertiary students' experiences of learning as they progress through three years of undergraduate study in two different psychology programs. Previous research that is relevant to this topic has tended to focus either more narrowly on the development of epistemic beliefs or more broadly on the variation of learners' experiences of learning. Research on epistemic beliefs has tended to focus on the structural aspects (stages) of development and to ignore the content of thinking. In contrast, research on experiences of learning has concentrated upon the content of students' experiences, yet it can be criticised for the way in which it decontextualises students' experiences and for its limited attention to change and development. Moreover, despite evidence suggesting that learning comprises a complex of phenomena such as understanding, memorising and knowing, this line of research has tended to treat learning as a single phenomenon. In the thesis I draw on Gadamer's philosophical hermeneutics, Gurwitsch's view of awareness, and much of the conceptual framework of the phenomenographic perspective to argue a case for a theoretical framework and consequential practices that are more plural and inclusive of learner's experiences of learning. The new approach refocuses the relationship between researcher, knower and known in terms of the knowing relation-one that involves a dynamic iterative interweaving of first and second order perspectives. Using this new approach, students' experiences are analysed to provide rich description and ontological explanation of both change and development over time. The approach allows the unity of the partlwholelpart relation of an individual's experience to be recognised. So the method is able to take account of the contextual relevancy of the individual whilst also focusing on the experiences of the group. The results show that rather than comprising a single phenomenon, learning is itself part of a multi-dimensional (depth, spatial and temporal dimensions), multi-phenomenal field. The phenomena of learning, understanding, memorising and knowledge are described in detail, and their individual internal relations are elaborated along with the internal relations between the phenomena. Four main groups of experiences of learning are described within this framework: reproductive experiences; relational experiences; constructive experiences; and transformative experiences. Each of these categories comprises several sub- categories. This fine-grained focus on individual students' data, and the use of the phenomenographic whadhow framework, allows the development of experiences to be traced and interpreted as a gradual morphing over time. The pattern of development suggests that each part of the learners' journey plays an important role in the growth of skill and competence in learning. Thus, it may be important that curricula account for variation not by focussing upon transformative experiences of learning, as is often the case, but by facilitating shifts through all of the experiences that learners may pass through.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
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3

Gaderer, Carina [Verfasser]. "Neuroendoskopische Lavage für die Therapie der Liquorinfektion mit Hydrozephalus im Kindesalter / Carina Gaderer." Berlin : Medizinische Fakultät Charité - Universitätsmedizin Berlin, 2021. http://d-nb.info/1241538069/34.

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4

Briesemeister, Ludwig [Verfasser], Hartmut [Akademischer Betreuer] Spliethoff, Matthias [Gutachter] Gaderer, and Hartmut [Gutachter] Spliethoff. "Flugstromvergasung hydrothermal karbonisierter Biomasse mit Luft / Ludwig Briesemeister ; Gutachter: Matthias Gaderer, Hartmut Spliethoff ; Betreuer: Hartmut Spliethoff." München : Universitätsbibliothek der TU München, 2018. http://d-nb.info/1190818833/34.

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5

Herr, Patrick [Verfasser], Cordt [Akademischer Betreuer] Zollfrank, Mario [Gutachter] Mocker, Matthias [Gutachter] Gaderer, and Cordt [Gutachter] Zollfrank. "Untersuchungen zur Mitverwertung von Klärschlammaschen bei der nasschemischen Phosphorsäureherstellung / Patrick Herr ; Gutachter: Mario Mocker, Matthias Gaderer, Cordt Zollfrank ; Betreuer: Cordt Zollfrank." München : Universitätsbibliothek der TU München, 2020. http://d-nb.info/1211476154/34.

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Ettl, Johannes Christian [Verfasser], Heinz [Akademischer Betreuer] Bernhardt, Heinz [Gutachter] Bernhardt, Matthias [Gutachter] Gaderer, and Peter [Gutachter] Pickel. "Reales Abgasemissionsverhalten von Traktoren am Prüfstand und im Feldeinsatz / Johannes Christian Ettl ; Gutachter: Heinz Bernhardt, Matthias Gaderer, Peter Pickel ; Betreuer: Heinz Bernhardt." München : Universitätsbibliothek der TU München, 2021. http://d-nb.info/1233428020/34.

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Nachtmann, Korbinian [Verfasser], Heinz [Akademischer Betreuer] Bernhardt, Marcus [Gutachter] Jautze, Heinz [Gutachter] Bernhardt, and Matthias [Gutachter] Gaderer. "Mechanistische Untersuchung des Kristallbildungsprozesses von resublimierendem Kohlendioxid aus variablen Gasgemischen unter Atmosphärendruck an festen Oberflächen / Korbinian Nachtmann ; Gutachter: Marcus Jautze, Heinz Bernhardt, Matthias Gaderer ; Betreuer: Heinz Bernhardt." München : Universitätsbibliothek der TU München, 2017. http://d-nb.info/1149824298/34.

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8

Gaderer, Matthias [Verfasser]. "Wärmeversorgung mit fester Biomasse bei kleiner Leistung / Matthias Gaderer." 2008. http://d-nb.info/988294478/34.

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Books on the topic "Gademer"

1

Schönberger, Robi. Shomer gader. [Tel Aviv?]: ʻAkhshaṿ, 1986.

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2

Ron-Feder-ʻAmit, Galilah. Gader perutsah. Tel-Aviv: Adam, 1990.

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3

Ḥibshush, Yeḥiʼel ben Aharon. Poretset gader. [Israel]: Mishpaḥat Ḥibshush, 1993.

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Schönberger, Robi. Shomer gader. [Tel Aviv?]: ʻAkhshaṿ, 1986.

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Ḥibshush, Yeḥiʾel ben Aharon. Poretset gader. [Israel]: Mishpaḥat Ḥibshush, 1993.

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Gader ḥayah: Borderlife : roman. Tel Aviv: ʻAm ʻoved, 2014.

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7

Hirschfeld, Yizhar. Ḥamat Gader u-merḥatseʾoteha: Madrikh. Yerushalayim: Rashut ha-ʻatiḳot, 1994.

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ha- Taninim shebe-Ḥamat Gader: Sipurim. [Israel]: Eldan Maʻarekhot, 2008.

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9

Ḥayim, Aviner Shelomoh. ha-Naʻar ʻavar et ha-gader. Bet El: Sifriyat Ḥaṿah, 2002.

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10

Ahavatekh mitbonenet bi me-aḥore ha-gader. Ḥefah: Aḥaṿah hotsʼaah le-or, 2013.

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Book chapters on the topic "Gademer"

1

Harpham, Bruce. "Owen C. Gadeken." In Project Managers at Work, 65–78. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-2668-1_6.

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Gaderer, Rupert. "SchreibenRupert Gaderer." In Technikanthropologie, 502–8. Nomos Verlagsgesellschaft mbH & Co. KG, 2020. http://dx.doi.org/10.5771/9783845287959-502.

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"Hammat Gader (Al-Ḥammah)." In Corpus Inscriptionum Arabicarum Palaestinae, Volume Five: -H-I-, 283–88. BRILL, 2013. http://dx.doi.org/10.1163/9789004254817_006.

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"Validating offenders’ accounts: learning from offender interviews with bank robbers in Austrian prisons Birgit Zetinigg and Matthias Gaderer." In Offenders on Offending, 312–32. Willan, 2013. http://dx.doi.org/10.4324/9781843927785-29.

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"Lepers’ Visions at Hammat Gader (Emmatha): A Form of Incubation in Late Antique Syria?" In Where Dreams May Come (2 vol. set), 808–14. BRILL, 2017. http://dx.doi.org/10.1163/9789004330238_027.

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