The Blumhardts in America

Pneuma ◽  
2016 ◽  
Vol 38 (3) ◽  
pp. 249-273
Author(s):  
Christian T. Collins Winn
Keyword(s):  
American Literature ◽  
Reception History ◽  
Second Phase ◽  
Healing Ministry ◽  
The Third ◽  
Third Phase ◽  
History Of ◽  
English Speaking ◽  
Anglo American ◽  
English Speaking World

This essay, the first reception history of proto-Pentecostals Johann Christoph Blumhardt and Christoph Friedrich Blumhardt in Anglo-American literature, charts three phases of reception of the Blumhardts in English-speaking circles. The first phase focused on the healing ministry of the elder Blumhardt, which took place primarily in the nineteenth century. The second phase began in the mid-twentieth century and was devoted especially to introducing the Blumhardts to English-speaking readers. It included attempts by theologians and ethicists to appropriate the Blumhardts for constructive theological purposes. The third phase, currently underway, is marked by scholarly assessment of the Blumhardts in their historical setting and by an effort to translate more of the Blumhardt corpus into English. The conclusion offers unsystematic interpretive observations culled from the reception history itself, with an eye to the future appropriation of the Blumhardts in the English-speaking world.

Theories of Imperialism

1952 ◽  
Vol 4 (3) ◽  
pp. 402-431 ◽  
Author(s):  
Klaus Knorr
Keyword(s):  
American Literature ◽  
Good Deal ◽  
Striking Difference ◽  
Social Scientists ◽  
European Tradition ◽  
Political Events ◽  
The Social ◽  
English Speaking ◽  
Anglo American ◽  
English Speaking World

Although the term “imperialism” is gaining currency at present, social scientists in the English-speaking world continue to treat with slight interest the phenomena which the term seeks to identify. The authors of the two books under review are of continental European origin. This is hardly an unusual coincidence; the paucity of Anglo-American literature on imperialism contrasts oddly with the prolific stream of writings which has appeared in continental Europe during the last seventy years. One reason for this striking difference lies no doubt in the traditional reluctance of Anglo-American social scientists to generalize about the causation of historical events—and, without such generalization, no theory of imperialism is possible. There is a good deal to be said both for this unwillingness to generalize readily, and against the irrepressible enthusiasm with which European savants construct their sweeping theories. Yet neither can it be denied that the European tradition has produced theories of outstanding and abiding value for the understanding of social and political events. Both Marx and Freud, and many lesser lights, were of this tradition and one need not be Marxist or Freudian to appreciate how immensely their brilliant theories have enriched the social sciences in the Englishspeaking countries.

The Migration History of Black Africans to Britain

2017 ◽  
pp. 188-204
Author(s):  
Thomas Domboka
Keyword(s):  
21St Century ◽  
Second Phase ◽  
African Countries ◽  
Black Africans ◽  
The Third ◽  
Third Phase ◽  
Migration History ◽  
History Of ◽  
The 1960S ◽  
History Of Migration

The purpose of this chapter is to provide the history of migration of black Africans into Britain and a backdrop for subsequent chapters. An understanding of the migration history of Black Africans is important as it helps us to understand the nature and extent of their entrepreneurial and transnational activity. The conveniently splits into three sections covering three phases or waves of migration covering the period between the 1960s to the beginning of the 21st century. The chapter shows that the reasons and motivation of migration is different with each of the phases of migration. The first phase (1960s – 1970s) consisted of restrained migration from a few African countries namely Nigeria and Ghana and was driven by the desire to acquire education. The second phase (1980s – 1990s) consisted of limited migration from an increased number of countries and still driven by education and some limited refugees. The third phase (Mid 1990s onwards) consisted of unrestrained migration largely driven by economic reasons.

scholarly journals Механизмы переложения "на наши (русские) нравы" итальянских оперных либретто [Mechanisms of adaptation “to our (Russian) customs” of Italian opera librettos]

2002 ◽  
Vol 30 (2) ◽  
pp. 629-644
Author(s):  
Stefano Garzonio
Keyword(s):  
18Th Century ◽  
Second Phase ◽  
The Third ◽  
Italian Opera ◽  
Third Phase ◽  
Opera Seria ◽  
History Of ◽  
Mechanisms Of Adaptation

Mechanisms of adaptation “to our (Russian) customs” of Italian opera librettos. The paper deals with the history of poetical translation of Italian musical poetry in the 18th century Russia. In particular, it is focused on the question of pereloženie na russkie nravy, the adaptation to national Russian customs, of Italian opera librettos, cantatas, arias, songs and so on. The author points out three different phases of this process. The first phase, in the 1730s, coincides with the reign of Anna Ioannovna and it is linked to Trediakovsky’s translations of Italian intermezzos, comedies and to the first opera seria, La forza dell’amore e dell’odio (‘The force of love and hate’, 1736) by F. Araja and F. Prata; the second phase, in the period 1740–1770s, is characterized by a very varied production of translations and imitations, which undoubtedly influenced the general developing of Russian musical and dramatic poetry. It is during this period that pereloženie na russkie nravy is introduced into dramatic genres and sometimes it is findable in musical poetry as well. The third phase, in the 1780–1790s, is linked with the activity of such poets-translators as Ivan Dmitrevskij, Michail Popov, Vasilij Levšin and is characterized by the new practice of performing operas in Russian translations. In the paper the different forms of pereloženie na russkie nravy are pointed out, starting from the formal niveau of metrics and stylistics up to the adaptation of themes, places and realia.

A genealogy of hacking

2016 ◽  
Vol 23 (5) ◽  
pp. 528-544 ◽  
Author(s):  
Tim Jordan
Keyword(s):  
Open Source ◽  
Golden Age ◽  
Free Software ◽  
Second Phase ◽  
Final Phase ◽  
The Third ◽  
Third Phase ◽  
Core Practices ◽  
History Of ◽  
Theoretical Frame

Hacking is now a widely discussed and known phenomenon, but remains difficult to define and empirically identify because it has come to refer to many different, sometimes incompatible, material practices. This article proposes genealogy as a framework for understanding hacking by briefly revisiting Foucault’s concept of genealogy and interpreting its perspectival stance through the feminist materialist concept of the situated observer. Using genealogy as a theoretical frame, a history of hacking will be proposed in four phases. The first phase is the ‘prehistory’ of hacking in which four core practices were developed. The second phase is the ‘golden age of cracking’ in which hacking becomes a self-conscious identity and community and is for many identified with breaking into computers, even while non-cracking practices such as free software mature. The third phase sees hacking divide into a number of new practices even while old practices continue, including the rise of serious cybercrime, hacktivism, the division of Open Source and Free Software and hacking as an ethic of business and work. The final phase sees broad consciousness of state-sponsored hacking, the re-rise of hardware hacking in maker labs and hack spaces and the diffusion of hacking into a broad ‘clever’ practice. In conclusion, it will be argued that hacking consists across all the practices surveyed of an interrogation of the rationality of information technocultures enacted by each hacker practice situating itself within a particular technoculture and then using that technoculture to change itself, both in changing potential actions that can be taken and changing the nature of the technoculture itself.

The Migration History of Black Africans to Britain

2019 ◽  
pp. 1-18
Author(s):  
Thomas Domboka
Keyword(s):  
21St Century ◽  
Second Phase ◽  
African Countries ◽  
Black Africans ◽  
The Third ◽  
Third Phase ◽  
Migration History ◽  
History Of ◽  
The 1960S ◽  
History Of Migration

The purpose of this chapter is to provide the history of migration of black Africans into Britain and a backdrop for subsequent chapters. An understanding of the migration history of Black Africans is important as it helps us to understand the nature and extent of their entrepreneurial and transnational activity. The conveniently splits into three sections covering three phases or waves of migration covering the period between the 1960s to the beginning of the 21st century. The chapter shows that the reasons and motivation of migration is different with each of the phases of migration. The first phase (1960s – 1970s) consisted of restrained migration from a few African countries namely Nigeria and Ghana and was driven by the desire to acquire education. The second phase (1980s – 1990s) consisted of limited migration from an increased number of countries and still driven by education and some limited refugees. The third phase (Mid 1990s onwards) consisted of unrestrained migration largely driven by economic reasons.

Hobsbawm and Researching the History of Nationalism

2017 ◽  
Author(s):  
John Breuilly
Keyword(s):  
Social Psychology ◽  
Identity Politics ◽  
Social Reality ◽  
Global Perspective ◽  
Second Phase ◽  
Class Analysis ◽  
The Third ◽  
Third Phase ◽  
History Of ◽  
The Subject

Hobsbawm’s work on nationalism has three successive phases, which reflect how the subject has been approached by others. In the first phase, nationalism was subordinated to Marxist class analysis. The second phase, is marked by a spate of studies on nationalism as inventing or imagining nations. Hobsbawm’s key contribution was as co-editor of The Invention of Tradition. In the third phase, nationalism was treated as ‘identity politics’, as one finds in some of Hobsbawm’s later works. These approaches yield diminishing results. Class analysis makes nationalism an epiphenomenon; treating nationalism as an invention detaches it from social reality; identity politics turns it into social psychology. Yet Hobsbawm’s global perspective, his treatment of nationalism as an ideology, and his concern with ‘history from below’ represent three promising new avenues for nationalism research.

A summary of the history of exploration at the Sterkfontein Caves in the Cradle of Humankind World Heritage Site

2020 ◽  
pp. 3-7
Author(s):  
J. Francis Thackeray
Keyword(s):  
South Africa ◽  
World Heritage ◽  
World Heritage Site ◽  
Second Phase ◽  
Stone Artifacts ◽  
The Third ◽  
Third Phase ◽  
Heritage Site ◽  
History Of ◽  
Cradle Of Humankind

Sterkfontein Caves, near Pretoria, South Africa, are part of the Cradle of Humankind World Heritage Site. The caves have yielded hundreds of hominin fossils recovered over a period spanning more than a century. Exploration of the deposits has occurred in three phases. In the first phase from 1895–1935, fossils of various animals were recovered unsystematically by limestone miners, who noted fossiliferous breccias. The second phase, from 1936–1966, involved teams led by Robert Broom and John Robinson. Broom and Robinson’s excavations recovered many hominin fossils from Members 4 and 5, stone artifacts, and initial mapping of the Sterkfontein deposits. The third phase, 1966 until the present, included excavations led by Philip Tobias, Alun Hughes, Tim Partridge, Ron Clarke, Kathy Kuman, and Dominic Stratford. During this phase, the six members of the Sterkfontein deposits were recognized and characterized, and additional fossils of hominins and other fauna, as well as stone artifacts were recovered. Importantly, extensive analysis of fauna and paleonvironments was conducted. Hominin fossils were also recovered from Member 2. Considerable geochronological work has been done to characterize the complex stratigraphy and dating of these deposits. This chapter reviews the history of fieldwork at Sterkfontein.

SABERES DOCENTES: REFERENCIAL PARA ORGANIZAÇÃO DA FORMAÇÃO DOCENTE

2020 ◽  
Vol 10 (24) ◽  
pp. 295
Author(s):  
Sergio Rogério Azevedo Junqueira ◽  
Rodrigo Santos
Keyword(s):  
Religious Education ◽  
Second Phase ◽  
Teaching Knowledge ◽  
The Third ◽  
Third Phase ◽  
History Of ◽  
The Impact ◽  
The Relationship ◽  
And Training ◽  
Current Stage

Este texto é resultado de uma pesquisa qualitativa sobre o impacto da formação inicial para o efetivo trabalho da docência. Este estudo é consequência da quarta etapa do Projeto Formação Inicial e Continuada para o Professor do Ensino Religioso no Programa Formação Inicial e Continuada para a Diversidade, desenvolvido pelo Instituto de Pesquisa e Formação Educação e Religião (IPFER). Na primeira etapa foram identificadas propostas de formação inicial e continuada no cenário brasileiro; na segunda fase foi elaborada uma história da formação do professor de Ensino religioso nacionalmente; para a terceira fase foram elaborados estudos e estratégias de formação, a partir das redes sociais. A atual etapa, em parceria com o Programa de Pós-Graduação em Ciência da Religião da Universidade Estadual do Pará (UEPA) e o IPFER, buscou compreender a relação entre a formação inicial e o cotidiano da sala de aula, utilizando como referencial os saberes docentes, de Maurice Tardif, em diálogo com um grupo de egressos para identificar esta relação. TEACHING KNOWLEDGE: REFERENCE FOR THE ORGANIZATION OF TEACHER EDUCATIONAbstractThis text is the result of a qualitative research on the impact of the initial formation for the effective teaching work. This study is a consequence of the fourth stage of the Programa Formação Inicial e Continuada para a Diversidade (Instituto de Pesquisa e Formação Educação e Religião, IPFER). In the first stage, a proposal for initial and continued formation in the Brazilian scenario was identified; in the second phase a history of the formation of the teacher of religious education was elaborated nationally; for the third phase studies and training strategies were elaborated from social networks. Current stage in partnership with the Programa de Pós-Graduação em Ciência da Religião da Universidade Estadual do Pará (UEPA) and the IPFER to understand the relationship between training and daily classroom as a reference the knowledge teachers of Maurice Tardif in dialogue with a group of graduates to identify this relationship.

scholarly journals Supporting Student’s English Speaking Achievement Using Video

2016 ◽  
Vol 1 (1) ◽  
pp. 45
Author(s):  
Dini Irawati
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
English Teachers ◽  
Instructional Video ◽  
Second Phase ◽  
Efl Learners ◽  
The Third ◽  
Instructional Objectives ◽  
Third Phase ◽  
English Speaking

<p>The importance of English as a Second or Foreign language (ESL or EFL), the teaching of EFL speaking has been deemed important in the Indonesian context. As a common problem was occurred  in a speaking class is that teachers frequently feel it difficult to involve students in the speaking activities. In fact, English teachers should work hard to attract the students to speak a lot in the class. It occurs because many EFL learners have such personality problems, for instance they are not confident, reluctant, and afraid of practicing and using their English.</p>The implementation of the use of video as teaching media in speaking class can cover some procedures into three main phases: The first phase is pre-teaching. The second phase is whilst-teaching. The third phase is post-teaching. Based on the findings, it is concluded that the use of video as teaching media can be one of the solutions to improve not only the students’ speaking skills but also the their’ positive attitude in the teaching of speaking. Therefore, English teachers are suggested to use the video as teaching media to teach their students in speaking class and it is also possible to teach other language skills or components. The limitation of this research was about the kind of video. Since in this research the researcher used the instructional video, for other researchers are suggested to use other kinds of videos which are not used for instructional objectives.

PENERAPAN MODEL QUANTUM LEARNING UNTUK MENINGKATKAN HASIL BELAJAR AUTOCAD SISWA KELAS X TEKNIK PEMESINAN SMK NEGERI 1 STABAT

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Abdul Hasan Saragih
Keyword(s):  
Positive Response ◽  
Phase 1 ◽  
First Grade ◽  
Learning Model ◽  
Second Phase ◽  
Phase 2 ◽  
Phase 3 ◽  
The Third ◽  
Third Phase ◽  
Quantum Learning

This classroom research was conducted on the autocad instructions to the first grade of mechinary class of SMK Negeri 1 Stabat aiming at : (1) improving the student’ archievementon autocad instructional to the student of mechinary architecture class of SMK Negeri 1 Stabat, (2) applying Quantum Learning Model to the students of mechinary class of SMK Negeri 1 Stabat, arising the positive response to autocad subject by applying Quantum Learning Model of the students of mechinary class of SMK Negeri 1 Stabat. The result shows that (1) by applying quantum learning model, the students’ achievement improves significantly. The improvement ofthe achievement of the 34 students is very satisfactory; on the first phase, 27 students passed (70.59%), 10 students failed (29.41%). On the second phase 27 students (79.41%) passed and 7 students (20.59%) failed. On the third phase 30 students (88.24%) passed and 4 students (11.76%) failed. The application of quantum learning model in SMK Negeri 1 Stabat proved satisfying. This was visible from the activeness of the students from phase 1 to 3. The activeness average of the students was 74.31% on phase 1,81.35% on phase 2, and 83.63% on phase 3. (3) The application of the quantum learning model on teaching autocad was very positively welcome by the students of mechinary class of SMK Negeri 1 Stabat. On phase 1 the improvement was 81.53% . It improved to 86.15% on phase 3. Therefore, The improvement ofstudent’ response can be categorized good.

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