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Most technologies have been harnessed to enable educators to conduct their business remotely. However, the social context of technology as a mediating factor needs to be examined to address the perceptions of barriers to learning due to the lack of social interaction between a teacher and a learner in such a setting. Developing Technology Mediation in Learning Environments is an essential reference source that widens the scene of STEM education with an all-encompassing approach to technology-mediated learning, establishing a context for technology as a mediating factor in education. Featuring research on topics such as distance education, digital storytelling, and mobile learning, this book is ideally designed for teachers, IT consultants, educational software developers, researchers, administrators, and professionals seeking coverage on developing digital skills and professional knowledge using technology.

Published in 1998. Interest in the subject of'critical thinking'has mounted, seeking ways to transcend rote learning and to remedy a widely perceived lack of critical, analytical abilities amongst school students. A growing literature on'teaching thinking'and'problem solving'maintains this commitment, reflecting a common belief that thinking skills of a general nature can not only be identified, but can be taught successfully. The paucity of empirical evidence that intellectual skills thus identified actually transfer between domains of thought or subject matters has done little to diminish faith in the possiblity that this is achievable. The principal message of this book is that theories of critical thinking which disregard its historical origins and dialectical, traditional character are likely to be seriously flawed. All human societies exhibit problem solving abilities, often of a high order - all language and thought is fundamentally criteriological. Relevant distinctions between critical thought and its alternative are found in history and culture, in dialogue and criticism, not just in the operations of individual minds.The critical traditions embody a sovereign principle - a criterion of the effectiveness of educational institutions to represent the legacy and social liberties and democratic values in which they are deeply enmeshed.

Near the beginning of the Joban Dialogues, Job's friend Eliphaz is attributed a remarkably subversive vision (Job 4:12-21). Laced with images of divine judgment and deception, this vision undermines the very foundation of the friends'theology, and closely conforms to Job's. In particular, the vision's distinctive corporeal imagery and its conclusion that anyone can suddenly perish reflect Job's characteristic style, and form the basis for his accusations of divine injustice. In this study, Ken Brown argues that the tensions between the vision's present attribution to Eliphaz and its role in the dialogue run much deeper than is generally perceived, and can only be resolved through a reassessment of the book's development, both synchronic and diachronic. Brown suggests that the present order of Job 3-4 and 25-27 is neither original nor accidental, but reflects an intentional reframing of the dialogue, and anticipates similar moves across the earliest reception of the book. This work was awarded the Manfred Lautenschlaeger Award for Theological Promise 2016.

Discussion of early Jewish monotheism has focused on its origins in earlier Israelite religion, while its development in late prophetic and early apocalyptic literature has received little attention. Yet the reflections of the concept of monotheism in these works are much more diverse than is generally recognized. This literature reflects a lively debate over the implications of Yhwh's supremacy, which extend to the full range of religious and socio-political experience. The authors of this volume explore that diversity by focusing on how particular texts and themes embody and shape the emerging concept of monotheism. Tackling issues ranging from divine violence to dualism, international relations to idolatry, these studies not only emphasize the diverse ways in which Yhwh's supremacy is portrayed in late prophetic and early apocalyptic literature, but also illustrate the necessity of adopting a range of methodological approaches to the problem.

The concept of the'learning society'brings to mind access to education for all and a culture of lifelong learning. But government interventions in education such as the National Curriculum and standardized tests have only served to consolidate the connection between learning and schooling. Schools, furthermore, now have to juggle an increasingly diverse and incompatible range of tasks, providing equal opportunities while catering for individual needs and hitting academic attainment targets while preparing pupils for life in the global workplace. In this climate, what is the future for a democratic system of education?This important book aims to encourage debate about alternative ways of providing education, and discusses how these are being practiced now in Britain, Europe and the USA. Taking the issue of human rights and access as a central theme, the author examines the current state of education provision and the possibilities for its future.This book will be of interest to specialists in education, politics and philosophy, and also to those seeking alternative ways of educating their children.

In September 2000, at the Centre de Recerca Matematica in Barcelona, we pre­ sented a 30-hour Advanced Course on Algebraic Quantum Groups. After the course, we expanded and smoothed out the material presented in the lectures and inte­ grated it with the background material that we had prepared for the participants; this volume is the result. As our title implies, our aim in the course and in this text is to treat selected algebraic aspects of the subject of quantum groups. Sev­ eral of the words in the previous sentence call for some elaboration. First, we mean to convey several points by the term'algebraic'- that we are concerned with algebraic objects, the quantized analogues of'classical'algebraic objects (in contrast, for example, to quantized versions of continuous function algebras on compact groups); that we are interested in algebraic aspects of the structure of these objects and their representations (in contrast, for example, to applications to other areas of mathematics); and that our tools will be drawn primarily from noncommutative algebra, representation theory, and algebraic geometry. Second, the term'quantum groups'itself. This label is attached to a large and rapidly diversifying field of mathematics and mathematical physics, originally launched by developments around 1980 in theoretical physics and statistical me­ chanics. It is a field driven much more by examples than by axioms, and so resists attempts at concise description (but see Chapter 1. 1 and the references therein).