Books on the topic 'São Leopoldo'

For anyone interested in wildlife, birds, wilderness areas, parks, ecology, conservation, environmental literature, and ethics, the name Aldo Leopold is sure to pop up. Since first publication, Aldo Leopold: A Fierce Green Fire has remained the classic short, inspiring biography of Leopold--the perfect companion to reading his ever popular A Sand County Almanac. Winning numerous awards, this comprehensive account of his life story is dynamic and readable, written in the context of the history of American conservation and illustrated with historic photographs. Marybeth Lorbiecki has now enriched A Fierce Green Fire in a way no other biography on Leopold has, adding numerous chapters on the ripple effects of his ideas, books, ecological vision, land ethic, and Shack, as well as of the ecological contributions of his children, graduate students, contemporary scholars, and organizations--and the wilderness lands he helped preserve. Lorbiecki weaves these stories and factual information into the biography in a compelling way that keeps both lay and academic readers engaged. In the introduction to this edition, Lorbiecki makes it clear how much better our lives are because Leopold lived and why today we so radically need what he left us to bring about paradigm shifts in our ethical, economic, and cultural thinking. Instead of losing relevance, Leopold's legacy has gained ever more necessity and traction in the face of contemporary national and world challenges, such as species loss and climate change. Even the phenological studies he started at as a hobby are proving valuable, showing the climatic shifts that have occurred at the Shack lands since the 1930s, recognized by the plants and animals.

Pensar a Educação no século XXI é um desafio intrigante. Já se fala em Educação 4.0, nomenclatura proveniente do desenvolvimento rápido e contínuo das tecnologias da informação e comunicação (TICs) e da internet que tem, cada vez mais, invadido o cotidiano das escolas e das salas de aula. Enquanto se teoriza uma Educação que, supostamente, é 4.0 e tem acompanhado as tendências digitais, ousamos problematizar que os problemas e desafios que envolvem os espaços educativos ainda são da geração 1.0. O termo Educação 1.0, do final do século XVIII, conceitua um enfoque tradicional de educação, o professor é o protagonista e o processo de ensino e aprendizagem individualizado, reservado as elites. A educação 2.0 surgiu com o intuito de preparar o homem para trabalhar nas fábricas durante o século XIX, os processos eram pautados na repetição e memorização. Em meados do século XX, a partir da 3° Revolução Industrial, surgiu a educação 3.0 que, de maneira inovadora, incorporou as novas tecnologias aos processos de ensino e aprendizagem, tratando os alunos como protagonistas da sua aprendizagem, democratização do saber. Já a educação 4.0 aparece como consequência da quarta revolução industrial, buscando atender as supostas emergências e necessidades do século, informações mais acessíveis, digitalização dos processos e diversas possibilidades de inovação1 . A obra "Desafios da educação na contemporaneidade: discursos emergentes e concepções de ensino" contém artigos que levam a pensar nesses desafios, compreendendo que eles envolvem as tecnologias digitais, mas vão bem além delas. Há desafios emergentes nos processos de ensino e aprendizagem que por ora são silenciados em detrimento de outros. Esta obra é uma das aberturas das cortinas das escolas e salas de aula visando trazer à tona temáticas que, na maioria das vezes, ainda são invisibilizadas. Tais temáticas, abordadas ao longo dos capítulos, enfocam desafios das mais diversas ordens, tais como: Formação de professores, prática docente, educação e diretos humanos, projeto político pedagógico, educação e tecnologias, educação na 1 LENGEL, J. G. A evolução da educação: 1-2-3. In: Carvalho, M. T. (Org.). Educação 3.0: novas perspectivas para o ensino. Unisinos. São Leopoldo, RS: 2017. pandemia, ensino remoto, educação a distância, educação e cultura, relações étnicoraciais, educação inclusiva, estágio docente, dentre outras. A partir das temáticas abordadas pelos autores e pelas autoras, percebemos que ao falar dos desafios da educação na contemporaneidade e ao analisar esses desafios visando desnudar o chão dos espaços educativos, as discussões têm como objetivo central o encontro de possíveis caminhos que colaborem e motivem não apenas os profissionais da educação, mas também seus alunos e alunas. Enquanto os desafios se desenham como vielas aparentemente sem saída, caminhos bifurcados ou como o tão conhecido fundo do poço, o debate sobre eles aqui proposto tendem por ressignificálos à medida que transformam os desafios em molas propulsoras de esperança e de novas possibilidades. Problematizar e refletir sobre a educação contemporânea e seus desafios é uma forma de ser sensível ao que vivem os profissionais da educação espalhados por esse país em seu trabalho cotidiano com os alunos e as alunas. Essa sensibilidade é ainda mais urgente quando, além dos já conhecidos inúmeros desafios que assolam a educação brasileira, passamos a viver, de repente, um contexto de pandemia, a saber, a pandemia do novo coronavírus (COVID 19). Nesse contexto, as questões discutidas pelos autores, de maneira envolvente e interdisciplinar a partir de abordagens teórico-metodológicas, funcionam ainda como materiais de apoio, de colaboração e de esperança para os profissionais da educação. Falar sobre os desafios não significa esbarrar neles e estagnar. É preciso fazer, sem romantizar, o que os profissionais da educação desse país sabem fazer de melhor: Ousar, criar, redesenhar, esperançar, amar... Mesmo diante do caos. Que os desafios aqui discutidos sejam possibilidades de pensar além.

This chapter investigates the agency of the sexual public, and the indirect power wielded by these readers and patients of sexology in defending the truth of sexological case writings. Through the works and the figure of Sacher-Masoch, the chapter considers how in the late nineteenth century medical case studies functioned as sites of reinterpretation by doctors, and by sexological patients and other members of an emerging sexual public. Sacher-Masoch’s literary case study, his Darwinist novella Venus im Pelz (Venus in Furs), constitutes the first fictional account of what became known as masochism. The chapter argues that masochist readers were the first to reinterpret Sacher-Masoch’s literary investigations into Darwinism as a roman-à-clef. In doing so, some of them contributed greatly to the recategorisation of Sacher-Masoch as a masochist—through patient statements and biography, both of which informed sexological discourse.

The dedication of this collection of papers on Japanese environmental philosophy to YAMAUCHI Tomosaburo is intended both to honor a dedicated senior Japanese philosopher and to acknowledge that creating a volume devoted to Japanese environmental philosophy was his idea.Professor Yamauchi believes that the traditional Japanese sociopolitical order embedded in a distinctly Japanese worldview had once, not so long ago, preserved “the integrity, stability, and beauty” (in Aldo Leopold’s oft-quoted words) of the Japanese islands. ...

Africa throughout its postcolonial history has been plagued by human rights abuses ranging from intolerance of political dissent to heinous crimes such as genocide. Some observers consequently have gone so far as to suggest that human rights are a concept alien to African cultures. The International Criminal Court (ICC)’s focus on Africa in recent years has reinforced the region’s reputation as a hotspot for human rights violations. But despite Africa’s notoriety concerning human rights, Africa and the Shaping of International Human Rights argues that the continent has been pivotal for helping shape contemporary human rights norms and practices. Challenging prevailing Eurocentric interpretations of human rights’ origins and evolution, it demonstrates that from the colonial era to the present Africa’s peoples have drawn attention to and prompted novel ways of thinking about human rights through their encounters with the world at large. Beginning with the depredations of King Leopold II in the Congo Free State in the 1880s and ending with the ICC’s current activities in Africa, it reveals how African events, personalities, groups, and nations have influenced the trajectory of human rights history in intriguing and critical ways, in the end enlarging and universalizing a major discourse of our time.

Beginning in the late eighteenth century, Jews entered the German middle class with remarkable speed. This process has often been identified with Jews’ increasing alienation from religion and Jewish nationhood. In fact, this period was one of intense engagement with Jewish texts and traditions. An expression of this was the remarkable turn to Bible translation. In the century and a half between Moses Mendelssohn’s pioneering translation and the final one by Martin Buber and Franz Rosenzweig, German Jews produced fifteen different translations of at least the Pentateuch. Buber and Rosenzweig famously critiqued bourgeois German Judaism as a craven attempt to establish social respectability to facilitate Jews’ entry into the middle class through a vapid, domesticated account of Judaism. Exploring Bible translations by Moses Mendelssohn, Leopold Zunz, and Samson Raphael Hirsch, the author argues that each sought to ground a “reformation” of Judaism along bourgeois lines, which involved aligning Judaism with a Protestant concept of religion. They did so because they saw in bourgeois values the best means to serve God and the authentic actualization of Jewish tradition. Through their learned, creative Bible translations, Mendelssohn, Zunz, and Hirsch presented distinct visions of middle-class Judaism that affirmed Jewish nationhood while lighting the path to a purposeful, emotionally rich, spiritual life grounded in ethical responsibility.

Generativität dient der Sicherung menschlichen Lebens und der menschlichen Kultur. Angesichts kollektiver Aggression sowie der Ausbeutung des Planeten zu Lasten künftiger Generationen ist es auch für die Psychoanalyse und die Psychotherapie besonders wichtig, sich mit Fragen der Generativität und ihrer Bedrohung auseinanderzusetzen. Generativität beinhaltet auch immer Generationenkonflikte, wie zum Beispiel den Neid der Alten auf die Jungen, die vermeintlich bessere Bedingungen vorfinden. Die Missachtung der Generationsgrenzen und das Negieren der Generationenfolge können sie jedoch beschädigen oder sogar zerstören. So sind heutige Generationen besonders gefordert, da sie unübersichtlicher und vielfältiger geworden sind: Das Individuum hat oft mehrere Väter bzw. Mütter oder lebt in Patchwork-Konstellationen. PsychoanalytikerInnen und PsychotherapeutInnen untersuchen, wie unsere Gesellschaft mit Fragen der Generativität umgeht und wie sich Mutter-, Vater- und Elternschaft heute entwickeln. Anlässlich des 70-jährigen Jubiläums der Deutschen Gesellschaft für Psychoanalyse, Psychotherapie, Psychosomatik und Tiefenpsychologie (DGPT) rückt auch die Generativität der Fachgesellschaft in den Fokus. Mit Beiträgen von Thomas Abel, Ute Auhagen-Stephanos, Heribert Blaß, Uta Blohm, Valérie Bouville, Joachim F. Danckwardt, Steffen Dörre, Michael J. Froese, Gisela Grünewald-Zemsch, Dirk Hamelmann-Fischer, Andreas P. Herrmann, Monika Huff-Müller, Elisabeth Imhorst, Gabriele Junkers, Vera Kattermann, Vera King, Helga Krüger-Kirn, Wolfgang Mertens, Leopold Morbitzer, Stefanie Rosenfeld, Ann Kathrin Scheerer, Stefanie Sedlacek, Heinz Weiß, Hans-Volker Werthmann, Hans-Jürgen Wirth und Michael Wolf