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Journal articles on the topic 'Schwabism'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Brown, Kenon A., Andrew C. Billings, Breann Murphy, and Luis Puesan. "Intersections of Fandom in the Age of Interactive Media." Communication & Sport 6, no. 4 (August 29, 2017): 418–35. http://dx.doi.org/10.1177/2167479517727286.

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This study focuses on comparing the uses sought and gratifications obtained when consuming media related to eSports and traditional sports; in doing so, relevant areas of overlap and distinction are ascertained. In all, more than 1,300 American eSports participants were queried as to their interest in both eSports and traditional sports fan/followership. Results revealed that eSports participants sought out media for both eSports and traditional sports for similar motivations, specifically social sport, fanship, and Schwabism. However, it is the magnitude of the motives that truly set eSports fans apart, with participants showing far more dedication and desire to engage with eSport content than in any other realm of the traditional sporting arena.

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2

Hamilton, David. "In schwabian fields." Pedagogy, Culture & Society 9, no. 1 (March 2001): 119–28. http://dx.doi.org/10.1080/14681360100200105.

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3

Aurnhammer, Achim. "Neues vom alten Ernst Schwabe von der Heyde." Daphnis 31, no. 1-2 (November 23, 2002): 279–98. http://dx.doi.org/10.1163/18796583-0310102011.

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Martin Opitz zählte Ernst Schwabe von der Heyde zu seinen wichtigsten Vorbildern. Gleichwohl machte er mit nur wenigen Dichtungen Schwabes bekannt. Der glückliche Fund von drei unbemerkt gebliebenen Alexandrinersonetten, die anläßlich der Krönung von Kaiser Matthias im Jahre 1612 entstanden sind, erweitert unsere Kenntnisse über Schwabes dichterisches Werk und eröffnet neue Einblicke in die voropitzische Modernisierung der deutschen Literatur.

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4

Pytko, Mateusz. "Slices of art. Viennese actionists and Werner Schwab’s negations." Tekstualia 2, no. 49 (June 12, 2017): 99–114. http://dx.doi.org/10.5604/01.3001.0013.3124.

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The article raises questions about the possibility of negation of art on the example of Viennese Actionism’s body performance and Werner Schwab’s conception of theatre. It puts emphasis on the problems of the political meaning of the abjectal usage of the body (actionists) and language (Schwab) in contrast to the fascist dryness represented by Heinrich Gross. It additionally demonstrates the similarity between the brutal performances of the Viennese Actionists and Werner Schwab’s affective imaginarium.

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Bečvář, J., Z. Došlá, J. Kurzweil, J. Mawhin, D. Medková, and M. Tvrdý. "Remembering Štefan Schwabik (1941–2009)." Mathematica Bohemica 136, no. 2 (2011): 113–34. http://dx.doi.org/10.21136/mb.2011.141575.

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Monteiro, Giselle Antunes, Antonín Slavík, and Milan Tvrdý. "To the memory of Štefan Schwabik." Mathematica Bohemica 144, no. 4 (June 26, 2019): 337–38. http://dx.doi.org/10.21136/mb.2019.0126-19.

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7

Slater, Reese. "Marilyn Schwab's journal available from benedictines." Geriatric Nursing 7, no. 4 (July 1986): 172–74. http://dx.doi.org/10.1016/s0197-4572(86)80077-5.

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8

Reedy, Alison, and Janet Dyne. "Reviews." Literacy and Numeracy Studies 21, no. 1 (June 24, 2013): 105–10. http://dx.doi.org/10.5130/lns.v21i1.3334.

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Inge Kral and Jerry Schwab's Learning Spaces: Youth, literacy and new media in remote Indigenous Australia, reviewed by Alison ReedyInge Kral's Talk, Text and Technology: Literacy and social practice in a remote Indigenous community,reviewed by Janet Dyne

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9

Goslich, Lorenz. "Doppelt bestraft." kma - Klinik Management aktuell 9, no. 01 (January 2004): 9–10. http://dx.doi.org/10.1055/s-0036-1572571.

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Mit gemischten Gefühlen verfolgen führende Mediziner die Vorgänge in der deutschen Gesundheitspolitik. Kritisch meldet sich im Gespräch mit Klinik Management Aktuell Christoph Nerl zu Wort, der Chefarzt der 1. Medizinischen Abteilung im Städtischen Krankenhaus München-Schwabing. Er beklagt deutliche Verschlechterungen für die Kliniken und befürchtet offen negative Auswirkungen auf die Versorgung vieler Patienten.

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Hansen, Klaus-Henning. "The Curriculum Workshop: A Place for Deliberative Inquiry and Teacher Professional Learning." European Educational Research Journal 7, no. 4 (January 1, 2008): 487–500. http://dx.doi.org/10.2304/eerj.2008.7.4.487.

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In this article, the curriculum workshop (CW) is elaborated as an approach to professional learning, deliberation and inquiry. It offers a comprehensive framework for school-based deliberation and inquiry, is rooted in curriculum theory, promises a broad range of applications in teacher education and provides tools to assess the trustworthiness of processes and outcomes. The first section of the article discusses the theoretical background of the CW by going back to Joseph Schwab's idea of ‘the practical’, of deliberative inquiry in curricular groups. Building on these ideas, Karl Frey's model of a ‘curriculum conference’ is presented. Elements of Schwab's and Frey's approaches are then modified and adapted to the CW. The second section asks how the CW was enacted in the framework of a European project on good practice in school-based teacher education, presents exemplary outcomes and critically discusses the trustworthiness of the approach. The final section provides a summary of the outcomes and indicates directions for further research.

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11

Ross, Vicki, and Elaine Chan. "CHAPTER 1: Schwab's Call for a Renaissance." Action in Teacher Education 29, no. 5-6 (March 2008): 4–24. http://dx.doi.org/10.1080/01626620.2008.10519430.

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12

Czardybon, Marcin. "The Theater of Werner Schwab." Tekstualia 3, no. 42 (July 1, 2019): 51–62. http://dx.doi.org/10.5604/01.3001.0013.4414.

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The article offers an analysis of Werner Schwab’s output as a playwright. Schwab is described as an artist whose idee fi xe was a complete rejection of the norms and demands of the „bourgeois” theater. Such a rejection further signifi es the playwright’s opposition to all the forms of order that go by the name of Logos.

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13

Gade, Sharada. "Performance, the Arts, and Curricular Change." LEARNing Landscapes 13, no. 1 (June 13, 2020): 129–36. http://dx.doi.org/10.36510/learnland.v13i1.1008.

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The need to improvise and take action as a practitioner draws on Schwab’s notion of deliberation and the Greek concept of poiesis. Inspired by an impromptu discussion with students at a computer summer camp, the author uses the worksof Sarason, Eisner, and Stenhouseto show how practitioner performance, student audience, educational inquiry, teacher as researcher, and curricular change are interrelated.

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14

Sturm, Ray R. "Schwab’s equity ratings: value added or old news?" Journal of Economics and Finance 41, no. 2 (November 14, 2015): 257–75. http://dx.doi.org/10.1007/s12197-015-9347-1.

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15

Baumfield, Vivienne. "Religious education and Schwab’s four topics of education." British Journal of Religious Education 29, no. 2 (March 2007): 125–26. http://dx.doi.org/10.1080/01416200601170550.

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16

Khakbaz, Azimehsadat. "Schwab's Practical Theory: Integrate of Theory and Practice." Theory and Practice in Curriculum 4, no. 8 (February 1, 2017): 5–26. http://dx.doi.org/10.18869/acadpub.cstp.4.8.5.

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17

Jeon, Ho-Jae. "Reinterpretation of Schwab's Theory: Focusing on Hlebowitsh’s Interpretation." Journal of Curriculum Studies 37, no. 4 (December 31, 2019): 97–116. http://dx.doi.org/10.15708/kscs.37.4.5.

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18

Hlebowitsh, Peter. "When best practices aren’t: A Schwabian perspective on teaching." Journal of Curriculum Studies 44, no. 1 (February 2012): 1–12. http://dx.doi.org/10.1080/00220272.2011.637184.

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19

Henderson, Heike. "Performing Cannibalism: Werner Schwab’s ÜBERGEWICHT, unwichtig: UNFORM." Journal of Austrian Studies 45, no. 1-2 (2012): 51–68. http://dx.doi.org/10.1353/oas.2012.0052.

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20

Blamires, David. "The Later Texts in Gustav Schwab's "Volksbucher": Origins and Character." Modern Language Review 94, no. 1 (January 1999): 110. http://dx.doi.org/10.2307/3736003.

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21

Fox, Seymour. "The Vitality of Theory in Schwab's Conception of the Practical." Curriculum Inquiry 15, no. 1 (1985): 63. http://dx.doi.org/10.2307/1179450.

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22

Fox, Seymour. "The Vitality of Theory in Schwab's Conception of the Practical." Curriculum Inquiry 15, no. 1 (March 1985): 63–89. http://dx.doi.org/10.1080/03626784.1985.11075950.

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23

Künzli, Rudolf. "Memorizing a memory: Schwab’s the Practical in a German context." Journal of Curriculum Studies 45, no. 5 (October 2013): 668–83. http://dx.doi.org/10.1080/00220272.2013.798837.

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24

Goldberg, Paul, Solveig Schiegl, Karen Meligne, Chris Dayton, and Nicholas J. Conard. "Micromorphology and Site Formation at Hohle Fels Cave, Schwabian Jura, Germany." E&G Quaternary Science Journal 53, no. 1 (June 1, 2003): 1–25. http://dx.doi.org/10.3285/eg.53.1.01.

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Abstract. Die Höhle Hohle Fels liegt auf der Schwäbischen Alb bei Schelklingen und beinhaltet eine stratigraphische Folge, die mindestens 36.000 Jahre zurück geht und Aurignacien-, Gravettien- und Magdalénien-Fundschichten beinhaltet. Die Sedimente vom Hohle Fels wurden mit mikromorphologischen Analysen in Kombination mit Elektronmikroprobe und FTIR-Analysen untersucht. Die Ergebnisse zeigen, dass die Sedimente aus dem inneren Bereich der Höhle stammen und das die feine Matrix in Zusammenhang mit der Nutzung der Höhle durch Bären eine starke Phosphatenanreicherung erlebt hat. Mikrostrukturen belegen kalte und feuchte klimatische Phasen, charakterisiert durch Kryoturbation und Eislinsen. Diese Merkmale sind in den Gravettien- und Magdalénien-Schichten stärker entwickelt und sprechen für kühle Bedingungen während dieser Perioden. Während des letzten Kältemaximums fehlen Hinweise für die Nutzung der Höhle durch Menschen und Höhlenbären. Diese Beobachtungen können als Grundlage dienen, um Hypothesen über das Paläoklima und über menschliches Verhalten im Paläolithikum, die anhand botanischer, faunistischer und archäologischer Daten entwickelt wurden, zu prüfen. Einige der Methoden dieser Untersuchungen wurden zum ersten Mal in den Höhlen der Schwäbischen Alb eingesetzt und lieferten viel versprechende Einblicke in die Archäologie und die naturhistorische Entwicklung der Region.

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25

Heuser, Isabella J., and Florian Holsboer. "Research Activity at the Max Planck Institute for Psychiatry (Munich): Depression in Later Life." International Psychogeriatrics 3, no. 1 (March 1991): 75–78. http://dx.doi.org/10.1017/s1041610291000546.

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The Max Planck Institute for Psychiatry (MPIP; Director: Florian Holsboer, M.D., Ph.D.) is a clinical research institute which serves psychiatric inpatients and several outpatient clinics (e.g., lithium clinic, memory clinic, anxiety disorder clinic, neuroleptic clinic). Affiliated with the Krankenhaus München-Schwabing, the largest general hospital in Bavaria (approximately 1,400 beds), the MPIP provides neurological and psychiatric consultation services for this center. According to the scientific concept envisioned by the first director of the MPIP, Emil Kraepelin, the Clinical Institute runs numerous on-site, state-of-the-art laboratories for basic research (molecular biology, neuroendocrinology, neuropharmacology, electrophysiology, neuropsychology, brain imaging) in order to bridge the gap between preclinical and clinical scientific activities.

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26

Pereira, Peter. "Eine Einführung in Joseph J. Schwabs Theorie curricularer Erörterung." Bildung und Erziehung 45, no. 2 (May 1992): 159–74. http://dx.doi.org/10.7788/bue-1992-0203.

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27

Friedrichs, Christopher R., Renate Durr, and Terence McIntosh. "Magde in der Stadt: Das Beispiel Schwabisch Hall in der Fruhen Neuzeit." German Studies Review 21, no. 1 (February 1998): 118. http://dx.doi.org/10.2307/1432398.

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28

Westbury, Ian. "Reading Schwab’s the ‘Practical’ as an invitation to a curriculum enquiry." Journal of Curriculum Studies 45, no. 5 (October 2013): 640–51. http://dx.doi.org/10.1080/00220272.2013.795246.

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29

Stoschek, Jürgen. "Seit 30 Jahren geht es mit dem Drahtesel auf Hausbesuch in München-Schwabing." Der Hausarzt 50, no. 2 (February 2013): 8–9. http://dx.doi.org/10.1007/s15200-013-0064-6.

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30

Rowan, Steven, and Thomas Lau. "Burgerunruhen und Burgerprozesse in den Reichsstadten Muhlhausen und Schwabisch Hall in der Fruhen Neuzeit." Sixteenth Century Journal 31, no. 4 (2000): 1178. http://dx.doi.org/10.2307/2671243.

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31

Rublack, U. "Book Review: Magde in der Stadt. Das Beispiel Schwabisch Hall in der Fruhen Neuzeit." German History 16, no. 2 (April 1, 1998): 247–48. http://dx.doi.org/10.1177/026635549801600212.

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32

North, Chris, Tracy Clelland, and Heather Lindsay. "Phases in Collaboration: Using Schwab’s Deliberation to Respond to Change in Teacher Education." Studying Teacher Education 14, no. 2 (March 19, 2018): 212–30. http://dx.doi.org/10.1080/17425964.2018.1450239.

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33

Wilke, Michael H., Mike Schenker, and George Hoffmann. "Detection and documentation of DRG-relevant comorbidities using laboratory tests." Australian Health Review 25, no. 3 (2002): 152. http://dx.doi.org/10.1071/ah020152.

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Germany will soon begin per case payment by DRG, and preparations are in progress in most hospitals and insurance companies. The Academic Teaching Hospital Munich-Schwabing in Munich decided to explore coding strategies by considering the impact of diagnoses that could be detected by pathology An Australian database was analysed. We detected "discriminating'diagnoses - that is, diagnoses that could be found in level A or B DRGs, and not in the respective lower severity DRG. After isolating 584 diagnoses, they were rated by a laboratory specialist, to determine whether they could be proved by pathology tests. 187 diagnoses were selected in this way. In the next step, theoretical cases were generated and grouped. 157 diagnoses were found to produce a switch to a higher DRG. The diagnoses, the DRGs and the respective laboratory tests were then arranged in a small MS-Excel program to allow comfortable browsing. The overall success rate of 84% shows that laboratory medicine can contribute to correct coding for DRGs.

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Rosenak, Avinoam. "Styles of Halakhic Ruling: A Mapping in Light of Joseph Schwab's Philosophy of Education." Journal of Jewish Education 73, no. 2 (July 18, 2007): 81–106. http://dx.doi.org/10.1080/15244110701420326.

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35

Goldstein, Robert Justin. "Radical Gotham: Anarchism in New York City from Schwab's Saloon to Occupy Wall Street." Journal of American History 105, no. 3 (December 1, 2018): 648–49. http://dx.doi.org/10.1093/jahist/jay297.

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36

Estupinan, Danny, Sunina Nathoo, and Michael S. Okun. "The Demise of Poskanzer and Schwab’s Influenza Theory on the Pathogenesis of Parkinson’s Disease." Parkinson's Disease 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/167843.

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In 1961, David C. Poskanzer and Robert S. Schwab presented a paper, “Studies in the epidemiology of Parkinson’s disease predicting its disappearance as a major clinical entity by 1980.” This paper introduced the hypothesis that Parkinson’s disease was derived from a single aetiology, the influenza virus. We review the original Poskanzer and Schwab hypothesis that Parkinson’s disease was based on the association between the 1918-19 influenza epidemic and the later observation of Parkinsonism in some influenza sufferers. We also further explore the prediction that Parkinson’s disease would totally disappear as an entity once original influenza victims were all deceased. Current research has revealed that there are many potential causes and factors important in the occurrence of Parkinson’s disease, postencephalitic Parkinsonism, and encephalitis lethargica. Poskanzer and Schwab presented a novel hypothesis; however, it was proven false by a combination of research and time.

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37

Adams, Matthew S. "Radical Gotham: anarchism in New York City from Schwab’s saloon to Occupy Wall Street." Social History 44, no. 3 (July 3, 2019): 378–80. http://dx.doi.org/10.1080/03071022.2019.1618014.

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38

Kanno, Yasuko, and Sheila Dermer Applebaum. "ESL Students Speak Up: Their Stories of How We are Doing." TESL Canada Journal 12, no. 2 (June 26, 1995): 32. http://dx.doi.org/10.18806/tesl.v12i2.651.

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This study explores the ESL curriculum as experienced by students, casting light on their side of the story. We invited three Japanese secondary-level students to discuss their experience of learning English and analyzed their stories in terms of Schwab's four curriculum commonplaces (learner, subject matter, milieu, and teacher). Our analysis reveals that for the students, learning English has to do with negotiating their identities in a new environment. The current ESL curriculum as it focuses on the development of academic skills may not be providing enough support to help them integrate into the school community. In the absence of such support, some students may run the risk of perpetuating their marginality in the school and prematurely reaching a plateau in their English acquisition. Some practical ideas to promote integration, some of which are already implemented in Canadian schools, are discussed in the light of these findings.

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Kondakov, Alexander V., Ekaterina S. Konopleva, Abiona J. Adesanya, Yulia V. Bespalaya, Jean J. Braun, Mikhail Y. Gofarov, Artem A. Lyubas, et al. "The global freshwater bivalve checklist’s extension: Freshwater occurrences and phylogenetic position of Galatea clams from West Africa (Venerida: Donacidae)." Ecologica Montenegrina 35 (October 25, 2020): 144–58. http://dx.doi.org/10.37828/em.2020.35.12.

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The bivalve genus Galatea Bruguière, 1797 (Venerida: Donacidae) was thought to contain exclusively brackish-water clams, the ranges of which are confined to estuaries and lower tidal parts of large rivers in West Africa. This genus was therefore included to the global freshwater bivalve checklists (Bogan 2013; Graf 2013) as a largely estuarine group. Conversely, a review of published data alongside our field surveys indicate that at least three populations of Galatea spp. largely occur in freshwater environment, i.e. those from the Sanaga (Cameroon), Niger (Nigeria), and Volta (Ghana) rivers. The systematic placement of these populations is unclear, as are the taxonomic status and validity of numerous nominal taxa described in this genus from a variety of localities throughout the Atlantic Coast of Africa (Angola to Senegal). We tentatively assign the populations from Niger and Volta to Galatea paradoxa (Born, 1778), while the Sanaga’s population is considered here as Galatea schwabi (Clench, 1929). However, these taxa do not share clear morphological differences and may belong to a single widespread species. In this study, we present the first DNA sequence data for a Galatea member, i.e. G. schwabi. Our COI phylogeny supports its placement within the family Donacidae suggesting sister relationships between Galatea and Donax Linnaeus, 1758. Most Galatea populations play a vital role for local riparian communities in West Africa as an intensively exploited food source. Furthermore, the clams are heavily threaten by anthropogenic impacts such as dam construction, riverbed substrate mining, and river pollution. The fishing loads and habitat degradation altogether lead to the rapid decreasing of Galatea populations in several water bodies, e.g. the Volta River in Ghana. It is impossible to develop conservation and management plans for these clams due to the lack of reliable species-level taxonomic concept of the genus. It is clear that the Galatea taxonomy and ecology need a thorough revision in the future based on DNA sequences of newly collected samples from all West African rivers, in which these remarkable clams occur.

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hudgins, sharon. "Edible Art: Springerle Cookies." Gastronomica 4, no. 4 (2004): 66–71. http://dx.doi.org/10.1525/gfc.2004.4.4.66.

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Edible Arte: Springerle Cookies Springerle are white, anise-flavored cookies with a picture or design imprinted on the tops by specially carved rolling pins or flat molds. Sometimes the raised designs are also painted to enhance their appearance. A regional specialty of German Schwabia, Springerle are also baked in Alsace, Switzerland, Bavaria, and Bohemia. With roots in the pre-Christian era, Springerle are among several kinds of cookies shaped, molded, or decorated to depict animate or inanimate objects. The designs embossed on the tops of Springerle include religious figures, plants and animals, secular motifs, and symbolic images. The carving of wooden Springerle molds is an art in itself, and many European museums have collections of historical cookie molds. Today Springerle are traditionally baked for the Christmas season, although the motifs on historical molds indicate that these cookies were also made for religious holidays and secular events throughout the year in northern Europe.

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Lemon, Narelle, and Susanne Garvis. "Flights of two female academics’ entry into the profession." Journal of Applied Research in Higher Education 6, no. 2 (September 2, 2014): 231–47. http://dx.doi.org/10.1108/jarhe-08-2013-0036.

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Purpose – The purpose of this paper is to illustrate what can be learnt about early career researchers through a narrative self-reflection of two academics’ moving towards the end of the early career into middle career stage. Design/methodology/approach – The two academics’ share their experiences as self- study reflective inquiries, specifically as a want and need for “more” through this respective involvement in critically thinking about and planning their career trajectory. Using Schwab's (1969) flights from the field as an interpretative tool, this event is the trigger used to story and re-story the personal experience of the academics through a reflective inquiry approach. Findings – Looking across the reflective self-studies, the final analysis reveals similarities, differences and tensions of the lived experiences of early career researchers’. Originality/value – Through listening to the voices of early career academics insights are gained that highlight the need for active agency in the academy while learning from others to focus on building research profiles.

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42

Donmoyer, Robert. "What If Educational Inquiry Were Neither a Social Science Nor a Humanities Field? Revisiting Joseph Schawb’s “The Practical” in the Aftermath of the Science Wars." Education Policy Analysis Archives 22 (February 15, 2014): 8. http://dx.doi.org/10.14507/epaa.v22n8.2014.

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The recent debates about what constitutes scientific research in Education, on the one hand, and the so-called “paradigm wars” that got played out in the final quarter of the 20th century, on the other, are more similar than different. At the center of both controversies was the relative worth of quantitative and qualitative research methods. Both controversies also distracted researchers’ from addressing the substantive problems that plague schools and other educational organizations. This paper attempts to move the field beyond the debates of the past and similar debates that seem likely to occur in the future. Inspired, in large part, by Joseph Schwab’s largely unheeded critique of the curriculum field in the late 1960s and early ‘70s, the paper attempts to re-conceptualize what inquiry in a field like Education should look like, as well as the role that quantitative, qualitative, and mixed-methods research could play in a re-conceptualized approach to inquiry.

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43

Nidetzky, Bernd, and Christoph W. Sensen. "Special Issue on acib, dedicated to the occasion of Prof. Dr. Helmut Schwab’s 65th birthday." Journal of Biotechnology 235 (October 2016): 1–2. http://dx.doi.org/10.1016/j.jbiotec.2016.07.011.

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44

Barton, Georgina. "Recollage as a tool for self-care." Qualitative Research Journal 20, no. 1 (September 2, 2019): 49–62. http://dx.doi.org/10.1108/qrj-04-2019-0039.

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Purpose Working in the academy can be both challenging and exciting as it can be trying and difficult to negotiate if one is unprepared. Past research has acknowledged the importance of reflective practice in order to face such trials positively. This study utilises arts-based/multimodal reflection to contemplate the lived experience of one early career researcher in her first five years of employment. Adopting an arts-based approach, the researcher regularly reflected via the medium of collage. The purpose of this paper is to report on recollaged artefacts that are analysed in relation to meta-semiotic meanings as well as how they correspond to Schwab’s “lines of flight”, revealing both positive and negative acuities. Findings show that taking the time to delineate feelings via arts-based reflection can illuminate silent thoughts and deliberations and support an early career academic in appreciating and improving awareness of higher education regularities. Implications highlight how recollage can be an effective tool for the self-care of early career academics. Design/methodology/approach Adopting an arts-based approach, the researcher regularly reflected via the medium of collage. This paper reports on recollaged artefacts. These were analysed in relation to meta-semiotic meanings as well as how they corresponded to Schwab’s “lines of flight”, taking both positive and negative acuities. Findings Findings showed that taking the time to delineate feelings via arts-based reflection can reveal silent thoughts and deliberations and support an early career academic in appreciating and improving awareness of higher education regularities as well as self-care. Research limitations/implications Implications highlight how recollage can be effective for early career academics in reflecting on their everyday work and improve self-care. Practical implications Practical implications include the fact that readers will be able to adopt the arts-based methods used in this paper in order for them to reflect on their everyday work in the academy. The recollaged practice will improve their self-care and allow time to reflect effectively and creatively. Social implications Social implications include that colleagues could do recollaged practice together. Reflection done collaboratively can also improve self-care and well-being for those working in the academy. Originality/value Recollage is a new method of autoethnography the author has developed for the purpose of reflecting on my journey as an early career researcher. Now, in leadership roles, this approach has allowed the author to move forward positively in the academy.

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ISHIZAKI, Tomonori. "The Significance of "Discussion" in Enquiry Learning : J.J. Schwab's View of Enquiry and Enquiry Learning Theory." Journal of Research in Science Education 53, no. 3 (March 15, 2013): 419–27. http://dx.doi.org/10.11639/sjst.kj00008877197.

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Hochholdinger-Reiterer, Beate. "„Das Theater als eine Art höherer Schrottplatz.“ Werner Schwabs Dramatik: Sinnverweigernder Nonsens oder versteckter Moralismus?" Maske und Kothurn 45, no. 3-4 (December 1999): 137–54. http://dx.doi.org/10.7767/muk.1999.45.34.137.

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Soltani, Asghar. "Searching for the Origins of Schwab's Deliberative Curriculum Theory in the Thoughts of Aristotle, Dewey and Habermas." Theory and Practice in Curriculum 4, no. 7 (September 1, 2016): 167–96. http://dx.doi.org/10.18869/acadpub.cstp.4.7.167.

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Jaffe, Steven. "Radical Gotham: Anarchism in New York City from Schwab's Saloon to Occupy Wall Street ed. by Tom Goyens." New York History 100, no. 1 (2019): 159–61. http://dx.doi.org/10.1353/nyh.2019.0013.

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Barrett, Dawson. "Radical Gotham: Anarchism in New York City from Schwab’s Saloon to Occupy Wall Street. Edited by Tom Goyens." Journal of Social History 52, no. 4 (December 19, 2017): 1477–78. http://dx.doi.org/10.1093/jsh/shx149.

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Messer-Kruse, Timothy. "Radical Gotham: Anarchism in New York City from Schwab’s Saloon to Occupy Wall Street ed. by Tom Goyens." Labor 15, no. 4 (December 1, 2018): 141–43. http://dx.doi.org/10.1215/15476715-7127443.

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