Thomas Goetz

For more than a decade, there has been growing interest in the role of emotions in academic settings. Written by leading experts on learning and instruction, Emotions at School focuses on the connections between educational research and emotion science, bringing the subject to a wider audience. With chapters on how emotions develop and work, evidence-based recommendations about how to foster adaptive emotions, and clear explanations of key concepts and ideas, this concise volume is designed for any education course that includes emotions in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike.

For more than a decade, there has been growing interest in the role of emotions in academic settings. Written by leading experts on learning and instruction, Emotions at School focuses on the connections between educational research and emotion science, bringing the subject to a wider audience. With chapters on how emotions develop and work, evidence-based recommendations about how to foster adaptive emotions, and clear explanations of key concepts and ideas, this concise volume is designed for any education course that includes emotions in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike.

The riveting history of tuberculosis, the world's most lethal disease, the two men whose lives it tragically intertwined, and the birth of medical science. In 1875, tuberculosis was the deadliest disease in the world, accountable for a third of all deaths. A diagnosis of TB--often called consumption--was a death sentence. Then, in a triumph of medical science, a German doctor named Robert Koch deployed an unprecedented scientific rigor to discover the bacteria that caused TB. Koch soon embarked on a remedy--a remedy that would be his undoing. When Koch announced his cure for consumption, Arthur Conan Doyle, then a small-town doctor in England and sometime writer, went to Berlin to cover the event. Touring the ward of reportedly cured patients, he was horrified. Koch's "remedy" was either sloppy science or outright fraud. But to a world desperate for relief, Koch's remedy wasn't so easily dismissed. As Europe's consumptives descended upon Berlin, Koch urgently tried to prove his case. Conan Doyle, meanwhile, returned to England determined to abandon medicine in favor of writing. In particular, he turned to a character inspired by the very scientific methods that Koch had formulated: Sherlock Holmes. Capturing the moment when mystery and magic began to yield to science, "The Remedy" chronicles the stunning story of how the germ theory of disease became a true fact, how two men of ambition were emboldened to reach for something more, and how scientific discoveries evolve into social truths.

This handbook is a user-friendly resource for pre-service and new practicing teachers outlining theoretical models and empirical research findings concerning the nature and effects of emotions, motivation, and self-regulated learning for students and teachers alike. The authors provide accessible explanations, classroom-based examples and self-reflection exercises, as well as useful advice for new teachers about these psychosocial processes. They address how to measure these processes, what effects they have on personal and academic development, how they manifest in both students and teachers and how teachers can best manage and optimize these critical elements at the classroom level. It is expected that by collecting, distilling, and highlighting the real-world applicability of research on underexplored educational topics (e.g., students? emotions other than anxiety, promoting student autonomy, preventing burnout and attrition in teachers) that empirical findings can be used to improve personal and academic development in students, while also preparing new teachers for the psychological challenges of classroom instruction.

Der Tod, der die Sterbenden endgultig zum Verstummen bringt, bringt dafur meist die Nachlebenden zum Reden. Die Typologie diskursiver Formen des Nachrufs, mit dem die Toten verabschiedet und die Weiterlebenden getrostet werden, ist vielfaltig. Allerdings ist der Totendiskurs je nach Kontext streng geregelt: was uber den Toten zu sagen ist, wie und von wem, ist nicht beliebig, sondern untersteht jeweils expliziten und impliziten Regulierungen. Die Literatur kann unter Berufung auf die Freiheit der Fiktion mit diesen Regeln anders umgehen. Wie die Literatur uber die Toten spricht, steht somit in spezifischer Funktion zum asthetischen Code. Dies wird vor allem in den dramatischen Genres deutlich, die den Tod des Helden in Szene setzen. Dabei erhalt die Totenrede auf die Protagonisten einen dramaturgisch prominenten Ort im ganzen Stuck, fur dessen Sinnkonstitution sie eine entscheidende Rolle spielt.