Suchergebnisse

Frontmatter -- Contents -- Figures -- Case Studies -- Acknowledgements -- Chronology of 1970s American Culture -- Introduction: The Intellectual Context -- Chapter 1 Fiction and Poetry -- Chapter 2 Television and Drama -- Chapter 3 Film and Visual Culture -- Chapter 4 Popular Music and Style -- Chapter 5 Public Space and Spectacle -- Conclusion: Rethinking the 1970s -- Notes -- Bibliography -- Index

We always seem to be in the wake of some current event or controversy that reminds us just how important scholarly interest in religions has been, is, and will be. Fortunately, new sources for religious movements—even sources that illumine those movements' origins—keep turning up, and many sources, long considered critical, are now accessible online. Furthermore, fresh developments in the disciplines that consistently make significant contributions to our understanding of religious personality, authority, devotion, and community—disciplines ranging from psychology, sociology, and anthropology to history, art history, philosophy, literary criticism, and political science—fuel general, as well as scholarly, interest in the world's religions. Without exaggeration, one can claim we have an embarrassment of riches. Consequently, the study of religious crises, commitments, and critics of the latter has never been livelier. [.]

AbstractNo Abstract

AbstractThis article focuses on the use of simulations as a tool to teach students about international negotiations. The basic premise is that simulations can be an effective teaching tool because they engage students and make them active participants in the learning process. The objective of these simulations is not to train students to be professional negotiators, but rather to provide a solid grounding which will enable them to better understand the process of international negotiation. Although there can be problems associated with using simulations, I argue that the benefits far outweigh the drawbacks. In this article, ICONS, a computer-assisted simulation of international negotiation, is compared with different approaches to teaching about international negotiations, including other simulations which do not involve the use of technology.