The Handbook of Reading Research is the research Handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV follows in this tradition. The editors extensively reviewed the reading research literature since the publication of Volume III in 2000, as portrayed in a wide array of research and practitioner-based journals and books, to identify the themes and topics covered. As in previous volumes, the focus is on reading research, rather than a range of literate practices. When taken as a set, the four volumes provide a definitive history of reading research. Volume IV brings the field authoritatively and comprehensively up-to-date.

Advanced Distributed Consensus for Multiagent Systems contributes to the further development of advanced distributed consensus methods for different classes of multiagent methods. The book expands the field of coordinated multiagent dynamic systems, including discussions on swarms, multi-vehicle and swarm robotics. In addition, it addresses advanced distributed methods for the important topic of multiagent systems, with a goal of providing a high-level treatment of consensus to different versions while preserving systematic analysis of the material and providing an accounting to math development in a unified way. This book is suitable for graduate courses in electrical, mechanical and computer science departments. Consensus control in multiagent systems is becoming increasingly popular among researchers due to its applicability in analyzing and designing coordination behaviors among agents in multiagent frameworks. Multiagent systems have been a fascinating subject amongst researchers as their practical applications span multiple fields ranging from robotics, control theory, systems biology, evolutionary biology, power systems, social and political systems to mention a few.

During the 8th century BC, power gradually shifted from the central government to local rulers, who had nearly autonomous control over their areas of dominion. This study assembles for the first time all known sources regarding this period and analyzes them with respect to their description of the sociocultural interactions between the king and local population. The author demonstrates the kinds of knowledge about governance that was used to consolidate rulers personal power and the discernible space, power, and knowledge relationships of the potentates."

"Constructions of Literacy" explores and represents, through a series of cases and commentaries, how and why secondary school teachers and students use literacy in formal and informal learning settings. As used in the context of this book, secondary literacy refers to speaking, listening, reading, writing, and performing. It also refers to how these processes or events are constructed, negotiated, and used for specific purposes by teachers and students as they engage in various classroom, school, and community practices and interactions.
The authors operate from a stance that literacy is socially, culturally, and historically constructed. They recognize that there are many different perspectives on how that construction occurs--some arguing for institutional and structural influences--others suggesting that people have some degree of agency within the constraints imposed by larger structures. A distinguishing feature of the volume is that the contributors explore and make explicit "differing" perspectives on literacy as a social construction.
The volume is built around case studies of secondary school teachers' and students' literacy practices inside and outside of schools. The cases include diverse (critical, cultural, feminist, interpretive, phenomenological, and postmodern) theoretical and epistemological perspectives and research methodologies, making this one of the first collections of studies in secondary content area classrooms conducted from multiple perspectives. It concludes with two Commentaries, one by Donna Alvermann and one by David Bloome, in which they discuss and critique the contributions made from the different perspectives and grapple with how they simultaneously illuminate and confuse issues in literacy theory, research, and practice.
Preservice and in-service teachers, school professionals, and researchers in literacy education, secondary education, and curriculum theory will find this book stimulating and informative. It will help them analyze the complexities of secondary literacy teaching and learning, and examine their own understandings of literacy within their own literacy contexts.

Studienarbeit aus dem Jahr 2010 im Fachbereich BWL - Unternehmensfuhrung, Management, Organisation, Note: 1,3, FOM Hochschule fur Oekonomie & Management gemeinnutzige GmbH, Dusseldorf fruher Fachhochschule, Sprache: Deutsch, Abstract: Ursprunglich in den 70er Jahren vom japanischen Automobilhersteller Toyota ent-wickelt, fand JIT anfanglich hauptsachlich in der Automobilindustrie Anwendung. JIT wird heute jedoch auch in anderen Branchen als Beschaffungs- und Logistik-strategie angewendet. Die Kriterien fur eine erfolgreiche Implementierung von JIT sind ebenso vielfaltig wie streng und die Folgen nicht minder gravierend. Material-bestande werden auf ein Mindestmass reduziert, wodurch das Risiko eines Produk-tionsstillstandes steigt. In Folge dessen mussen haufig teure Notfallplane vorgehal-ten werden. Gleichzeitig werden die Anlieferfrequenzen erhoht und es findet mehr Guterverkehr statt. Provokant kann auch gesagt werden: Die Lagerhaltung findet auf der Strasse statt. Wie zeitgemass ist JIT also heute noch, ist es vielleicht aktuel-ler denn je und wohin geht die Reise? Welche Industrie konnte diese Frage besser beantworten als die Automobilindustrie, welche das JIT-Konzept entwickelt hat und den Ruf geniesst, Vorreiter im Hinblick auf Logistikkonzepte zu sein. Die vorliegende Arbeit soll zum einen das Konzept des Just-in-Time und die damit verbundenen Begrifflichkeiten erklaren. Zum anderen soll anhand aktueller Praxis-beispiele von erfolgreich weiterentwickelten JIT-Konzepten im Bereich der Auto-mobilindustrie dargelegt werden, das JIT als Beschaffungs- und Logistikkonzept einen wichtigen Beitrag zur Wettbewerbsfahigkeit eines Unternehmens leis

While excavating the necropolis of Dandara at the end of the 19th century, W. M. F. Petrie found several tomb stelae with demotic inscriptions. A few other funerary stelae appeared form some later excavations. These objects are now spread worldwide over several museums and collections. Some appeared in museum catalogues, but most of them are mentioned only in Petrie's publication from the year 1900. This publication collects for the first time all known demotic tombs stelae from the necropolis of Dandara. Fields of interest are the iconography as well as the classification of the inscriptions. All texts are, often for the first time, completely translated and commented. The stelae can be dated to the Early Roman Period. This manuscript was prepared duing the author's reserarch in the Cologne/ Leuven project "Multilingualism and Multiculturalism in Graeco-Roman Egypt" concerning the epigraphic records in demotic language. German text.

English summary: The German-Egyptian "Asyut Project" has been working in the Gebel Asyut al-gharbi, the Asyut necropolis in middle Egypt since 2003. One of the most studied tombs is that of prince Iti-ibi, ruler of the city at around 2040 BC. His tomb is considered to be one of the largest of the First Intermediate Period in Egypt. It has been repeatedly re-used, raided or used for storage space by early archaeologists. Despite, or rather thanks to, its unhappy history, the tomb contained many findings from the First Intermediate to the Early Modern Period, the first part of which is presented in this study: amulets, glass, wooden models, mollusks, clay offering plates and Ushabtis. These collections provide the first systematic insight into the specific regional characteristics of Asyut culture. German description: Seit 2003 arbeitet das deutsch-agyptische "Asyut Project" auf dem Gebel Asyut al-gharbi, dem Graberberg der mittelagyptischen Stadt Assiut. Eines der untersuchten Graber ist dasjenige des Gaufursten Iti-ibi, der um 2040 v.Chr. die Geschicke der Stadt fuhrte. Sein Grab zahlt zu den grossten der Ersten Zwischenzeit in Agypten. Es wurde mehrfach wiederbenutzt, geplundert oder von fruhen Ausgrabern als Depot benutzt. Trotz oder gerade wegen dieser unglucklichen Geschichte war das Grab reich an Funden von der Ersten Zwischenzeit bis zur fruhen Neuzeit, von denen ein erster Teil nun vorgestellt wird: Amulette, Glas, Holzmodelle, Mollusken, tonerne Opferteller und Uschebtis. Diese Objektgruppen bieten erstmalig einen systematischen Einblick in die regional spezifischen Charakteristika assiutischer Kultur.

In der vorliegenden Arbeit wurden fast 572 genau datierte und lokalisierte Stelen der 19. Dynastie hinsichtlich mehrerer Schwerpunkte untersucht. Den Hauptschwerpunkt bildet eine palaographische Untersuchung uber die Erscheinungsformen der Schriftzeichen auf dieser Denkmalergruppe. Die Auswertung erbrachte vielfaltige Ergebnisse hinsichtlich der Auspragung bestimmter Hieroglyphen auf zeitlicher und geographischer Ebene. Besondere Beachtung wurde erstmals den Veranderungen geschenkt, denen ein Schriftzeichen innerhalb einer hieroglyphischen Gruppe unterworfen sein kann. Auf der beigefugten CD-ROM befinden sich in Form von pdf- Dokumenten samtliche Zeichentabellen, die als Grundlage vorliegender Untersuchung dienten. Die chronologische und topographische Sortierung ermoglicht es daruber hinaus, weitere Denkmaler hinsichtlich ihrer ursprunglichen Herkunft und ihrer Datierung genauer einordnen zu konnen. Ein zweiter Schwerpunkt dieser Untersuchung lag auf der Erstellung einer Klassifizierung, die eine knappe, aber einheitliche Beschreibung einer Stele mittels eines Codes ermoglicht, so dass die wesentlichen Informationen jedes einzelnen Objektes sofort ersichtlich werden. Umfangreiche Indices sowie ein vollstandiger Katalog des bearbeiteten Materials bieten umfassende Nachschlagemoglichkeiten hinsichtlich der datierten Privatstelen der 19. Dynastie.

Ushebtis - statuettes used as funerary equipment to serve their owners - are one of the most popular object groups from Ancient Egypt and receive much attention. On the other hand, statuettes explicitly originating from Middle Egypt are distinctly underrepresented in Egyptological research and hardly any information has been published as a corpus so far. The volume by Jan Moje fills a part of this gap. Here, the ushebtis found during early 20th century excavations in the necropolis of Asyut have been compiled and published for the first time. Additionally they have been analyzed regarding iconography and burial practices in Asyut from the New Kingdom to the Ptolemaic Period.

"Constructions of Literacy" explores and represents, through a series of cases and commentaries, how and why secondary school teachers and students use literacy in formal and informal learning settings. As used in the context of this book, secondary literacy refers to speaking, listening, reading, writing, and performing. It also refers to how these processes or events are constructed, negotiated, and used for specific purposes by teachers and students as they engage in various classroom, school, and community practices and interactions.
The authors operate from a stance that literacy is socially, culturally, and historically constructed. They recognize that there are many different perspectives on how that construction occurs--some arguing for institutional and structural influences--others suggesting that people have some degree of agency within the constraints imposed by larger structures. A distinguishing feature of the volume is that the contributors explore and make explicit "differing" perspectives on literacy as a social construction.
The volume is built around case studies of secondary school teachers' and students' literacy practices inside and outside of schools. The cases include diverse (critical, cultural, feminist, interpretive, phenomenological, and postmodern) theoretical and epistemological perspectives and research methodologies, making this one of the first collections of studies in secondary content area classrooms conducted from multiple perspectives. It concludes with two Commentaries, one by Donna Alvermann and one by David Bloome, in which they discuss and critique the contributions made from the different perspectives and grapple with how they simultaneously illuminate and confuse issues in literacy theory, research, and practice.
Preservice and in-service teachers, school professionals, and researchers in literacy education, secondary education, and curriculum theory will find this book stimulating and informative. It will help them analyze the complexities of secondary literacy teaching and learning, and examine their own understandings of literacy within their own literacy contexts.

The Handbook of Reading Research is the research Handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV follows in this tradition. The editors extensively reviewed the reading research literature since the publication of Volume III in 2000, as portrayed in a wide array of research and practitioner-based journals and books, to identify the themes and topics covered. As in previous volumes, the focus is on reading research, rather than a range of literate practices. When taken as a set, the four volumes provide a definitive history of reading research. Volume IV brings the field authoritatively and comprehensively up-to-date.

This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources.
*Part I, "Rethinking Conceptual Frameworks," offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.
*Part II, "Rethinking Knowledge and Representation," considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared--challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders.
Employing the lens of "critical sociocultural research," this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.

In a time of pressures, challenges, and threats to public education, teacher preparation, and funding for educational research, the fifth volume of the Handbook of Reading Research takes a hard look at why we undertake reading research, how school structures, contexts and policies shape students' learning, and, most importantly, how we can realize greater impact from the research conducted. A comprehensive volume, with a "gaps and game changers" frame, this handbook not only synthesizes current reading research literature, but also informs promising directions for research, pushing readers to address problems and challenges in research design or method. Bringing the field authoritatively and comprehensively up-to-date since the publication of the Handbook of Reading Research, Volume IV, this volume presents multiple perspectives that will facilitate new research development, tackling topics including: Diverse student populations and sociocultural perspectives on reading development Digital innovation, literacies, and platforms Conceptions of teachers, reading, readers, and texts, and the role of affect, cognition, and social-emotional learning in the reading process New methods for researching reading instruction, with attention to equity, inclusion, and education policies Language development and reading comprehension Instructional practices to promote reading development and comprehension for diverse groups of readers Each volume of this handbook has come to define the field for the period of time it covers, and this volume is no exception, providing a definitive compilation of current reading research. This is a must-have resource for all students, teachers, reading specialists, and researchers focused on and interested in reading and literacy research, and improving both instruction and programs to cultivate strong readers and teachers.

This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources.
*Part I, " Rethinking Conceptual Frameworks, " offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.
*Part II, " Rethinking Knowledge and Representation, " considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared-- challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders.

Employing the lens of " critical sociocultural research, " this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.

In a time of pressures, challenges, and threats to public education, teacher preparation, and funding for educational research, the fifth volume of the Handbook of Reading Research takes a hard look at why we undertake reading research, how school structures, contexts and policies shape students' learning, and, most importantly, how we can realize greater impact from the research conducted. A comprehensive volume, with a "gaps and game changers" frame, this handbook not only synthesizes current reading research literature, but also informs promising directions for research, pushing readers to address problems and challenges in research design or method. Bringing the field authoritatively and comprehensively up-to-date since the publication of the Handbook of Reading Research, Volume IV, this volume presents multiple perspectives that will facilitate new research development, tackling topics including: Diverse student populations and sociocultural perspectives on reading development Digital innovation, literacies, and platforms Conceptions of teachers, reading, readers, and texts, and the role of affect, cognition, and social-emotional learning in the reading process New methods for researching reading instruction, with attention to equity, inclusion, and education policies Language development and reading comprehension Instructional practices to promote reading development and comprehension for diverse groups of readers Each volume of this handbook has come to define the field for the period of time it covers, and this volume is no exception, providing a definitive compilation of current reading research. This is a must-have resource for all students, teachers, reading specialists, and researchers focused on and interested in reading and literacy research, and improving both instruction and programs to cultivate strong readers and teachers.