Heidi Weber

From the summer of 1958, when she first met Le Corbusier in Cap Martin, until today, Heidi Weber has worked tirelessly to popularize his work. She was the first to have certain pieces of Le Corbusier’s furniture industrially manufactured, she published his graphic works, and she organized countless exhibitions devoted to him. She even had Le Corbusier himself design a building especially for her collection: the Heidi Weber Museum ("La Maison de l’Homme") in Zurich, which opened in 1967; it is the only museum in the world exclusively devoted to the great architect’s work as a visual artist. This volume documents these fifty years of activity with illustrations of more than one hundred of Le Corbusier’s works from Heidi Weber’s collection, including paintings, drawings, collages, sculptures, tapestries, furniture, plans, and models. It not only tells the story of a woman of tireless commitment and vision; it offers a fascinating synthesis of Le Corbusier’s work as a visual artist in all its myriad facets.

From the summer of 1958, when she first met Le Corbusier in Cap Martin, until today, Heidi Weber has worked tirelessly to popularize his work. She was the first to have certain pieces of Le Corbusier’s furniture industrially manufactured, she published his graphic works, and she organized countless exhibitions devoted to him. She even had Le Corbusier himself design a building especially for her collection: the Heidi Weber Museum ("La Maison de l’Homme") in Zurich, which opened in 1967; it is the only museum in the world exclusively devoted to the great architect’s work as a visual artist. This volume documents these fifty years of activity with illustrations of more than one hundred of Le Corbusier’s works from Heidi Weber’s collection, including paintings, drawings, collages, sculptures, tapestries, furniture, plans, and models. It not only tells the story of a woman of tireless commitment and vision; it offers a fascinating synthesis of Le Corbusier’s work as a visual artist in all its myriad facets.

First published in 1984, The New Englishes explores new varieties of English. Well-known examples of New Englishes include Indian English, Philippine English, Singapore English and African Englishes of nations such as Nigeria and Ghana. The book deals with the way New Englishes have developed in those non-native situations where they are used for a wide range of functions within the community. These New Englishes are varieties which have become localized not only through the influence of the other languages of the regions where they are used but also through being adapted to the life and culture of their speakers. They are, or are in the process of becoming, varieties of English in their own right—as legitimate as the ‘older’ Englishes which have been passed on from generation to generation of native speakers. As the authors show, these New Englishes had their beginnings in the colonial era, but in many nations, independence has meant an increase in the use and functions of English. Characteristics of these New Englishes are examined and compared to show that although there are many differences from one New English to another, there are also striking similarities. Topics such as accent and intonation, new meanings for words, new expressions, features of sentence structure, the development of styles, problems of standards and the use of the New Englishes in literature are discussed. Throughout the book, the authors show how English has been modified and enriched in its new settings.

Ausgehend von einer Taxonomie der Lernziele arbeiten die Autoren hier ein Modell aus, mit dessen Hilfe den unterschiedlichen Lernzielniveaus entsprechende Kontrollaufgaben zugeordnet werden konnen. Dabei ist zu beachten, dass die zu erwerbende Kompetenz stets mit einem beobachtbaren Verhalten beschrieben werden muss, damit eine Lernzieluberprufung uberhaupt moglich ist. Die Beschaftigung mit dem wichtigen Bereich der Lernziele darf jedoch nicht zu einer Reduzierung des breiten Feldes der Didaktik auf den Teilaspekt Effizienz fuhren. Lernziele sind nur ein Aspekt im komplexen Lehr-/Lernprozess, aber ein sehr wesentlicher, dem mit besonderer Sorgfalt zu begegnen ist. Auch sind nicht alle wichtigen Lernziele operationalisierbar, also messbar, dennoch sollte dies nicht dazu fuhren, von einer Konkretisierung von Lernzielen per se Abstand zu nehmen und sich mit der Hoffnung abzufinden, dass im Lehr-/Lernprozess schon alles gut gelaufen ist bzw. dass das Lernen fur die kommende Prufung schon was nutzen wird.