323,427 research outputs found
Marquart von Erolſhain an Apte; Samenvnge ze Rot - 1291 Januar 21.
No full textMarquart von Erolsheim beurkundet, daß er dem Abt und Konvent von Rot einen Hof in Oberoffingen, der Eigentum seiner Ahnen und seines Vaters war, für 19 Pfund Konstanzer Münze verkauft hat. Er hat dem Kloster 3 [vielleicht waren 4 beabsichtigt, worauf der freie Raum S. 584 Z. 28 zu deuten scheint] namentlich genannte Bürgen gestellt, die mit ihm durch 12 Jahre haften. Falls jemand Anspruch auf den Hof erhebt oder die Gülten durch Marquarts Schuld nicht eingehen, so wird er dem Kloster innerhalb eines Monats den Schaden vergüten. Tut er es nicht, so sollen sich 2 Bürgen auf Mahnung des Abtes nach Memmingen in rᷝgiſelſchefte begeben; werden auch dann die Bedingungen innerhalb eines Monats nicht erfüllt, so müssen sich alle Bürgen in Memmingen einfinden und dürfen nicht heraus, bis Marquart seinen Verpflichtungen nachgekommen ist. Wird der Hof dem Kloster durch Marquarts Schuld genommen und kann er ihn nicht rechtsgültig überschreiben, so wird er dem Kloster ein gleichwertiges Gut im Illergau unter denselben Bedingungen geben. --{'name': 'BAdW', 'uri': 'badw.png'
Marquart der vrei von weilr an hertzog Ludwig zi Baiern / vnd phalnzgrafen zi Rine - 1290 September 28.
No full textMarquart der Freie von Weiler beurkundet, daß er mit seiner Ehefrau Agnes einen Hof in Wiesloch, dessen Hälfte Konrad von Hettingheim von ihm zu Lehen hat, dem Herzog Ludwig [II.] von Bayern und Pfalzgrafen zu Rhein als Eigentum übergeben hat; er verzichtet für sich, seine Ehefrau und seine Kinder auf alle Ansprüche darauf [in besonders deutlicher Form, vgl. S. 546 Z. 32 f die verstärkte Negation], er und seine Ehefrau Agnes erklären, daß der Hof nicht deren Morgengabe gewesen sei. Ferner beurkundet Konrad von Hettingheim, daß er mit seiner Ehefrau Fridraun und ihrem gemeinsamen Sohn Friedrich ihr Eigenteil an dem genannten Hof dem Herzog und dessen Erben überlassen, ihr Lehen daran dem oben genannten Marquart dem Freien aufgegeben hat, der es dem Herzog überlassen hat. Alles zusammen haben sie an den Herzog für 90 Pfund und 1 Schilling verkauft. Konrad hat geschworen, den Hof wie sein Eigentum zu verteidigen, falls darauf innerhalb Jahresfrist Ansprüche geltend gemacht werden sollten. Ausgenommen von diesem Kauf sind 3 Morgen, welche der Kirche rᷝzu dem lieht gehören. --{'name': 'BAdW', 'uri': 'badw.png'
Frack
No full textfrom Small Buried ThingsThis book chapter is published as Marquart, Debra., “Frack.” Rewilding: Poems for the Environment, edited by Crystal S. Gibbins, Flexible Press, 2020;87-89. https://www.flexiblepub.com/rewilding-1. Posted with permission
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Bringing all students onto webcam together for special circumstances: Using a large video pod
No full textThis is a chapter in the book Marquart, M., Marshall, L.W., Chung, R., & Garay, K. (2022). Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books.
The book can be found at https://edtechbooks.org/designing_engaging_interactive_synchronous_online_classes or https://www.onlinepedagogybooks.com/
Short description of the chapter:
At times, instructors may want to bring all students onto webcam together. This chapter demonstrates an example of what this might look like.
Keywords: online education, online learning, synchronous classes, live online classes, webca
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Inspiring Trust and Risk in Online Discussion -- #itsi18
No full textHow can you build a respectful and supportive classroom community that encourages participation from all students and deepens opportunities for peer learning? Drawing from how community was created in an online course on racial identity development at the School of Social Work, this interactive session will consider how to build community in courses across a variety of departments. Participants will have the chance to reflect on how to apply the lessons from this session to assignment design and implementation.
Marquart, M. (2018, June 12). Inspiring trust and risk in online discussion. Workshop presented at the Columbia University Center for Teaching and Learning's 2018 Innovative Teaching Summer Institute, New York, NY
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Have you considered writing or editing a book? Sharing lessons learned from publishing the book Designing Engaging and Interactive Synchronous Online Class Sessions
No full textThese are the slides from a talk for the Center for Asian Pacific American Women’s Educators Compassion Circle.
Session description:
At our Educators Compassion Circle on February 16, 2023, Matthea Marquart will share about the process of publishing the book Designing Engaging and Interactive Synchronous Online Class Sessions. She co-edited this book with colleagues Lia W. Marshall, Rebecca Y. Chung, and Kristin Garay.
For folks who are thinking about future book-publishing, Matthea will share about:
** The road from thinking about & wanting to write a book, to publishing it
** Deciding on the modality of the book (print vs ebook)
** Choosing a publisher
** The costs of publishing
** Doing a market scan to gauge what books are already out there
** Copyright issues and what you will & won’t be allowed to share freely after publishing
** Collaborating with co-authors or co-editors
** Inviting and working with chapter contributors
** Easing your way into book publishing by becoming a chapter author
** Your responsibilities and options around marketing
This will be an interactive session, with lots of opportunities to share your own experiences with publishing, and to ask questions.
The slides include quotes from Lia W. Marshall, Aparna Samuel Balasundaram, and Christine D. Holmes, and include slide content from Suzan Koseoglu, Royce Kimmons, and Jennifer Ramsey; used with permission.
The free ebook discussed in the presentation can be found here: https://edtechbooks.org/designing_engaging_interactive_synchronous_online_classes and https://www.onlinepedagogybooks.com
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Self-Care Day Online Session: Self-Care Show-and-Tell
No full textIn this online session, Steven Schinke and Matthea Marquart host an informal Self-care show-and-tell via webcam and mic. Participants brought a photo, object, or web link that represents something they enjoy for self-care, to share with their CSSW Online Campus community colleagues. This is a Workshop for Columbia University School of Social Work’s Self-Care Day on October 22, 2018
Diffusive author(s), cohesive author: Analysis of S/N (1994)
No full textThis study indicates the ways in which various aspects of the author(s) are brought forth in Dumb type’s performance art, the S/N production. Previous research has suggested a non-hierarchical organization of Dumb type and the absence of a “privileged author” in Dumb type’s collaborative work, S/N. However, the results that I have investigated from member’s interviews on the creative process of S/N along with my analysis of the recorded images of S/N, indicate a different aspect of the author(s). First, S/N was created through, so to speak, the collective ideas of the members of Dumb type. Further, S/N has at least nine quotations from previous performances, installations, and printed writings, besides the work-in-progress technique. Explicating one of the “author functions” as given by Michel Foucault, each text has plural subjects of the author. However, it has been revealed from members’ interviews that Teiji Furuhashi had a decision-making role in selecting the members’ ideas within the performance. Since then, S/N has had plural subjects of creation; however, Furuhashi is one of the subjects of creation along with the “privileged author.” S/N has plural authors (diffusive authors) yet at the same time, it has a “privileged author,” Teiji Furuhashi (cohesive author)
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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Sharing Synchronous Strategies for Interactive Live Virtual Class Sessions that Engage the Whole Class
No full textHandout from a roundtable session at the Social Work Distance Education Conference 2016, Indianapolis, IN. Session description: For experienced online instructors, this roundtable discussion will give participants a chance to share activities and strategies that have worked for them during synchronous, live virtual class sessions. For both new and experienced instructors, this session will give participants a chance to learn concrete activities and strategies that are working in other virtual classrooms. All levels of participants will walk away with something new for their virtual instruction toolkit. This handout references the following book chapter: Marquart, M., Fleming, M., Rosenthal, S., & Hibbert, M. (2016, April). Instructional Strategies for Synchronous Components of Online Courses. In S. D’Agustino (Ed.), Creating Teacher Immediacy in Online Learning Environments. Hershey, PA: IGI Global. Thank you to the chapter co-authors Michael Fleming, Samuel A. Rosenthal, and Melanie Hibbert, as well as the following instructors whose chapter quotes are excerpted on this handout: John Robertson, Katrina Pugh, Mashura Akilova, Basil Rabinowitz, Lauri Harrison, Rebecca Shaffer, Mario A. Gonzalez-Corzo, and Karl Rutter
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